_ 

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Research Note 83-38

V.

BSEP II Lesson Developer's Guide

* O A Guidebook for the Development of

Job-Oriented BSEP II Materials

Wendy McGuire and Roy Avant

McFann-Gray & Associates, Inc.

Ol Judy Howard

Monterey Peninsula Unified School District

Jack H. Hiller. Contracting Officer's Representative

Submitted by

James A. Thomas, Chief

PRESIDIO OF MONTEREY FIELD UNIT

and

TRAINING Harold RESEARCH F. O'Neil, Jr., LABORATORY Director D 

-. y; 0

JAN1 31984

U. S. Army

Research Institute for the Behavioral and Social Sciences

October 1983 6 01 .1,3 122

Approved for public release; distribution unlimited.

This report, as submitted by the contractor, has been cleared for release to Defense Technical Information Center

LLj- (DTIC) to comply with regulatory requirements. It has been given no primary distribution other than to DTIC

nd will be available only through DTIC or other reference services such as the National Technical Information

Service NTIS). The views, opinions, and/or findings contained in this report arhe tiosel Thnauthor(s) and

L should not be construed as an official Department of the Army position, policy, or decision, unless so designated

by other official documentation.
SECURIY CLSIICTO OFTISPG (whmen Data Enterdo________________

READ INSTRUCTIONS REPORT DOCUMENTATION PAGE BEFORE COMPLETIN4G FORMJ

1. REPORT NUMBER 2.oV CESSION NO. 3. RECIPIENT'S CATALOG NUMBER

ARI Research Note R'l-'R A4 W6

4. TTLE(andSubitle 45. TYPE OF REPORT A PERIOD COVERED

BSEP II LESSON DEVELOPER'S GUIDE--A GUIDEBOOK September 1981-September 1982

FOR THE DEVELOPMENT OF JOB-ORIENTED BSEP II ______________

MATERIALS 6. PERFORMING ORG. REPORT NUMBER

U, MGA-0878-MRO

7. AUTNOR(a) a. CONTRACT OR GRANT NUMBER(s)

Wendy McGuire, Roy Avant (McFann-Gray & Assoc.)

* I Judy Howard (Monterey Peninsula Unified Sch Dis) A93 C19

9. PERFORMING ORGANIZATION NAME AND ADDRESS SO. PROGRAM ELEMENT, PROJECT. TASK

McFann-Gray & Associates, Inc. AE OKUI UBR

Building T104, P.O. Box 5705 2Q263743A794

Presidio of Monterey, CA 93940 ______________

*It. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

U.S. Army Research Institute for the Behavioral October 1983

and Social Sciences 13. NUMBER OF PAGES

5001 Eisenhower Avenue, Alexandria, VA 22333 128

14. MONITORING AGENCY NAME & ADDRESS(If different frh Controling Office) IS. SECURITY CLASS. (of this report)

UNCLASS IFIED

15s. DECL ASSI FICATION/ DOWNGRADING

SCHEDULE

IS. DISTRIBUTION STATEMENT (of this Report)

Approved for public release; distribution unlimited.

I17. DISTRIBUTION STATEMENT (of Cho abstract entered In Block 20, If different from Report) -Access ion For

.~s. Unann~ounced 2

Contracting officer's technical representative was Dr. Jack H. Hiller. ribution/

19. KEY WORDS (Conthuae on reverse side if necessary and Identify by block number)Avi i/o

*Basic skills Reading training DiSt ISpeciaL

Job skills Math training

Task analysis Writer's manuals

121L AIM- ~~ Cmhm ravere. 0111 N me..swa sold ident bY block ntm1be)

TRDChsrcmeddthe development and implementation of a Functional D

Bai SilsPora uitarudformao cmoensi4(g Baseline (o'

skils;(1, Eglih a aSecond language skills; (a) Army Life Coping skills;

and40 earingStrteg sklls Aprototype, self-paced, job-oriented qijE

II rogams eendeveloped at Fort Ord. This program includes the components listed above, with the exception of English as a Second Language -?~

skills. A ,yc , 0, f svopL -,- c , I -11

(Continued)

FM 10 3 MDTIOW OF # NOV611 IS OBSOLETE UCASFE

SECURITY CLASSIFICATION OF THIS PACE (Wken Dole Entered)
UNCLASSIFIED n a o S tw wr - nia r AV"St * .&6U

Item 20 (Continued)

This volume contains a Lesson Developer's Guide for the BSEP II manager

and/or course writer. It presents specific instructions to the writer on

analyzing a given population's BSEP II needs, gathering materials for inclusion in BSEP II lessons, and writing and implementing BSEP II lessons

and modules. The prototype job-oriented program developed at Fort Ord is

used as a model throughout.

Related documents Inclde ARI Research Report 1346, Management System

for Integrating Basic Skills II Training and Unit Training Programs, which

describes the total research effort and reports the results of a field test,

and ARI Research Note 83-36, Classroom Materials for Job-Related BSEP II

Program, which contains all the prototype lessons and associated class

management instruments that were developed and tested during the research

project.

Ii

UNCLASSIFIED

SECURITY CLASSIFICATION OF THIS PAGEWMen Data Knter40

.~* . , ~ -* 5, *~' 4 *.,.-* , *. * 4 5\- -~'4 - * g - *'' 4 -- ~ '*
BSEP II LESSON DEVELOPER'S GUIDE--A GUIDEBOOK FOR THE DEVELOPMENT

OF JOB-ORIENTED BSEP II MATERIALS

EXECUTIVE SUMMARY

Requirement:

This volume is written as a self-contained aid to assist Army BSEP II

managers and course writers in the following principal task activities:

* Understanding BSEP II and determining local BSEP II training needs.

* Choosing and categorizing Soldier's Manual materials for lesson

development.

* Writing effective BSEP II lesson materials.

Procedures:

The Lesson Developer's Guide is a product of a research project that involv d the design, development, and test of a management system for integrating

theas ic Skills Education Program Phase II, and unit training programs. The

gene al approach to the project fo'llowed a four-step sequence of activities as

listed below:

* Step 1-Design Integrated BSEP II/Unit Training Management System.

* Step 2--Design Procedures to Mate BSEP II Lessons with Specific Soldier's Manual Tasks for Maximum Learning and Transfer of Training.

* Step 3-Prepare Prototype Lesson Plans and Lesson Developer's Guide.

* Step 4--Design and Execute a Field Test of the Prototype Integrated

BSEP II/Unit Training System.

Following this procedure, a class management system was developed for the

delivery of three integrated curriculum components: (1) a Literacy Skills component which includes basic language, math, and reading skill requirements;

(2) a Life Coping Skills component which addresses specific life coping skills

that were determined to be particularly important to the soldier population at

Fort Ord, California; and (3) a Learning Strategies component which provides

training in the areas of reading comprehension, memorization, concentration,

and test-taking skills.

This Lesson Developer's Guide uses the system and components described

above as models in providing instructions on:

* how to analyze the BSEP II population at an installation;

iii
* how to identify and select appropriate Soldier's Manual material for

inclusion in BSEP II lessons; and

* how to write and use BSEP II lesson modules and activity sheets.

Findings:

The management system, course materials, and Lesson Developer's Guide were

tested during a 5-month period at the education center at Fort Ord to determine

their utility and effectiveness in integrating BSEP II and unit training programs. Evaluation data were collected through the test period and were used to

revise lesson modules and to modify the class management system. Results indicate that:

" The management system and curriculum materials provide an effective

integration of training efforts that meets certain of the requirements

for both BSEP II and unit training programs.

" A BSEP II curriculum built substantially from selected SM materials

can contribute to the acquisition of basic literacy skills.

" Based on results obtained on the Test of Adult Basic Education (TABE),

students participating in the test curriculum achieved grade level

gains comparable to those obtained by students in the standard and

CAI BSEP II courses delivered at Fort Ord.

iv
TABLE OF CONTENTS

CHAPTER

1. OVERVIEW OF BSEP I

OVERVIEW OF BASIC SKILLS

INSTRUCTION IN THE ARMY I

The Current Basic Skills Education Program 2

BSEP II 3

BSEP II at Fort Ord, California 5

PROTOTYPE BSEP II AT FORT ORD 7

Program Content 7

Course Progress 7

Flexibility of the System 17

2. UNDERSTANDING THE LOCAL BSEP II PROGRAM 19

DETERMINING LOCAL NEEDS 19

Population 19

Program Criteria 22

CHOOSING MATERIALS FOR LESSON DEVELOPMENT 25

SQT Needs 25

Unit and Job-Specific Materials 31

Military Life Coping Skills 31

CATEGORIZING MATERIALS FOR ACTIVITY SHEETS 31

3. WRITING EFFECTIVE BSEP II MATERIALS 35

WRITING ACTIVITY SHEETS 35

Limitations of Activity Sheets 35

Lesson Format 36

REWRITING AN EXISTING MODULE 51

BUILDING A NEW MODULE 52

TRYING IT OUT 55

LOOKING BACK 55

v

s . .,w. S V *-*S . . :
LIST OF TABLES

TITLE PAGE

TABLE 1: CONTENTS OF LITERACY SKILL CURRICULUM 9

TABLE 2: LIFE COPING SKILLS 14

TABLE 3: LEARNING STRATEGIES 15

TABLE 4: ANALYSIS OF FORT ORD EDC REPORT, NOV. 1981 23

TABLE 5: JOB CLUSTERS RELEVANT TO THE MAJORITY OF

BSEP ELIGIBLES AT FORT ORD 24

TABLE 6: SQT TASKS REQUIRED BY MAJOR MOSs AT FORT ORD, 1982 28

TABLE 7: SOURCES OF INFORMATION AND POTENTIAL BSEP II

LESSON MATERIALS 32

vii

:.° - r : P ' r = .' + .. . . '.? . + .. .:..2 .+2 'i. : . 2 ,2. .' : +. ,....'..'.-. ?-i-'
APPENDICES

Page

APPENDIX A: PRACTICE PROBLEMS FOR WRITING ACTIVITY SHEETS A-I

APPENDIX B: SAMPLE SOLUTIONS TO PRACTICE PROBLEMS B-I

APPENDIX C: SAMPLE MODULE: JOB-ORIENTED BSEP II PROGRAM

AT FORT ORD C-I

viii
LIST OF FIGURES

TITLE PAGE

FIGURE 1: LITERACY SKILLS 8

FIGURE 2: PROGRESS THROUGH COURSE 16

FIGURE 3: ORGANIZATIONAL CHART FOR FORT ORD 20

FIGURE 4: SAMPLE OF EDC ROSTER, FORT ORD, NOV. 1982 21

FIGURE 5: SAMPLE OF DIVISION LEVEL SUMMARY REPORT, FORT

ORD, 1982 30

FIGURE 6: ACTIVITY SHEETS IN THE SUBTRACTION PORTION

OF THE WHOLE NUMBERS MODULE OF THE BSEP II

MATH COURSE 37

FIGURE 7: ACTIVITY SHEET FORMAT 38

FIGURE 8: SAMPLE "HOW-TO" SECTIONS 42

FIGURE 9: SAMPLE INSTRUCTIONS AND ANSWER FORMATS 45

FIGURE 10: SAMPLE PROBLEM SECTIONS 49

i

vi
CHAPTER I

OVERVIEW OF BSEP

OVERVIEW OF BASIC SKILLS INSTRUCTION IN THE ARMY

The Army's on-duty education programs were for many years directed toward the

correction of general literacy problems in reading, writing, and math. Early

efforts in this regard were focused on the need to improve general literacy skills

for the large group of enlistees that began entering the Army in 1964 under

Project 100,000. These soldiers attended classes to improve reading proficiency

before they went on to Basic Training. A series of HumRRO research projects

led the Army in 1974 to adopt a program to improve soldier performance in

Advanced Individual Training. This Advanced Individual Training Preparatory

Training (AITPT) program provided reading instruction that was developed

for six specific MOS areas, using military manuals as source materials. Then in

1978, AR 621-45, Basic Skills Education Program, provided for a three-phase

BSEP (BSEP I, II, and III) to develop job related educational competencies and

skills and to assist in soldier career growth. This three-phase format was

carried forward into the current BSEP regulation (AR 621-5) but with a major

redesign plan incorporated. This redesign effort followed an in-depth review of

the Army Continuing Education System (ACES) by the Assistant Secretary of the

Army. 2 The Secretary of the Army and the Army Chief of Staff then issued a

joint memorandum that directed the development of a plan that would result in

standardized functional BSEP curricula. 3 Training and Doctrine Command

(TRADOC) was charged with responsibility for planning and implementing many

of the initiatives associated with the redesign effort. A five-year (1981-86) plan

was published in the form of TRADOC Regulation 621-1, Implementation of

ISee Sticht, Thomas G. A Program of Army Functional Job Reading Training:

Development, Implementation, and Delivery Systems. HumRRO Report FR-WD

(A)-75-7, June 1975.

2 Department of the Army Memorandum, Subject: Army Continuing Education

Policy and Recommendations, 7 August 1979.

3Chief of Staff Memorandum, Subject: Army Continuing Education Policy and

Recommendations Study, 29 August 1979.
Army Continuing Education Policy and Recommendations Plan, January 1980.

Curricula and supporting minimum competency tests are to be developed for the

following subprogram areas:

I. MOS baseline skills

2. Military life coping skills

3. Learning strategies

4. English as a second language

TRADOC, working with several contractors, is in the process of identifying MOS

baseline skills for the 95 most populous initial-entry MOSs. Standardized

training packages will then be prepared for each BSEP skill to be taught.

The Current Basic Skills Education Program

AR 621-5, Army Continuing Education System (ACES), 15 October 1981,

describes the current BSEP as the commander's primary on-duty education

program for enlisted personnel. The program is designed to develop educational

competencies required for a soldier's job performance, enhance skill qualifications, and provide for career growth. A partial listing of Army education goals

for enlisted and noncommissioned officers as described in AR 621-5 is:

" Enlisted personnel

1. Master educational skills needed to perform military duties.

2. Earn a high school diploma or state-issued high school equivalency certificate by the end of the first enlistment.

" Noncommissioned officers

I. Obtain a high school diploma or a General Educational Develop- ment (GED )equivalency certificate and a Geneal Technical

(GT) score of 90 or above before promotion to E-6.

4The GT score is taken from parts of the Armed Services Vocational Aptitude

Battery (ASVAB).

2
2. Earn an Associate's degree or complete two years of college study in

management or in a field of study related to their military specialty

before the 15th year of service.

The three phases of BSEP are:

0 BSEP I for soldiers within the initial entry training system. Selected

trainees are to receive up to 100 hours of basic literacy instruction in

the areas of reading, writing, arithmetic and language skills in

support of MOS training. BSEP I is designed to raise literacy skills to

the fifth grade level as measured by the Adult Basic Learning

Examination (ABLE). English as a Second Language (ESL) is also

provided.

* BSEP I for soldiers serving at permanent duty stations in MOS skill

levels 1 and 2, i.e., grades El-E5. This phase of BSEP is designed to

raise language and computational skills to the ninth grade level as

measured by the Test of Adult Basic Education (TABE). As a general

rule, up to 360 hours of instruction are allowed. Since BSEP II is the

principal focus of this report, it is described in more detail below.

0 Advanced Skills Education Program (ASEP) for soldiers serving at

permanent duty stations in MOS skill levels 3, 4, and 5 (grades E6-

E8). It is designed to provide on-duty education opportunities to help noncommissioned officers meet their responsibilities as supervisors,

managers, and communicators.

The current project which is described in this report focuses only on BSEP II

training.

BSEP II

This phase of BSEP provides instruction in reading, writing, speaking, listening,

and computational skills needed to perform military duties through grade E5. it

is to be oriented to military jobs performed by the students and .s to include

military life coping skills and learning strategies. The Test of Adult Basic

Education (TABE) is used as the basic measure for both placement and

achievement. The education objective for BSEP II is to raise literacy skills to at

least the ninth grade level as measured by the TABE. 5 According to AR 621-5,

5 English as a Second Language (ESL) instruction may be included as a part of

BSEP. ESL course materials are provided by the Defense Language Institute,

English Language Center.

3

................... .. ..................................
soldiers are normally identified as potentially eligible for BSEP 11 for one of the

following reasons.6

* A GT score of less than 90.

0 An assessment of need as made by the soldier, his supervisor or

commander.

0 An unsatisfactory score on the Skill Qualification Test (SQT).

Currently, the BSEP II instruction is designed and delivered by regionally or

nationally accredited schools that employ instructors who are state teacher

certified in the required curriculum. AR 621-5 provides contract specifications

for the design and delivery of a program that is to be limited to 360 hours of

classroom instruction (exclusive of ESL components). Since the Education

Services Officer (ESO) at each installation is responsible for contracting for

BSEP 11 instruction, there is considerable variance in the program throughout the

Army.

The ESO is to enroll eligible soldiers according to priorities listed here in

descending order:

0 Soldiers with high reenlistment potential.

* Soldiers with high leadership and promotion potential.

* Soldiers who need BSEP Il to meet current MOS and job requirements.

0 Soldiers desiring to raise their ASVAB score for a different MOS or

Army school.

BSEP 11 completion criterion is established as a ninth grade level or above on

alternate forms of the TABE. If a soldier has not completed the program after

240 classroom hours of instruction, the instructor, ESO, and commander are to

decide if the soldier's progress warrants continuation or termination.

6Administrative screening procedures may vary at each installation. Those used

at Fort Ord are described later.

4 4

-a7
  . ,. . . , , . . , . , ; , 7, ., ,

w

BSEP 11 At Fort Ord, California

The principal BSEP II screening activities at Fort Ord occur during the

individual's inprocessing cycle. The initial screening criteria are as follows:

. No high school diploma or GED certificate.

* A GT score of less than 90.

- A score below 36 on the SelectABLE.

- An unsatisfactory score on the SQT.

All soldiers who meet any one of the above criteria are required to take the

TABE during the inprocessing cycle. Those who fail to achieve a ninth grade

level are identified as BSEP IT eligibles, and Education Center counselors advise

them and their unit commander regarding available education programs.

Although counselors do not share a common decision-logic in advising BSEP I

eligibles, their recommendations to the soldier and his commander generally

direct them through the following hierarchy of activities based on TABE scores:

* .. Low TABE Scores . BSEP Classes

. ASVAB Class8

. Practice GED Test

" GED Test

High TABE Scores * Night High School

While not formally recognized, such a hierarchy represents a very practical

approach to soldier needs that is based on the counselor's sensitivity to

organizational values and individual motivation.

BSEP 11 instruction at Fort Ord is provided by the Adult Education Department

*of the Monterey Peninsula Unified School District (MPUSD) at no cost to the

7 Though not required to do so, Fort Ord administers the SelectABLE to all newly

arrived soldiers below the grade of E-6.

8ASVAB, or GT Improvement, classes provide instruction and drill on vocabulary

and math story problems designed to raise the soldier's GT score.

5 -,..'

* .. = . . . . ...
h-.

Army. 9 State-certified teachers, working as part-time, hourly employees of

MPUSD, use Fort Ord Education Center facilities and commercial materials to

instruct in two basic literacy skill areas: language/reading and math. While no

formal syllabus or curriculum is used, instructors pursue a common approach

through their use of identical commercial materials.

The program is administered by a BSEP 1I Course Coordinator in the Education

Center who schedules from one to five BSEP II classes at four-week intervals

throughout the year. Classes are conducted four hours each work day (two hours

of language/reading and two hours of math) for four consecutive weeks. As a

rule, soldiers attend only during a four-week period when their unit is not

10 scheduled for mission-related training. Based on a review of individual TABE

scores, soldiers are assigned to one of three course categories: 1) math only, 2)

language/reading only, or 3) math and language/reading. Thus, for a single, fourweek class, the total number of hours a soldier spends in the classroom will vary

from a low of 40 hours for the math-only or language/reading-only student to a

high of 80 hours for the student enrolled in both components. Training holidays,

national holidays, processing, testing, and counseling result in further

decrements in the amount of time that is actually devoted to classroom

instruction. 11

When more than one BSEP 11 class is conducted during the same four-week

period, the course coordinator assigns students to classes according to gross skill

level differentials as indicated by TABE scores.

All students retake the TABE at the end of each four-week class period.

Depending on individual TABE scores, a soldier may be advised to repeat BSEP II

or enroll in another education program suited to his/her particular needs. If the

soldier repeats BSEP II, he/she may do so during the next regularly scheduled

support cycle which usually occurs some five or six weeks later.

---------------- Average Daily Attendence (ADA) credit obtained via instruction provided at

Fort Ord supports allocation of state funds to MPUSD.

10 Called a "Support Cycle." There are five or six of these periods that are

spaced over the course of a year.

11A conservative estimate of total hours of actual instruction for the math and

language/reading components over the four-week period is 55 hours.

6
PROTOTYPE BSEP II AT FORT ORD

Program Content

In accordance with the requirements for BSEP II as stated in AR 621-5, October

1981, and with Army Research Institute contract specifications, McFann-Gray &

Associates, Inc., has developed a prototype, self-paced, job-oriented BSEP

program a[ Fort Ord, California. The principal thrust of this program is to teach

basic reading/language/computational skills. Military life coping skills which

have been identified as important to the soldier's Army adaptation/job

performance, but are not generally well performed by soldiers at the lower

enlisted levels are embedded within the matrix of the basic skills courses.

Additionally, an independent study course on learning strategies has been

12 adapted from an Air Force package for use as an adjunct to the basic skills

courses. The modules making up each basic skills course are shown in Figure 1;

subject matter covered in each module is shown in Table 1. Course content

includes all components of basic language and math skills as presented in most

adult learning programs and as tested on the TABE, plus functional reading skills

designed to help the learner decipher and gather information from printed

material. Table 2 reflects the content of the Life Coping Skills course, and

Table 3 lists Learning Strategies taught by the modified Air Force package.

Course Progress

Figure 2 outlines the class management system used to guide the student's

progress through any of the three literacy skills courses. Following a pretest on

the TABE, a student is enrolled in a given course if the score on the relevant

section of the TABE was less than 9.0. The student is then presented with a

pretest covering the skills to be taught in the first module of the course. If the

12Learning Strategies: The learning strategies curriculum is modeled on a Study

Skills Package developed for the Air Force (Lowry AFB) by Jacqueline

Dobrovolny and Barbara McCombs while working for McDonnell Douglas Astronautics Corporation. The package incorporates many of the concepts, ideas, and

examples that have been used by D.F. Dansereau and C.E. Weinstein in their

separate programs for college students and Army enlisted personnel.

7,
TEXT

LOCATORS & VI ALS

,..-SPELLING

VOCABULARY

READING

COURSE

GRAMMAR

• I PUNCTUATIO

CAPITALI ZATION

LANGUAGE

COURSE

: STORIES

CONCEPTS !

-d 7 PERCENTS

" DECIMALS - -

2" FIGURE 1: LITERACY SKILLS

8
i. I - -. - '

TABLE 1: CONTENTS OF LITERACY SKILL CURRICULUM MODULES

READING COURSE

Module Contents of Module

Vocabulary Meaning from Context

Meaning from Related Words

Synonyms

Common Nonmilitary Words

Common Military Words

Special Military Words

Spelling Phonetic Spelling

ie-ei Rule

Silent Letters

Compound Words

Double Letters

Adding Endings

Forming Plurals

Changing Tense

Commonly Misspelled Words

Locators and Visuals Table of Contents

Index

Tables

Bar graphs

*, Line graphs

Pie graphs

Meters and Dials

Text Procedural Directions

Fact from Text

Inference from Text

Restatement

9
TABLE 1: (Continued)

LANGUAGE COURSE

Module Contents of Module

Capitalization Initial Capitals

Proper Names and Proper Nouns

Days, Months, and Holidays

Special Groups, Events, Religions, and Races

Languages and Specific Courses

Honorifics

Book and Magazine Titles

Punctuation End Punctuation

Commas:

Series

Appositives

Direct Address

Introductory Words, Parenthetical Expressions

Dates

Addresses

Phrases, Clauses

Quotation Marks

Apostrophes:

Ownership

Pronouns

Contractions

Abbreviations

Grammar Subjects

Verbs

Number

Tenses

Subject-Verb Agreement

Tense Agreement

Action and Linking Verbs

Helping Verbs

Adjectives

Adverbs

Antecedents

Pronouns

Prepositions

Comparisons

Word Choice

Fragments

Run-Ons

Standard English Usage

10

a *, ~- 4 ~a ~ 

P... * *Pi-', *-
TABLE 1: (Continued)

MATH COURSE

Module Contents of Module

Whole Numbers Introduction to Numbers

Additions:

One-Digit Numbers

Two-Digit Numbers

Carrying

Three-Digit Numbers

Mixed Addition

Subtraction:

One-Digit Numbers

Two Digits from Two Digits

Borrowing

Two-Digit Numbers

Three-Digit Numbers

Mixed Subtraction

Checking Subtraction by Adding

Multiplication:

One-Digit Numbers

One Digit times Two Digits

Carrying

Two-Digit Numbers

Three-Digit Numbers

Division:

Dividing and Multiplying are Related

One Digit into Two 

- Even

One Digit into Two 

- Remainder

Writing Remainders

Two Digits into Three

Three Digits into Four

Changing from 

- to 

t

Fractions What is a Fraction?

Types of Fractions

Reducing Fractions

Mixed Numbers and Fractions

Finding Common Denominators

Cancelling

Adding:

Common Denominators

Different Denominators

Mixed Numbers

Multiplying: Wholes Times Fractions

Fractions Times Fractions

Mixed Numbers

Fractions Times Decimals

11

/ F .- h S S- -- * * *," .. 

." . .. " '"... ... 4 ° " ' ' ".

"

...

'''

.

"

" ' ". * ' .. ' * .' '" " " 

"
TABLE 1: (Continued)

MATH COURSE (Continued)

Module Contents of Module

Fractions (Continued) Subtracting:

Common Denominators

Different Denominators

Mixed Numbers

Dividing:

Fractions by Wholes

Wholes by Fractions

Fractions by Fractions

Mixed Numbers

Decimals Names of Decimal Places and Fractional

Equivalents

Adding:

Decimals and Decimals

Wholes and Decimals

Decimals and Decimals Mixed Numbers

Subtracting:

Decimals from Decimals

Wholes and Decimals

Decimals and Decimals Mixed Numbers

Multiplying:

Decimals from Decimals

Wholes and Decimals

Decimals and Decimals Mixed Numbers

Dividing:

Decimals from Decimals

Wholes and Decimals

Decimals and Decimals Mixed Numbers

Percents What are Percents?

Percents and Fractions

Finding Percents of Numbers

Adding and Subtracting Percents

Multiplying Percents

Dividing Percents

Percents and Decimals

12

t ='-' , ,, =¢ , {M ,,¢ .. _y ,,. .. .,! . o ,.,. , -. . ,, ,,.. . .. -. ..- .. • ._ . ,.-.,.. . .. ,.,.,., .,,. ,.. .-.9 ,..f.
TABLE 1: (Continued)

MATH COURSE (Continued)

Module Contents of Module

Measures Dollars and Cents

Yards, Feet, Inches

Meters and Centimeters

Years and Months, Hours and Minutes (Units of

Time)

Gallons, Quarts, Pints, and Cups

Concepts Mathematical Symbols

Commutation

Geometric Shapes

Roman Numbers

Length and Perimeters

Story Problems Key Words

Ordering Operations

Addition Story Problems

Subtraction Story Problems

Multiplication Story Problems

Division Story Problems

Any 2 Operations

Any 3 Operations

Problems with Percents

Problems with Measures

Problems with Fractions

Mixed Story Problems

13
TABLE 2: LIFE COPING SKILLS

INTERACTIONS

OBLIGATIONS /

REGULAT IONS

~MANAGEMENT

SOCIAL_-

ADJUSTMENT

LIFE COPING ----

SKILLS:

LIFE COPING SKILLS COURSE

Module Contents of Module

Social Adjustment 1. Know what Army agencies exist to help

you deal with emotional needs and

problems

2. Make choices about drug or alchol use

based on legal and health consequences

3. Successfully introduce your family to the

Army community and Army life to give

them a sense of understanding and

"belonging"

Money Management 1. Make a budget

2. Save money

3. Keep a balanced checking account

Money Management/Legal 1. Understand the legal consequences of

signing a contract

Legal Obligations, 1. Follow security regulations (telephone,

Regulations etc.)

Army Interactions 1. Communicate well with superiors

.1

5, . . . * *
____ ______ ___ ____ ___ ____ ___ ... ..__ , .. s, . a L. . .-, * l * . . I. Vt ... . i ' : ' J - - -°- - -

TABLE 3: LEARNING STRATEGIES

I TEST

__ _ WI wi S ESS

CONCENTRATION [MANAGEHENT ,M ORI T SKILLS

READING

COMPREHENSION

LEARNING

STRATEGIES

COURSE

LEARNING STRATEGIES COURSE COURSE

Module Contents of Module

Reading Comprehension 1. Questioning Method of Study

2. Network Method of Study

3. Problem Solving Method of Study

Memorization 1. Elaboration

2. Mental Pictures

3. Grouping

Concentration Management 1. Setting Proper Mood

2. Relaxation

3. Positive Self-Talk

Test Wiseness 1. Time Management

2. Appropriate Guessing

3. Careful Reading

Study Skills Questionnaire 1. Reading Comprehension

2. Memorization

3. Concentration Management

4. Test Wiseness

15
TABE 9.0 Not

>-cAo-9. 

Enrolled

ratesIn Course

. A" Individual

lt Ia worksheets Wokhet Counseling

I Individua

*4 IsIt

ModuleMoue PI

ottest

pass Ps

"A"ofno Individual

2n al Worksheets Worksheet Counseling

Moddlulai

Pass *ttesPosttest

4- PassPass

mdiiv.u

CoNselinget orse sConeln

(Pors.ere

Modlhedule)'al

FIGUR 2:PRGES9HRUG OUS

(poss re-.

schedule).
student fails a module pretest, the instructor assigns specific worksheets

developed to teach the student those skills which he or she failed on the module

pretest. The assignment of worksheets is tailored to the individual's specific

needs. For example, if a student takes the "Capitalization" module pretest in

the language course and fails only the "Special Groups and Events" portion, then

only those activity sheets will be assigned.

After completing the assigned worksheets, the student takes the Module

Posttest. If the student passes the posttest, he or she goes on to the next

module; if not, he or she is recycled through the same module and is assigned

different worksheets for further practice in the trouble areas.

If a student still fails the Module Posttest after two sets of worksheets, he or she

should be individually counseled by the course instructor to determine whether to

continue with individual testing or be passed on to the next module without

further testing. However, as the subject matter is divided into small chunks by

the activity sheets, it is expected that failure of both module posttests by a

given student would be rare.

Once a student has completed work in, or has successfully challenged all modules

of the course, he or she can take the relevant section of the TABE as a course

posttest. Again, since the course itself is presented in small chunks and is selfpaced, it is expected that a student would advance on the TABE posttest.

However, if this should not happen, the student may be individually counseled

and may possibly be re-scheduled for BSEP II.

Flexibility of the System

As reflected in Figure 2, each course is divided into modules and each module is

further divided into activity sheets. These activity sheets represent the lowest

task requirements of the course. Every skill needed for criterion performance on

the TABE, and for good command of basic reading/language/math skills, is

reflected on at least one activity sheet. Further, each activity sheet teaches

only one skill and drills the student to mastery on that skill. Beyond the basic

17

.... .... ..-..... - ..- .-d........
*-. 7 

skill content of the activity sheets, most lessons incorporate Army job-related

language, skills, and knowledge. These lessons follow a simple, basic format,

allowing most activity sheets to be readily rewritten to support job training and

unit performance specific to any MOS. The activity sheets most amenable to

MOS tailoring are the reading and language courses and the math story problems

module.

The prototype BSEP 11 lessons were tailored to the needs of the BSEP Il-eligible

population at Fort Ord. The remainder of this manual will, by tracing the

development of the Fort Ord BSEP II lessons, explain how to analyze your unit's

BSEP II needs and to develop specific activity sheets or entire modules designed

to teach basic skills in a matrix that supports job site performance at your

installation.

18

-.;
CHAPTER 2

UNDERSTANDING THE LOCAL BSEP II PROGRAM

DETERMINING LOCAL NEEDS

Population

The characteristics of the BSEP II-eligible population may vary greatly from

installation to installation. It is important to become familiar with the

educational level, MOSs, and other particulars of your local population. Two

valuable documents which will help you gain an understanding of your local BSEP

II needs are 1) an organization chart of your installation, and 2) a local EDC

(Education Center) report.

1. The Organizational Chart. A chart for Fort Ord is shown in Figure 3.

It shows all the headquarters and units administered at Fort Ord.

Most of the BSEP II-eligible personnel are in troop units. On the Fort

Ord chart, the majority of these units are shown under ADC

(Manuever) and ADC (Support). Fort Ord is heavy in infantry and

field artillery units. Other types of units are air defense artillery,

intelligence, signal (communications), engineers, maintenance, transportation, and military police. Familiarize yourself with the major

troop units operating at your installation.

2. The EDC report. Local Education centers compile and publish a

quarterly Education Report. Copies are provided to education center

counselors and to all troop unit commanders at the company, troop,

or battery level. A page from a sample EDC report from Fort Ord

appears as Figure 4. Individual and unit identifications have been

blanked out on the sample. The printout lists all enlisted personnel at

the installation and its attached facilities who:

a. have a GT score less than 90, or

b. do not have either a high school diploma or a GED certificate,

or

19

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' c. failed to verify their MOS on their most recent SQT.

These individuals are the ones who are most likely to need basic skills training.

They are listed alphabetically by unit. The report identifies grade, GT score,

educational level, arrival date, previous SQT performance (when such information is available), and MOS for each individual. I

For determining BSEP II program requirements, the most important EDC

variable is MOS. You will find it useful to do a frequency count of MOSs from

your EDC report. A similar count performed on the EDC roster for 16 November

1981 at Fort Ord yielded the data presented in Table 4. The top portion of the

figure lists all MOSs with a density of over 100 on the EDC roster. Sixty percent

of the entire Fort Ord population are in only 6.3% (12) of the MOSs. The bottom

portion of the figure lists the major job clusters under which the MOSs may be

grouped. 84% of the personnel are in six job clusters. The combat job cluster

accounts for over 44% of all BSEP II-eligible personnel at Fort Ord.

This information, combined with the information gathered from the organization

chart, provides a finer focus to use in identifying job material that might

profitably be included in BSEP I lessons for the Fort Ord population. A list of

relevant job clusters for Fort Ord is shown in Table 5.

You may use a similar analysis of the EDC report and the organization chart at

your installation to identify the types of jobs held by the majority of the BSEP IIeligible population with which you are concerned. Make a list of the job clusters

you identify.

Program Criteria

As long as current policies and regulations govern, you should be able to use the

basic BSEP II course outline presented in Figure 1 and Tables I through 3

1This item was added to the Fort Ord EDC report as a result of initiatives taken in

the course of the development of the prototype job-oriented BSEP 11 program. It

will probably not appear in other installation EDC reports.

N22

%7~4
4.

" TABLE 4: ANALYSIS OF FORT ORD EDC REPORT, NOVEMBER 1981

* .". CUM.%

CUM. % OF OF

MOS TITLE FREQUENCY FREQUENCY 5637 5637

IIB Infantryman 1083 1083 19.21 19.21

13B Cannon Crewman 320 1403 5.68 24.89

64C Motor Transport Operator 307 1710 5.45 30.34

- 63B Lt. Wheel Vehicle Mechanic 287 1997 5.09 35.43

12B Combat Engineer 253 2250 4.49 39.91

c. 94B Food Service Specialist 238 2488 4.22 44.14

-IC Indirect Fire Infantry 192 2680 3.41 47.54

36K Field Wireman 166 2846 2.94 50.49

IIH Heavy Anti-armor Crewman 153 2999 2.71 53.20

91B Medical Specialist 146 3145 2.59 55.79

76Y Unit Supply Specialist 130 3275 2.31 58.10

71L Administrative Specialist 106 3381 1.88 59.98

MOSs WITH A DENSITY OF OVER 100 INDIVIDUALS ON FORT ORD EDC ROSTER,

,... NOVEMBER 1981

% of 5,637

MOS Job Cluster N (total N)

Combat 2,505 44.4

Clerical/Supply 693 12.3

Vehicle Operator/Mechanic 594 10.5 83.7% of

Communications 403 7.1 personnel in

Cook 249 4.4 these job

Medic 223 5.0 clusters

Other job clusters 1,067 16.3

23
TABLE 5: JOB CLUSTERS RELEVANT TO THE MAJORITY OF BSEP II ELIGIBLES AT FORT ORD

% Location

JOB CLUSTER (from EDC Report) (From Organization Chart)

1. Combat Arms

a. Infantry IlB and IIC 22.62 Bns: 2/17, 3/17, 2/31,

1/32, 2/32, 3/32

b. Artillery 13B and I IH 8.39 Bns: 2/8, 1/79, 6/80

c. Enginers 12B 4.49 Bns: 14th Engr, 13th

Engr

d. Other Combat MOSs 8.90 Scattered

TOTAL COMBAT ARMS MOSs 44.40%

2. Combat Support

a. Clerical/Supply 76Y and 76L 4.19 Scattered in HQs

Other Clerical Supply 8.11

b. Vehicle Operator/Mech

64C and 63B 10.54 Scattered in HQs

4 c. Communications 36K 2.94 127th Signal Bn

Other Communications 4.16

d. Cooks 94B 4.22 Scattered in HQs

Other Cooks 0.18

e. Medics 91B 2.59 7th Medical

Other Medics 2.41

TOTAL COMBAT

SUPPORT MOSs 39.34%

TOTAL IN MAJOR

JOB CLUSTERS 83.74%

24

• "°-."."........................ ..- "" - • .,-" .""-'* " . ." .. ',..""-""-.... .,. .-.. -" ".. . . . . . ,. .- . , ..- .". ." ".-. . .,..' ',
F- V X .3 

(Chapter 1). The basic skills course content shown in Figure I and Table 1

teaches all knowledge areas tested by the TABE, which is currently the Armymandated criterion for successful completion of BSEP II. However, there may be

other exit criteria beyond those tested by the TABE at some installations. If this

is the case at your location, you should analyze the criterion measure carefully

to determine exactly what skills are being tested. Don't forget that the ability

to follow confusing test directions is, in itself, a skill being tested. List any new

skills beyond those reflected in Figure I and Tables I through 3. You will need

to develop modules to teach these skills later on. Remember, though, that the

purpose of the current BSEP II is to teach basic literacy skills in support of job

training. BSEP II is not designed to teach the job skills themselves.

CHOOSING MATERIALS FOR LESSON DEVELOPMENT

* SQT Needs

Once you have identified your basic skills population, you can readily identify the

kinds of tasks they are required to do to be proficient at their jobs. Several

important documents will help you identify relevant subject matter material.

They are I) the Soldier's Manuals, 2) the Trainer's Manual, 3) the SQT Notice, and

4) the Division Level Summary Report. All of these documents are available

from the local Training Standards Office (TSO).

1. Soldier's Manuals. There are Soldier's Manuals for each MOS with

which you are likely to be concerned in your lesson development

efforts. Each manual lists the critical tasks that each soldier in the

MOS is expected to perform. Conditions, standards, and performance

measures are described in detail for each task. Most BSEP IIeligibles are at Skill Level I (EI-E4) and Skill Level 2 (E5). You

should, therefore, use the Soldier's Manuals designated for soldiers at

these levels, e.g., FM 7-IIBI/2 for the liB MOS. Additionally, FM

21-2 is the Soldier's Manual of Common Tasks. Use FM 21-2 and the

Skill Level 1/2 Soldier's Manual for the major MOSs at your

installation.

25
-T

2. Trainer's Manuals (sometimes published as a "Commander's Manual").

This manual has been developed for each MOS and serves as a

principal aid to trainers and commanders who are responsible for

training the individual soldier. It contains a listing of critical tasks

for the MOS arranged by skill level. It also includes pertinent

training references and materials for each task. An appendix

provides a lengthy and detailed description of various tests that are

used to determine individual proficiency. Like the Soldier's Manual,

it is an excellent source document and it provides additional reference materials.

3. SQT Notice. Each soldier is formally evaluated, biannually or more

of ten, by taking a Skill Qualification Test (SQT) for the next higher

skill level. If the soldier fails the SQT, he/she is considered

unqualified in his/her MOS and must retake the test within one year.

If the soldier fails again, he/she may be reclassified or barred from

reenlistment. If the soldier makes a minimum passing score, he/she

will have verified his/her present skill level. To be eligible for the

*6 award of the next higher skill level, and thus become eligible for

promotion, the soldier must score above the minimum passing score.

A single SQT test is prepared for a given skill level within each MOS,

and each soldier to be tested is provided an SQT Notice 60 to 90 days

prior to the test period. Each notice describes the specific tasks that

are to be tested during the designated test period. There are usually

three components to an SQT: a) the Skill Component (SC) is a paper

and pencil test administered in a monitored test hall; b) the HandsOn-Component (HOC) is a performance test administered under field

conditions; and c) the Job-Site-Component (3SC) is normally administered by the soldier's first-line supervisor during the conduct of

normal job site activities.

The Skill Component (SC) section of the SQT Notice booklets is one

of the best references to use in identifying soldier task material for

possible incorporation into the BSEP II course modules. Later, in the

discussion of the Division Level Summary report, you will see that

26

2.2 '*-_._.
the SC test results provide useful data on specific deficiencies. You

should, at this point in your lesson development work, make a list of

all tasks shown in the SC section of the SQT Notices for MOS group(s)

you are targeting for lesson development. See Table 6 for a list of

SC tasks for some MOSs examined at Fort Ord.

If you are concerned with soldiers in MOSs for which SQT tests have

not been prepared, you should refer to the Soldier's Manuals for those

MOSs. Additionally, you should refer to the SQT Notice for the

Common Task SQT. As in the use of MOS specific notices, list the

test tasks that are shown in the SC section of the notice. The

common task SQT notice will also serve to provide additional task

items for use with the other, MOS-specific course material.

4. The Division Level Summary Report. Even more useful in identifying

specific material for course development is the Division Level

Summary Report, a sample of which is shown in Figure 5. This is a

quarterly report issued at division level which lists the SQT results

for all MOSs tested within the previous three months. All major

headquarters will have copies of the report, as will your installation's

data processing center. The example in Figure 5 shows part of the

listing for MOS lIB at Fort Ord in 1981. Tasks at each skill level are

listed, followed by the number of soldiers tested, the number who

passed, and the number who failed.

The Component and Task Number column lists each task that was

tested. The letter designation identifies the task as one that was

tested during the Job-Site (3), Hands-On (H), or the Skill Component

(S) portion of the test. The numbers following the letter designation

refer you to the task number as listed in the Soldier's Manual for that

MOS. The "SU" column is of no importance to you in this effort. The

"Track" column designations indicate which sub-specialty within the

MOS is being tested, e.g., Track 01 is for Infantry Riflemen and other

lIB soldiers not assigned another track; Track 02 is for M60

Machinegunners, etc. Other columns are self-explanatory.

27
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30
- - - - - - - - -- -- - - - - - - - - - - - - - - - - - -- - - - v-I - --

The important part of the listing, for your purposes, appears toward

the bottom of the page. Tasks are listed in descending order of

percent of soldiers passing, so the "problem tasks" may be found at

the bottom of each MOS listing. For instance, in Figure 5, only 28%

of the 227 soldiers tested on the task "Determine Grid Coordinates"

were able to pass the task. Note that performance falls off

significantly on certain of the tasks in the skill component(s). List all

SQT tasks which presented problems for large proportions of your

target population.

Unit and Job-Specific Materials

Some units with large proportions of BSEP II-eligible soldiers will have specific

tasks or skills that are particularly important to them. Unit training personnel

can help you identify particular reading or computational materials which have

proven difficult to soldiers within the unit. Make a list of any "special

problems," based on your discussions with major unit personnel at the installation.

Military Life Coping Skills

One final source of material for BSEP II lesson development is the local Army

community itself. There will always be some aspects of Army life with which

recruits have trouble. These may be social, financial, family, health, job, or

recreational demands. They may be as simple as reading a bus schedule or as

complex as making a family budget. Figure 3 (Chapter 1) lists some areas of life

coping skills which are generally necessary to soldiers Army-wide. By talking to

unit training personnel, counselors, Army service agencies such as A.C.S., and to

the soldiers themselves, you can develop a list of major life coping skills needed

by BSEP Il-eligible soldiers at your unit.

CATEGORIZING MATERIALS FOR ACTIVITY SHEETS

Table 7 outlines what has been discussed so far in Chapter 2. You have gathered

several sources of information. From this information, you can develop a list of

31

: -, i '' : 'r- -.. q S .'.*'.§\*," ". .:. " -'.. '.,. ..
TABLE 7: SOURCES OF INFORMATION AND

POTENTIAL BSEP II LESSON MATERIALS

LISTS OF POTENTIAL BSEP 1I

SOURCES OF INFORMATION LESSON DEVELOPMENT MATERIALS

el

Installation Organization Chart Frequency Count of MOSs

EDC Report List of Job Clusters

Criterion Measurement(s) List of Skills not tested on TABE

(Other than TABE)

SQT Notices for Targeted MOSs List of SQT (SC) tasks required for

and for Common Tasks testing in Targeted MOSs*

Division Level Summary Report List of Problem SQT tasks for Targeted

MOSs*

Soldier's Manuals for Targeted MOSs (No lists. For general reference.)

Soldier's Manual of Common Tasks

(FM2I-1)

Unit and Job Specific Materials: List of units' "special problems"*

Interviews with Trainers

Interviews with Trainers, Counselors, List of Major Problems in Life Coping

Community Service Organizations, Skills*

Soldiers

*For widest application, highlight those tasks, problems, and skills that are

common to all or most MOSs.

"o3

oI

- 32
potential tasks to be used in BSEP II lessons. This list can be short - only 5 to 10

tasks if you intend to write just a few lessons - or it can include more tasks if

you need variety for a number of BSEP II lessons. The next step is to determine

which of these materials are suitable for use in the types of lessons you want to

write. Below is a list of task characteristics, followed by the types of BSEP II

lessons to which they might be most suited. These are guidelines only; they are

not hard and fast rules. If you really need to include a reference to a particular

job skill in the lesson you plan to write, and the material you have is not suited

to that type of lesson, you can probably rewrite the material to match your

needs. But a categorization of materials gives you a firm starting point for

writing lessons. Categorize all your job task materials according to the types of

BSEP II lessons for which they are most suited.

I. What Is This Task? Gather all the available materials for each task.

Read through the materials to familiarize yourself with the scope and

complexity of the task. Get an idea of the task-specific vocabulary

involved (such as Army terminology or acronyms). Write a brief, 2

or 3 line description of the task.

2. Is It a Reading Task or a Math Task? Does the task involve any

mathematical computation, such as computing range or trajectory or

making a budget or figuring interest? Typically, few tasks involve

math skills. If there is any manipulation of numbers involved in the

task, set it aside for Math Story Problems Module use. Otherwise,

consider it a Reading or Language task.

3. Does the Task Contain Tables, Graphs, or Locators? As is the

problem for Math tasks, it is not particularly common to find a task

which includes interpreting a chart or table, or using a table of

contents or index. If your task requires this sort of activity, set it

aside for use in the relevant portion of the Locators and Visuals

module of the Reading course (see Figure 2).

4. Is the Task Simple or Complex? Simple, short tasks can be well

utilized in the Language portion of the program. This is because the

Language modules drill simple structural language/writing rules. The

= 3J 33
activity sheets of these modules require the student to focus not on

the content of the sentences, but on the way they are written.

Therefore, long or complex tasks might prove unnecessarily confusing

for use in these modules. However, short portions or subtasks of

longer tasks may be effectively used in the Language course. Set

aside the short and simple tasks here. Set aside long or complex

tasks for use in the Text module of the Reading course.

You should now have about four sets of tasks in front of you:

(1) Math Story Problems Tasks

(2) Reading Locators and Visuals Tasks (involving charts, graphs, tables,

indices, tables of contents, or appendices)

(3) Language Tasks (for use in capitalization, punctuation, or grammar

drill)

(4) Reading Test Tasks

You may also have one or more piles of miscellaneous tasks which won't fit

- neatly into the above categories. Some of these tasks may be readily rewritten

to use as you need, and may then be recategorized. Set all of these materials

aside now; you will be selecting some of them a little later when you actually

start writing BSEP lessons.

34
CHAPTER 3

WRITING EFFECTIVE BSEP II MATERIALS

WRITING ACTIVITY SHEETS

One of the most useful aspects of the job-oriented BSEP II program is its

adaptability. Nearly any module or activity sheet can be altered or rewritten to

contain job material for any MOS. Also, new activity sheets can be added to

introduce new reading, language, or computational skills not taught in the

original program. This chapter will show you how to rewrite existing activity

sheets or write new ones, and how to fit your new activity sheets smoothly into

the relevant course.

Limitations of Activity Sheets

Before you begin writing an activity sheet, you must determine its limitations.

You will need to decide three things: 1) exactly what skill do you want to teach,

2) where does this skill fit in a hierarchy of skills, and 3) how long should the task

be?

1. Teaching One Skill. Each BSEP II activity sheet is designed to teach

only one skill and to drill the student on that skill. It is unnecessarily

confusing to a student to be introduced to a variety of skills all at

once and then to be asked to sort them out. If you are rewriting an

existing BSEP II activity, you need only to substitute new job

material, because each existing BSEP II activity sheet teaches a

discrete skill. But if you are teaching a new skill, be sure it is a

single skill. Write out the skill and think about all the things an

individual has to know in order to do that skill. Be sure of what you

want to teach.

2. Hierarchy of Skills. Place the skill you want to teach into a

hierarchy. What does the student need to know before he or she can

begin to learn this skill? Are all the prerequisite skills covered by

other activity sheets? You may find that you will actually need to

write more than one activity sheet.

.4

,4

'.
3. Task Length. How long will it take to teach the skill? How many

steps? Is the skill complex? You may find that your skill is made up

of two or more subtasks. You will need to write a separate activity

sheet for each subtask.

As an illustration of the process of determining the limitations of activity

sheets, look at Figure 6. This is a listing of all the activity sheets in the

Subtraction portion of the Whole Numbers module. Already, this listing is doubly

limited: 1) it deals only with manipulations of whole numbers, and 2) it deals

only with subtraction operations involving whole numbers. Within those primary

limitations, each activity sheet introduces only one new concept. Where format

itself may present a problem to the learner, two activity sheets are written: the

first introduces the subtraction skill in a familiar format (such as Activity Sheet

* 12 or 14), and the second presents a new or unfamiliar format for the subtraction

skill just learned (as in Activity Sheets 13 and 15). The last two activity sheets

introduce the concept of determining what kinds of subtraction operations

(borrowing, carrying) are needed for each of a mixed set of problems. As you

can see, the activity sheets are hierarchical: each one builds on the ones before

it.

To recap this section, you need to do three things before beginning to write:

1. Determine exactly what it is you want to teach.

2. Determine where the activity fits in a hierarchy of skills.

3. Determine how long the task will be. If it will be too long or

complex, divide it into two or more activity sheets.

Lesson Format

Each BSEP 1I activity sheet follows a very simple format. It is important to

maintain the same basic format throughout the activity sheets. This makes it

easy for the student to decipher what the activity sheet is teaching. An example

Eu of the BSEP II lesson format is shown in Figure 7.

36
S.

Whole Numbers Activity Sheet Title

Activity Sheet # (Subtraction Section)

12. Subtracting Two One-Digit Numbers: Column

13. Subtracting Two One-Digit Numbers: Row

14. Subtracting Two-Digit Numbers: Column

15. Subtracting Two-Digit Numbers: Row

16. Borrowing: Numbers in a Column

17. Borrowing: Numbers in a Row

18. Subtracting Two Three-Digit Numbers in a Column

.5-

19. Checking Subtraction by Adding

20. Practice Numbers in a Row: Subtraction

21. Practice Numbers in a Column: Subtraction

4f

.52

FIGURE 6: ACTIVITY SHEETS IN THE SUBTRACTION PORTION

OF THE WHOLE NUMBERS MODULE OF THE BSEP II MATH COURSE

37

................................ . .

. .. .

45% *55 .5 .5-o

" X-,% ;', ', -.-;¢ 'o; ,'.-....', . ,' t. .. .'.. ;: ." -. .: .-.. ; " . '.... .... ........... ".-,..'... .-.... --. '...-.-.. .. .. ,. '...-. .
- "- * " - _ " . . % - - " . "° ' J * --.-- i - 

.* - k - " * . .

Capitalization N

S Activity Sheet 2A Name

Proper Names and Proper Nouns

A proper name or a proper noun is a word that refers to a particular person or

thing. For instance, "the man" could refer to anyone, but the word "Mike" refers

to a particular man named Mike. The word "island" is a general or common noun,

but "Alcatraz Island" is a particular place.

Capitalize every proper noun in a sentence. Make sure you always capitalize the

word "I" in a sentence, because it refers to a particular person, yourself.

'A Instructions:

Underline every word that should be capitalized in the following sentences.

Q Example:

We were inspected by sergeant ford and the lieutenant.

NOTE: You need to capitalize sergeant ford because the title and name

refer to a particular person. But lieutenant is not capitalized, because it

could refer to any lieutenant.

I. I'm stationed at fort ord, california.

2. Jim and i enlisted at the same time.

3. The u.s. army made us both infantrymen.

4. We went out for maneuvers with a platoon from c company.

5. My platoon was defending north merrilis hill.

6. The other platoon was attacking from camp huff man.

7. They were so good that they were almost on top of jim's position before we

saw them.

8. Our platoon sergeant, SGT martinez, ordered us to throw smoke.

9. You should have seen those c company guys scramble for their gas masks.

10. They gave away their positions, and we pushed them all the way back to

camp huffman.

0 Activity Sheet Identifier ( Instructions

Q Name Spac Example

Q "How-To" (rules for performing (. Problems

the skill)

FIGURE 7: ACTIVITY SHEET FORMAT

38

-, -. . I~-~--.. .. " .... ' ' r ' - ? * ', - .'.. - - '- " * ' " ' '- r,? .: t. *" ' , - ,
1. The activity sheet is identified in the upper left corner of the page by

module, activity sheet number, and activity sheet title.

2. A space is always left at the upper right for the student's name.

3. The "how-to" section tells the student about the skill being taught. It

presents any rules, and may go through a step-by-step explanation of

the task. This section may also contain examples of the task. The

how-to section is always boxed in with a heavy black line. This helps

the soldier pick out the rules quickly.

4. The instructions. These give the student specific guidance for working the problems below.

5. The example. This is the only optional portion of the format. If you

included detailed examples of the skill in the how-to section, and

those examples are presented in the same format you are asking the

students to use for the problem section, then you can leave out this

example.

6. The problems. The last part of every activity sheet is a series of

problems which provide the student practice in perfecting the new

skill.

Incorporating Job Materials, Life Skills, Learning Strategies. In Chapter 2, you

collected a truckload of job materials, relevant military life coping skills, and

learning strategies which you want to use in BSEP I lessons. You then sorted

these materials into several piles. Now, armed with a certain knowledge of

exactly which basic skill you want to teach, you can select a job skill, life coping

skill, or learning strategy which you want to embed in the task. Remember to

weigh the limitations of the activity sheet against the job material. A few

activity sheets may be so limited (such as needing to capitalize proper nouns in

every problem) that a full job skill would be hard to present in that format. For

these activity sheets, you can make up problems that incorporate job vocabulary,

39
garrison activities, or even off-duty scenarios such as PX shopping. Once you

have selected the job material, you are ready to begin writing. Sit down with

lots of paper, pencils, and erasers, and fill in the identifier and the name space

at the top of the first page (see Figure 7).

Writing the How-To. Write out the rules for doing the skill you want to teach.

Write simply and clearly. BSEP 11 students can't read at the 12th grade level; by

definition, BSEP II reading students have trouble reading at the ninth grade level.

So write simply. Here are a few rules to follow to make your writing more

readable.

I. Use simple words. Don't use a polysyllabic word when a short one

will do just as well.

2. Use simple sentences. Avoid compound sentences and multiple

clauses. Don't use inverted sentences or other complexities unless

you are teaching grammar skills which require students to decipher

these kinds of sentences.

3. Use active voice. Speak directly to the student in the how-to

section. In the problem section, set up your sentences so that the

players interact in a meaningful way. Make the action here-and-now,

familiar, personal.

4. Introduce new vocabulary slowly. Define a new word with a simple

phrase or synonym the first few times you use it. Don't use terms the

student doesn't need to know. The vast majority of BSEP II students

will never need to know the terms gerund or nominative or a host of

other specialized terms. Avoid them.

5. Use frequent examples. Highlight your examples with graphics

wherever possible.

40
Figure 8 gives some examples of how-to sections of BSEP II lessons. Study them

to get a feel for simplified writing. Then, using the information given in

Worksheet I in Appendix A, write your own how-to section for the task Simple

and Compound Sentences. When your are done, compare your effort with the

sample how-to for Worksheet I in Appendix B. They won't be identical, but

comparing them will give you an idea of how well you are doing at the task of

writing simple how-tos.

You can get a good idea of the difficulty of the passages you write by doing a

simple word count called the FORCAST formula. FORCAST was developed by

Drs. Ford, Caylor, and Sticht of Human Resources Research Organization. It

gives you an approximation of the reading grade level necessary to read and

understand a given passage. The FORCAST formula is:

20- # of one-syllable words for 150 words. 10

To use the formula, simply count up 150 words in any passage you have written.

Mark the limits of the passage. Then count the number of one-syllable words

.4'-. appearing in the delineated passage. Abbreviations and numbers are counted as

they sound when spoken; i.e., "17" is a two-syllable word, "2" is a one-syllable

word, "895" is polysyllabic. Divide the number of one-syllable words in the

passage by 10, and subtract the result from 20. The remainder is an approximation of the reading grade level of the passage.

For example, in Figure 8, the "how-td' for end punctuation is written at an

approximate grade level of 9.2. Starting with "When you write a sentence, ...

and counting 150 words, the sample passage ends in the last sentence of the

paragraph on exclamation points ("An exclamation point is used to ... "). "Td' is

the 150th word. There are 108 one-syllable words in the passage. The FORCAST

score for the passage is therefore:

20 - M0 which equals 9.2

10

ISticht, T.G., Editor: Reading for Working: A Functional Literacy Anthology,

Human Resources Research Organization (HumRRO), 300 N. Washington, St.,

Alexandria, VA 22314, 1975.

• .41
End Punctuation

When you write a sentence, you always have to end it with a punctuation mark.

There are only three punctuation marks that you can use at the end of a

sentence. They are the period, the question mark, and the exclamation point.

A period is used at the end of a sentence that tells you

O something or tells you to do something. This is c-'ed a

declarative sentence. You use periods more than you

use question marks or exclamation points.

A question mark is used at the end of a sentence that

asks a question. This is the only time it is used.

An exclamation point is used at the end of a sentence

that exclaims. A sudden emotion like joy, fear, happiness, pain, or anger is an exclamation. Another kind of

exclamation is a sentence that talks about sudden

feeling or emphasizes something. An exclamation point

i used to make a sentence more important.

Here are samples of the three kinds of sentences:

"Declarative" sentence: It is raining today.

Use a period. We are going on maneuvers.

Question. Use a When will the rain stop? question mark. Should we wear our ponchos?

Exclamation. Use an This must be a hurricane!

exclamation point. Let's get out of here!

Carrying: Numbers in a Column

When the numbers in a column you are adding add up to more than 9, you have a

two-digit answer. It won't fit into one column in the answer space. You need to "carry" the first digit over and add it onto the next column to the left. For

example, in the problem

37 7 plus 6 equals 13. There is not enough +56 space to fit the 13 under the ones

column in the problem.

But since 13 is the same as a ten and three ones, you can take the "I" in the tens

place and add it to the top of the tens column in the problem, like this:

37 Now you can go ahead and add the tens

+5 column up and finish the problem. The

finished problem will look like this:

I

37

+56

FIGURE 8: SAMPLE "HOW-TO" SECTIONS

42
Action Verbs

Every sentence must have at least one VERB. One kind of verb is the ACTION

verb. It tells you what someone or something is doing or has done.

Example: I. SGT Smith runs with his platoon.

"Runs" is a "do" word, an action word. Action verbs tell about two kinds of

action: body and mind. An action of the body includes PHYSICAL "doings":

Example: I eat.

I slee4g.

I work.

An action of the mind includes MENTAL "doings":

Example: I think.

i1 . I hope.

I dream.

I have a goal.

A sentence may have more than one main verb.

Example: He !jipd and fellI into the river.

Commas: Appositives

An appositive is a word or a group of words that tells you more about something

in a sentence. It makes you "more positive" of what the sentence is talking

about. If you read the words:

"SP4 SMITH IS ON LEAVE."

You might not really know who is on leave. There are a lot of SP4 Smiths in the

Army. But if you read,

"SP4 SMITH, OUR SQUAD LEADER, IS ON

LEAVE."

then you are more positive about who the sentence is talking about.

You use commas to set off an appositive. Use a comma between the appositive

and the rest of the sentence. If the appositive comes in the middle of the

sentence, you use one comma in front of it and another comma after it.

FIGURE 8: (Continued)

43

*,, , , , , ., - , ,-'. " - "-. " "
When you are satisfied that your how-to section is simple and clear, put a heavy

line around it to box it in and go to the problem section of the task.

Writing the Problems. The problem section of the activity sheet consists of the

instructions, the example, the problems themselves, and the answer format (see

Figure 7).

For the instructions and answer format, decide exactly what you want the

student to do and how you want it done. You may decide to use the exact

instructions that appear in the criterion test for a set of problems. This will

prove helpful to the student by ensuring that the test-taking skill of reading and

interpreting instructions on a criterion test does not interfere with the basic skill

being tested. Vary the instruction format from sheet to sheet. The instructions

you use may seem rather confusing and complex to the students at first, but by

varying the format, you will ensure that they learn how to read instructions

before taking their tests. Samples of activity sheet instructions, along with

examples demonstrating the answer format, appear in Figure 9.

Following the format you set out in the instructions section, write the problems.

Here is where you get to make the greatest use of the job skills, coping skills,

and other miscellaneous Army-oriented information you gathered in Chapter 2.

From your categorization of Army materials, pick an appropriate task and use it

as the basis of your problem section. Remember, the best places to embed

soldier material are the reading and language courses, and the math story

problems module. The rest of the math course, being strictly computational, is

not particularly conducive to the embedding of soldier skills. Write directly to

the reader, or use situations that are familiar to the reader. Refer to both male

and female soldiers when you write about soldier activities. Use a wide variety

of names from all ethnic groups - not all BSEP II students are named 3ones.

Figure 10 shows examples of job skills or Army materials embedded in activity

sheets. Appendix A provides worksheets to help you develop your own problem

sections. Look at the examples in Figure 10, then turn to Appendix A and try

your hand at writing problem sections using the materials provided there.

44
Instructions:

~Look at the pictures below. Decide what fraction of the pieces is being taken

away. Write down the fraction on the short line to the right of the picture.

Example:

F m (because there are 8 -. :.pieces total, and you

.: are taking away 3)

Instructions:

In the following sentences underline the subject or subjects with one line. Look

at the rules in this lesson and decide if the subject needs a singular verb or a

plural verb. Mark the correct box. Then underline the correct verb with two

lines.

Example:

Singular Plural Neither he nor she (seks, speak) Spanish.

Instructions:

Decide which punctuation mark is left out of each line. Mark it in the answer

~space to the right. Then count from the left and determine the number of the

*word closest to where the missing mark belongs. Mark your answer in the answer

space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

,, I ?; 1 2 3 4+ 5

1. "What" asked SGT Thomas. "Did 0 9 0 0 0 0 0

I hear your say that

P ; I? 1 1 2 3 4+ 5

2. you dont have a helmet?" 0 6 0 0 0 0 0 0 0 0

NFIGURE 9: SAMPLE INSTRUCTIONS AND ANSWER FORMATS

4 ,
Instructions:

In the following sent ,nces, you must do three things. (I) Underline the subject

with one line. (2) Decide if it is Ist, 2nd, or 3rd person. Blacken the correct box

on the answer sheet. (3) Decide if it is SINGULAR OR PLURAL. Blacken the

correct box. NOTE: "You" is ALWAYS PLURAL!

Examples: Person Singular Plural

*'."1 2 3

I. 1 dislike this kind of weather I Eli

2. The men in the platoon agree

to participate. -1I3. You always do a good job. E* Ej -- 1 I

Instructions:

In the following sentences underline the complete verb phrase with two lines.

Decide if it is an ACTION verb or a LINKING verb. Blacken the correct box at

the end of the sentence. Remember your list of linking verbs from Activity

Sheet 3A.

Example: Action Linking

PVT Jones has requested leave. Il I

':," SGT Smith is on leave. I LI

Instructions:

Count from the left of each line to determine the number of each word that

should be capitalized. Write the number or numbers on the short line to the

right. Be careful! Not all the lines may have an error in them.

Example:

a. The last line of the poem called "mending wall" is: a.

b. he says again, "Good fences make good neighbors." b.

Instructions:

Read the sentences below. Decide which punctuation mark each one needs: a

period, a question mark, or an exclamation point. Then circle the correct

punctuation mark to the right of the sentence.

Example:

I. Is it Friday

2. I need a new fatigue jacket C) ?

3. Watch out

FIGURE 9: (Continued)

46

: '::.-_.'-'..'-.........- .-. -.v . -.-.:,'.._ . - . . ,' ,- - ,,,,' . - . . t-'-,. .-. '--A v tv .-I
Instructions:

In the following sentences, the verbs are underlined with two lines. Find the

subject of the sentence. (Remember: It is the "who" or "what" word!) Underline

it with one line. Circle the group of words that comes between the subject and

the verb.

Example:

Good usef your memory skills can be made when you salute.

"Use" is the subject. The group of words circled makes it hard to find the

subject. You circle them to get them out of the way!

Instructions:

Read the words below. For the first ten, decide what two words were used to

make the contraction. Then write the two words in the answer space. For the

second ten, look at the two words. Then make a contraction and write it in the

answer space.

Examples:

we're we are

she will she'll

Instructions:

The sentences below are written in short lines. They need commas to set off

things in a series. Decide where the commas go. Then count from the left of

each line and write down the number of each word that needs a comma after it.

Write the numbers on the short line to the right. Be careful! Some of the lines

don't need commas. If a line doesn't need a comma, write "none" in the answer

blank.

Example:

A first aid kit has a case dressing 7L 8

burn mixture and an envelope cover. 2

Instructions:

Here is a list of abbreviations and what they stand for. Put in the periods where

they belong.

.Example:

street = st.

senior = sr.

United States Marine Corps = U.S.M.C.

FIGURE 9: (Continued)

47

* .. 2 .. .'. .. *.
Instructions:

Look at the problems below. Each one is a commutative problem. Decide what

is the missing number or the missing sign. Then look at the answers and choose

the correct one. Mark the correct answer on your answer sheet.

Examples:

X. 3+ 5= ] + 3

,,. X 3a b c d

a) 8 c) 5 r-- ['-1

b) 3 d) 2

3 + 5 = what + 3?

Addition is commutative, so 3 + 5 : 5 + 3.

a b c d a) + c)- M- U LI [I

NC b) x d)

4 what 6 equals 6 x 4? It can't be c) - or

d) -T-,because subtraction and division are

not commutative. So is it a) +, or b) x?

Well, one side of the problem already has

a sign.

4~ []~ 6 =6 x 4

It is the multiplication sign. So, since

multiplication is commutative, you know

the answer is b) x, because 4 x 6 = 6 x 4.

FIGURE 9: (Continued)

8%

48
Capitalization

Activity Sheet IA

Initial Capitals

Instructions:

Underline every word that should be capitalized in the following sentences.

Example:

your protective mask will keep you from breathing dangerous gases.

I. rick is carrying his protective mask.

2. he has seen a cloud of white smoke.

3. he must put on his mask.

4. he has nine seconds to put on his mask.

5. rick also has a hood.

6. he must put that on in six seconds.

7. he is wearing a helmet.

8. first, he must remove the helmet.

9. he can hold the helmet between his knees.

10. he can also hang the helmet from the muzzle of his rifle.

Punctuation

Activity Sheet 2A

Commas in Series

Instructions:

The sentences below are written in short lines. They need commas to set off

things in a series. Decide where the commas go. Then count from the left of

each line and write down the number of each word that needs a comma after it.

Write the numbers on the short line to the right. Be careful! Some of the lines

don't need commas. If a line doesn't need a comma, write "none" in the answer

blank.

Example:

A first aid kit has a case dressing 7 8

burn mixture and an envelope cover. _

I. Four ways to stop bleeding are to use a pressure bandage I.

use digital pressure elevate the wound and use a

tourniquet.

2. You need to unwrap the bandage put it on the wound 2.

wrap it around and tie it in place.

4 3. You can use a rock log helmet or boots to elevate 3.

the limb.

4. Don't elevate a broken arm or leg because it can cause 4.

pain increase shock or damage nerves.

5. Some digitial pressure points are in the wrist elbow 5.

shoulder upper arm and neck.

6. Don't use a tourniquet unless you already tried direct 6.

pressure elevation and digital pressure.

FIGURE 10: SAMPLE PROBLEM SECTIONS

64 * 49

J fv , - ,,.,, ' .,, -%. , ,r , .., m', , ' ',,€,,, , " ' ' .- .'', . '. ' . • " ". .',.' ".'.. . -. ' '-" .' .' .'
%W

Punctuation

Activity Sheet 6A

Commas: Dates and Addresses

Instructions:

Read the lines below. You will find some places where you need commas. Count

from the beginning of the line and write down the number of any word that should have a comma after it. Write the numbers on the answer spaces to the

right. Be careful! Some of the lines don't need any commas. If you find a line

like that, write "none" on the answer space.

Example:

* I moved from 1177 Front Street Jackson Mississippi 6,7,8

to Fort Ord this year. It was on February 5 1982 10, I I

that the moving van came. I got here on the next none

Friday in the afternoon, none

On June 3 1980 I graduated

! "I from high school. I went to

school at Pueblo High 1452

Diamond Drive Los Alamos New Mexico

87544. I decided to go into

the Army, so on June 15 1 went

to the recruiting station. It is

at I I Pajaro Street Santa Fe New Mexico.

After I joined the Army, I trained at

Fort Riley Kansas. Then on January

6 1982 I was transferred to

Fort Ord for more training. This year,

I will go to Kaiserslautern

Germany. I am supposed

to arrive there on September 14.

FIGURE 10: (Continued)

50

- * * * .. - -,. 1 * * - *'=..-. '-"-* --
I.%

You will notice that the third example in Figure 10 does not embed a job skill,

life coping skill, or learning strategy. The restrictive nature of the worksheet

does not allow for meaningful embedding of such a skill. In this type of activity

sheet, just try to use situations that will be relevant or meaningful to some

aspect of the students' lives.

REWRITING AN EXISTING MODULE

Most often, you will be rewriting one or more activity sheets which already exist

within a module in the job-oriented BSEP II program. The previous section

described how to write activity sheets. If you are replacing an existing activity

sheet, you must be sure your new activity sheet teaches all of the basic skill

material that was taught by the original. If you are writing a new activity sheet

for an existing module, be sure you place it properly within the hierarchy of

existing activity sheets. Any presupposed skills in the new activity sheet must

be taught by earlier activity sheets. Any activity sheets which make use of the

new skill must appear after the new activity sheet.

Following Through. When you replace or add an activity sheet, you have made a

change which may affect several other sections of the module. To integrate the

new activity sheet completely into the module, you must remember to:

I. Revise the checksheet.

2. Revise the preview/review (as needed).

3. Revise the answer keys/diagnostics (as needed).

4. Correct any references to the new activity sheet from other activity

sheets , or from the new sheet to other sheets (as needed).

S1. Revising the Checksheet. Each activity sheet has a checksheet showing

the correct answers to the problems. The checksheets are used by the students

to check their own work. Write a new checksheet for your activity sheet.

51
Clearly label the new checksheet in the upper left corner with the word

CHECKSHEET, the module, the activity sheet number, and the activity sheet

name. See Appendix C for examples of checksheets.

2. Revising the Preview and Review. If your new activity sheet adds a new

skill to the module, you must add two or three items testing that skill to the

existing preview and review. You can use problems drawn directly from the new

activity sheet. If your activity sheet is simply replacing an existing one to make

the job content more relevant to your population, you will not need to revise the

preview or review. However, you may want to replace any problems on the

preview or review which were taken from the old activity sheet with parallel

items from the new activity sheet.

3. Revising the Answer Keys/Diagnostics. If you have changed the preview or

review in any way, you will have to change the teacher's answer key and

diagnostic. Put in the correct answers for any new problems so the instructor

may accurately mark the tests. The answer key is matched to a diagnostic which

tells the teacher which activity sheet(s) to assign if a student answers a given

problem incorrectly. Make sure the diagnostic refers to the correct activity

sheet(s) for the new problems. If you have inserted an entirely new activity

sheet into the middle of an existing module, it will change the numbering of

every activity sheet which follows it. Change the numbers on the activity sheets

themselves, and on the diagnostic.

4. Correcting References. If your new activity sheet refers to or is referred

to by other activity sheets, make sure those references are correct. If your new

activity sheet has caused a change in the numbering of other activity sheets,

change the reference numbers to and from them as well.

BUILDING A NEW MODULE

You will probably seldom need to write an entirely new module for a course.

However, if you find that you must teach your students a basic skill area that is

not related directly to any existing module, then you will want to develop a new

module to teach the skill area.

52

* .* .4 .v..a.* . * -* .. . *. - .- -q - . - , - -.
.. . . . .. . . . .. .. . .. , ...... . .. ...... r ...

...   ?

A module is a set of activity sheets which teach all the relevant rules for

performing a discrete set of skills. An example of an entire module of the

Language Course appears as Appendix C. It consists of:

I. The module preview

2. The preview answer key/diagnostic (teacher's use only)

SI m

3. The module record sheet (to tell the student which activity sheets to

complete)

4. The activity sheets

5. The checksheets (students use these to check their own work)

6. The module review

7. The review answer key/diagnostic (teacher's use only)

If you develop a new module, you will need to develop all the module components

listed above. Refer to Appendix C frequently as you read the writing tips below.

The Module Record Sheet. The module record sheet is really an analysis of the

skills taught in the module. It delineates the objective of the module in

behavioral terms, and gives sample behaviors (sample test items) expected of a

student who has successfully completed the module. The introduction tells the

student more about the skills taught. The activity sheets section of the module

record sheet tells the student which skills he or she must study.

Write your module record sheet first. It is a task analysis and an outline which

will serve you well in your development of activity sheets. It will tell you, as

well as the student, just what it is you are trying to teach. Use the record sheet

to guide your writing. However, don't type it up and print a thousand copies yet.

As you develop activity sheets, you are sure to find tasks which will require more

53

.. . -. a .
than one activity sheet or sets of tasks for which you want to provide a mixed

practice sheet. Revise your record sheet as necessary while you write.

4, The last paragraph on the record sheet shown in Appendix C, immediately before

the listing of Activity Sheets, is a standard set of instructions to the student.

Include this same paragraph, with references to the correct module, in any

record sheet you may write.

The Activity Sheets. Develop activity sheets for each skill, using the writing

skills you have practiced above. If you discover an activity is too complex for

one sheet, don't hesitate to split it into two or more separate sheets. Arrange

and rearrange the hierarchy of tasks as needed to be sure skills are introduced

one at a time, and that no activity sheet requires previous knowledge of a skill

that has not yet been taught. Make a checksheet for each activity sheet as you

go. When you are through writing activity sheets, read them thoroughly and in

order. This will help you spot any holes, incorrect references, or incorrect

hierarchical arrangement.

Previews and Reviews. When all the activity sheets are complete and you are

satisfied that they cover all the skills you want to teach, write your preview and

review. The instruction and answer format for your preview and review should

closely parallel the corresponding format for the criterion activity (such as the

TABE or SQT), if any. Take two or three problems from each activity sheet and

arrange them within the preview or review. Use different problems for the

preview and the review, or write new problems covering the skills of each

activity sheet. If you have fifteen activity sheets in your module, each test will

contain 30 to 45 items. All items on your review should be different than those

on your preview, but they must test the same skills.

Diognostics. When you make the teacher's answer key for the preview and

review, add a diagnostic column. This column refers to the number of the

activity sheet which teaches the skill being tested by each item. Sometimes

your test item will refer to only one activity sheet. Sometimes it will refer to

two or more. Refer the student to every activity that teaches any component of

514
- -- -- -- - - -j

the skill being tested. If you have written a practice sheet for any or all of the

skills taught by other activity sheets, be sure to refer to the practice sheet for

any relevant item. Study the tests and diagnostics included in Appendix C for

examples of multiple references. When you are through with your diagnostic,

you should find that every activity sheet is referenced by at least two different

test items.

TRYING IT OUT

Once you have worked and reworked your module a dozen times, there is

probably no more you can do with it unless you have feedback from someone

else. The best source of feedback is the BSEP II classroom. Copy enough

material to support one class, and try out the module on the people it is designed

to teach. They will quickly uncover any design flaws, confusing instructions,

typos, and answer sheet errors for you. Discuss the new module with the

students and the teacher. Make any corrections necessary and, when you are

satisfied with the results, institute the new module as a regular portion of the

relevant course.

LOOKING BACK

This manual has been designed to allow you to write or revise materials for the

job-oriented BSEP II program developed at Fort Ord. You have learned how the

course is structured and what it teaches, how to make it job relevant, and how to

introduce new basic skills into the course. The manual underscores the

flexibility of the job-oriented BSEP II course. To make that flexibility work for

you and the students, use this manual often. Keep track of the needs of your

BSEP 11 population as it changes from year to year. Incorporate job skills and

Army life coping skills into the activity sheets as necessary to keep the material

relevant to the soldier's needs. Your students will be more responsive and more

motivated when they can see a direct link between the study materials and their

everyday lives. You will also find that unit commanders will support the BSEP

classroom more readily when they can see the direct utility of the materials to

their training mission.

:4

55

' - .. ', ..'.... '. :- .-.' .- .. , - . - -.-. - 4 . - . - -
A. 77*P - 7; -. * -. * * * * 77- 

APPENDIX A

PRACTICE PROBLEMS FOR WRITING ACTIVITY SHEETS

PRACTICE SHEET #1: WRITING THE HOW-TO

Simple and Compound Sentences A-1

PRACTICE SHEET #2: WRITING THE PROBLEMS

Simple and Compound Sentences A-3

PRACTICE SHEET #3: WRITING THE ACTIVITY SHEET

Adding Endings to Words that End in -y A-9

, I f; ' d , .. ' ,-/: ., .;
PRACTICE SHEET #1

WRITING THE HOW-TO

Use the basic skill information given below to write a how-to statement

for an activity sheet on simple and compound sentences.

RULES FOR SIMPLE AND COP.POINn) SENTENCES

1. Simple sentences have one subject and one predicate. The subject may

be simple or compound. The predicate may also be simple or compound.

2. Compound sentences are two or more simple sentences joined by a

conjunction. Common conjunctions are and, but, or, yet, and for.

Write your how-to in the box on the next page. Then compare it to the sample

how-to written on page B-i of Appendix B.

A-1

,Z7. . . .
WORKSHEET 1

GRAMMAR NAME

ACTIVITY SHEET XX

SIMPLE AND COMPOUND SENTENCES

I

- -- A- 2
VVIR 1 LT 

27. 

.a-,. ... -

PRACTICE SHEET #2

WRITING THE PROBLEMS

Use the format information and the job skill material below to write a

problem section for an activity sheet on simple and compound sentences.

Refer to the practice how-to section on page A-2 for the rules for simple and

compound sentences.

FORMAT The criterion test asks the student to identify all subjects and

verbs in the sentence, and to indicate whether the sentence is simple or

compound. Any conjunctions are to be circled on the criterion test.

JOB SKILL The job skill which you would like to embed in the activity sheet

is a common MOS task: Put On and Wear an M17-Series Protective Mask. The

Soldier's Manual reference for this task appears on the following pages.

Following the format guidelines and soldier's manual reference, write a problem

section for this task on the worksheets starting on page A-8 . Write instructions,

an example, and at least ten problems. Fill in the correct answers. Then

compare your problem section with the sample written on page B-3 of Appendix B.

A-3
Chemical School Task:

031-503-1002

PUT ON AND WEAR AN M17-SERIES

PROTECTIVE MASK

fr

.4 CONDITIONS

Given: You are carrying your M17-series protective mask in its carrier. You may

have your hood. You must mask because youa. H-ear a nuclear, biological, or chemical (NBC) alarm, or

b. Realize that a chemical or biological attack is going on, or

c. Are ordered to mask.

STANDARDS

1. Put on, clear, and check your mask in 9 seconds. If you have a hood with your

mask, put the hood on in 6 seconds.

2. If you're wearing a combat vehicle crewman (CVC) helmet, put on, clear, and

check your mask in 15 seconds. (Six of these seconds are for removing and

replacing the headgear.) If you have a hood with your mask, put the hood on in 6

seconds.

PERFORMANCE MEASURES

1. Get ready to mask.

a. Stop breathing.

b. Remove your helmet. Put the helmet between your legs, just above the

knees, or else hold your rifle between your legs and put your helmet on the muzzle.

If you drop your helmet, keep on masking. You can pick up your helmet later.

c. Take off your glasses if you are wearing them.

d. Open your mask carrier with your left hand and hold it open.

e. Grasp your mask just below the eyepieces with your right hand. Pull the

mask out of the carrier. If you have a hood attached to the mask, let it hang inside

out in front of the facepiece.

2. Put on your mask.

a. Grasp the facepiece with both hands. Slide your thumbs up inside the mask

to open the facepiece as wide as you can.

b. Put your chin in the chin pocket.

A-4
031-503-1002

c. Pull the head harness up over your head. Make sure the head straps and

head pad are flat against your head. See figures 1002-1 and 1002-2.

SEAT YOUR MASK

Figure 1002-1 Figure 1002-2

3. Seal the mask. Smooth the edges of the facepiece against your face with an

upward and backward motion of your hands. If you do this right, you'll press out

all the bulges and get an airtight seal. See figure 1002-3.

*63

.. 8

SMOOTH YOUR MASK

Figure 1002-3

NOTE: If your mask has a hood attached to it, put your hands under the hood to

do performance measures 4 and 5.

218

A-5
031-503-1002

4. Clear the mask.

a. Cup the heel of your hand over th~e outlet valve. See figure 1002-4. If you have an M17A1 mask, place your other hand over the voicemitter. See figure

1002.5.

CLEARING THE U17 MASK CLEARING THE M17AI MASK

Figure 1 002.4 Figure 1002-5

b. Blow hard to force air out around the edges of the mask.

5. Check for leaks.

a. Place the palms of your hands over the inlet valve caps. See figure 1002-6.

UU

CHECKING FOR LEAKS

Figure 1002-6

A- 6
- ,g . A -a- - - - ..-

WORKSHEET 2

GRAMMAR NAME

ACTIVITY SHEET XX

SIMPLE AND COMPOUND SENTENCES

(Note: Assume how-to statement appears here.)

INSTRUCTIONS:

EXAMPLE:

PROBLEMS:

A-8
t ., : .. tt ._ -, . ,, -t - - ', t. . . a ft " .." ' . - - .- , .- . .'. 

PRACTICE SHEET #3

WRITING THE ACTIVITY SHEET

As you did in the first two worksheets, use the how-to rules, format

information, and job skill material below to write an activity sheet on

adding endings to words that end in -y.

RULES FOR ADDING ENDINGS TO WORDS THAT END IN -Y

1. When the y is preceded by a consonant, change the y to i before

adding a syllable which begins with a letter other than-i.

2. When the y is preceded by a vowel, do not change y to i.

Exceptions: day - daily lay - laid pay - paid say - said

Also: Adjectives of one syllable retain y before ]y and ness.

FORMAT The criterion asks students to pick out misspelled words. A list

of properly and improperly spelled words is supplied.

JOB SKILL Due to the limited nature of this activity, you may not be able

to embed a job skill. Try to use Army-oriented vocabulary. If you can think

of a skill which can be embedded, go ahead and give it a try.

Write an activity sheet for this task on the worksheets starting on Page A-10.

Write a how-to, instructions, an example, and at least 20 problems. Supply

the correct answers. Then compare your activity sheet with the sample written

on page B-4 of Appendix B.

A-9

W ~* *. .'.'.ft,-. -**., .t-.t-
WORKSHEET 3

GRAMMAR NAME

ACTIVITY SHEET YY

ADDING ENDINGS TO WORDS THAT END IN -Y

(Write How-to Section Here:)

INSTRUCTIONS:

EXAMPLE:

A-1O
7

IT - T 

 17 l - N N 

- - *

 *-w* . -

WORKSHEET 3

GRAMMAR (Continued) NAME

ACTIVITY SHEET YY

ADDING ENDINGS TO WORDS THAT END IN -Y

PROBLEMS:

A-1l

.................................. . ,, ..................... ~~~~.... " ..... -. ...-.......... •...... .-.. ....... . -.-. -
APPENDIX B

SAMPLE SOLUTIONS TO PRACTICE PROBLEMS

EXAMPLE 1, PRACTICE SHEET #1:

WRITING THE HOW-TO B-1

EXAMPLE 2, PRACTICE SHEET #2:

WRITING THE PROBLEMS B-3

EXAMPLE 3, PRACTICE SHEET #3:

WRITING THE ACTIVITY SHEET B-4

'- ia. "k • : *)* - - ,- - -~
PRACTICE SHEET #1 EXAMPLE #1

WRITING THE HOW-TOI

Compare this how-to section with the one you wrote on page A-2 of Appendix A.

GRAMMAR NAME

ACTIVITY SHEET XX

SIMPLE AND COMPOUND SENTENCES

Two kinds of sentences you need to know are simple sentences and compound

sentences. They are easy to tell apart is you remember a few rules.

1. A SIMPLE SENTENCE HAS ONE SOBJECT PART ANDONE PREDICATE PART.

The subject part of the sentence-may have one or more subjects. It may

talk about one thing, or more than one thing. The predicate is the

verb part of the sentence. It may have one verb or more than one'uerb.

Here are four simple sentences. You can see that simple sentences can

have more than one subject or more than one verb. But every simple

sentence has only one subject-part and--one predicate part.

a. ISGT Ames l went to the snack bar. SGT Ames is the subject.

subject part verb part Went is the verb.

b. 1SGT Ames and SP4 Edwards Iwent to-the snack bar.

subject part verb part

c. ISGT Ames went to the snack bar and ordered a hamburger.

subject part verb part

d. ISGT Ames !~ and SP4 Edwards ~ I I went to the snack bar and ordered hamburgers. I

subject part verb part

All of these sentences are sim le sentences. They each have only one subject

part and one predicate (ver part).

2. A COMPOUND SENTENCE IS MADE OUT OF TWO OR MORE SIMPLE SENTENCES. THEY ARE

JOINED TOGETHER BY A CONNECTING WORD OR CONJUNCTION. Each simple sentence

must have a subject part and a predicate part. Here is an example of a

compound sentence: ........

SGTIAs went to the shack br ________ Edars _____dth tu

Can you see the two simple sentences? They are:

SGT AMES WENT TO THE SNACK BAR and SP4 ETWARDS WASHED THE TRUCK.

Each of these simple sentenceslas a subject part and a verb part. The

connecting word (conjunction) is an

B-1
Here are some common conjunctions:

AND OR YET

BUT FOR

Here is another example of a compound sentence:-

SGT Ames and SP4 Edwards went to the snack bar and ordered hamburgers, I

PVT Ramirez and SP4 Washington stayed in the barracks and

paed cards. i

There are two simple sentences here. Each has a complete subject part and

a complete ver part. The two simple sentences are connected by the

conjunction

B-2
VU1~ 1; _V; . T7 W . L W. - .

EXAMPLE #2

PRACTICE SHEET #2

WRITING THE PROBLEMS Compare this with the section you wrote on Page A-8.

GRAMMAR NAME

ACTIVITY SHEET XX

SIMPLE AND COMPOUND SENTENCES

(Note: Sample How-To Appears on Page B-I)

INSTRUCTIONS: In each sentence below, underline all the subjects with one

line and all the verbs with two lines. Decide whether the sentence is simple

or compound. Blacken the correct space'to the right of the sentence. If the

sentence is compound, circle the conjunction.

EXAMPLE: Simple Compound

You hear an NBC alarm, (@ your sergeant orders you to

put on your mask.

1. The troops saw a smoke grenade and a lot of dust. 1 0

2. The platoon sergeant and the squad leaders told us to mask. 1 0

3. The men stopped breathing and removed their helmets. 1 0

4. PFC Tafua put his helmet on his rifle muzzle, PVT Roberts

held his helmet between his knees.

5. I took off my glasses, or my mask would not fit over them. 0 1

6. We our mask carriers and grabbed the masks just below

the eyepieces with our right hands.

7. You hold the facepiece in both hands, your thumbs go

inside it to open the facepiece as wide as possible.

8. After my mask was on, the head straps and head pad fit flat 0

against my head.

g. You must seal your mask,®it will leak. 0 1 g7

10. My squad and two other squads put on our masks and cleared

them correctly, t SP4 Wilson~s squad took'too long and

didn't do the task right. m

B- 3

,+ +q,,.
EXAM PLE #3

PRACTICE SHEET #3 X

4 I I WRITING THE ACTIVITY SHEET

Compare this with the Activity Sheet you wrote on Page A-ll.

GRAMMAR NAME

ACTIVITY SHEET YY

ADDING ENDINGS TO WORDS THAT END IN -Y

Sometimes you add endings to words to change their meaning, tense, or

use. Endings you might add include:

-ly -est -ing

-ed -er -ness

If the word you want to change ends in y, you might have to change the

y to i before adding the ending. Here are some simple rules to help you

decide whether to change the y to i.

1. IF THE LETTER JUST BEFORE THE Y IS A VOWEL (A,E,I,O,U), DO NOT CHANGE

THE Y TO I.

Examples:

deploy - deployed - deploying

spray - spraying - sprayer

delay - delaying - delayed

BUT THERE ARE SOME EXCEPTIONS TO THIS RULE! MEMORIZE THESE!

day - daily lay - laying - laid

pay - paying - paid say - saying - said

2. IF THE LETTER JUST BEFORE THE Y IS A CONSONANT (ANY LETTER EXCEPT A,E,I,O,U)

LOOK AT THE ENDING.

a) DOES THE ENDING.START.WITH I?... (Such as -ing).

IF SO, DON'T CHANGE THE Y TO I.

Exampl situdy - studying deny - denying

b) DOES THE ENDING START WITH ANY OTHER LETTER EXCEPT I?

IF SO, CHANGE THE Y TO I.

Examples:

study - studied deny - denied

supply - supplier - supplied

3. IF THE WORD IS AN ADJECTIVE (A DESCRIBING WORD) THAT IS JUST ONE

SYLLABLE LONG, AND YOU WANT TO USE -LY OR -NESS AS YOUR ENDINC,

DON'T CHANGE THE Y TO I.

Examples:

dry - dryly - dryness, BUT drier.--dried

shy - shyly - shyness, BUT shied

B-4
Here is a recap of the rules for you. Memorize all of them. Memorize

the exceptions.

RULE 1. WORDS WITH A VOWEL BEFORE THE Y: DO NOT CHANGE Y TO I.

RULE 2. WORDS WITH A CONSONANT BEFORE THE Y:

a) FOR -I ENDINGS (LIKE -ING), DO NOT CHANGE Y TO I.

b) FOR OTHER ENDINGS, CHANGE Y TO I.

RULE 3. TO ADD-LY OR -NESS TO ADJECTIVES THAT ARE JUST ONE SYLLABLE,

DO NOT CHANGE Y TO I.

INSTRUCTIONS: Decide whether each of these words is spelled correctly. If a

word is correct, blacken the Yes (Y) on the answer sheet. If it is wrong,

blacken the No (N) on the answer sheet. Remember the rules for adding endings

to words that end in y.

Examples : Answer Sheet

Y. N.

a) hastyly a) II 

*

b) drier b) I

1. busiest 11. payed

2. readyness 12. easier

3. dayly 13. playing

4. destroyer 14. defyed

5. suppliing 15. said

6. wearyest 16. hardiness

7. deploied 17. layed

8. steadily 18. carrying

9. obeyed 19. dryest

10. lazyer 20. busyness

ANSWERS: Y N Y N Y N Y N

I-.1 1 6. H* 11.1 16.51

2. 7. 12. 17.

3.H 8.- 13.. 18.3

4., 9. 14. 19.11

s 3 l0.~0 15. 20. I

B-5

" l' L .$ %. '' . : - %" " ." " " ."~ ""%" .- '-- . . -- - V - V "y . '' - " " '%* %_w .- ' " V. "V V%..-.
APPENDIX C

SAMPLE MODULE:

JOB-ORIENTED BSEP PROGRAM AT FORT ORD

MODULE PREVIEW C-1

PREVIEW ANSWER KEY/DIAGNOSTIC C-3

MODULE RECORD SHEET C-5

ACTIVITY SHEETS C-7

CHECKSHEETS C-26

MODILE REVIEW C-41

REVIEW ANSWER KEY/DIAGNOSTIC C-43
Name

MO)ULE PREVIEW

PUNCTUATION

Instructions: Decide which punctuation mark is left out of each line.

Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

1 ? 1 2 3 4 5

1. "What" asked SGT Thomas. "Did 0 0 0 * 0 0 0 0 0 0

I hear you say that ? . 2 3 4 5

2. you dont have a helmet?" 0 0 0 0 0 0 0 0 0 0

------------------------------------- --------------------------------------------

1. "Men " said SGT Paine, "today 1. 0 "? 0 0 0 0 0 1 0 2 0 3 0 4 05

? ' 1 2 3 4 5

2. were going to learn something 2. 0 0 0 0 0 0 0 0 0 0 ?" ' 1 2345

3. about masking. Of course it's 3. 0 0 0 0 0 0 0 0 0 0

? i $ 1 2 3 4 5

4. very important. First of all 4. 0 0 0 0 C 0 0 0 0 0

how many of you brought

" 1 2 3 4 5

5. your masks today " he continued. 5. 0 0 0 0 0 0 0 0 0 0

? 1 1 2 3 4 5

6. Of twenty men there only 6. 6 0 6 o 6 0 0 0 0 0

? ' 11 2 3 4 5 7. one, Williams didn't raise his 7. 6 0 6 0 6 0 0 0 0

1 2 3 4 5

8. hand. "Williams" shouted the platoon 8. 0 0 0 0 0 0 0 0 0

1 2 3 4 5

9 sergeant. Where's your mask?" Williams 9. 0 0 0 0 0 0 0 0 0

1 2 3 4 5

10. said "I don't know. It 10. 0 0 0 0 0 0 0 0 0 0

1 2 3 4 5

11. was on PVT Romeros bunk." 11. 0 0 0 0 0 0 0 0 0 0

PVT Romero said, "I found 7 " *' 1 2-34 5

12. a mask an M17A1, on 12. 0 0 0 0 0 0 0 0 0 0

" ' 1 2 3 4 5

13. my bunk but it wasn't 13. 0 0 0 0 0 0 0 0 0 0

C-I

F g

! • " . " " "" " ', " f ; X , ". -*""""". a A, g " '""'''' ' ; '' ; . * " ' ' , " '' , '' '' W - ' " '
Punctuation

Module Preview, Continued

Name

Missing Closest

Punctuation Word

Mark Number

" 1 1 2 3 4 5

14. marked sir. That was over 14. 0 0 0 0 0 0 0 0 0 0

15. two weeks ago, on Monday 15. 0 0 0 0 0 0 0 0 0 0

March 22. I turned the

1 2 3 4 5 16. mask in at the Co 16. 0 0 0 0 0 0 0 0 0 0

11 1 2 3 4 5 17. Orderlys office." The sergean) OhOuLed, 17 0 0 0 0 0 0 0 0 0 0 ,, l 234 2 5

18. "Williams Go back to the 18. 0 0 0 0 0 0 0 0 0 0

? " . 1 1 2 3 4 5 19. company area. Get your mask 19. 0 0 6 0 0 0 0 0 0 0 ? "1 1 0 2 3 4 5

20. your hood, and your carrier 20. 0 00 06 0 0 0 0

and get back here on the double!"

C-2
q. 7 ,. ., , ra , q '. Y , . .. . r, - ' ,' .. . r -- - "

PUNCTUATION MODULE

PREVIEW ANSWER KEY AND DIAGNOSTIC

Instructions: Decide which punctuation mark is left out of each line. Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

IF WRONG,

? ASSIGN:

1. "Men t said SGT Paine, "today 0 0 0 0 * 0 0 0 0 1. 4,8,13

0 , 123 4 5 2 11 2. were going to learn something 0 * , 0 0 0 0 2. 1,13

3. about masking. Of course it's 0 12345 3- 513

4. very important. First of all 0 0 "0 0 0 0 4 . 513

how many of you brought

1 2 3 4 5 5.91 5. your masks today " he continued. 9 0 0 0 0 0 0 3 0 0 5 9,13

S 1 1 2 3 4 5 6. 5 1 6. Of twentymen there only 0 0 0 0 0 0 0 6

1 2 3 4 5 7.31 7. one, Williams didn't raise his 0 00. 0 4 * 0o 7. 3,13

8. hand. "Williams" shouted al the platoon 0o 0 0 0 0 1.Wee' 2 * 0 3 4 0 5 0 8. 1,,13 8. 1,13

?o1,1 1 2 3 4 5 9 9. sergoant. Where's your mask?" Williams o 0 0 0 0 0 0 0 0 0

10. said "I don't know. It ? " ' 1 2. 0 0 10. 8.13 .'1 2 3 4 5

11l.was on PVT Romeros bunk." 0 0 0 0 0 0 0 o * o 11. 10,13

PVT Romero said, "I found

12. a mask an on 0 " 0 0 'il, 1 2 3 0 0 12. 3,13

? of, 1 2 3 4 E

13. -M4 b.,"il but it wasn't 0 0 0 0 0 0 * 0 0 c 13. 7,13

C-3
Il 17-:1 7'-...4.... -...

PUNCTUATION

PREVIEW ANSWER KEY & DIAGNOSTIC

CONTINUED

IF WRONG,

14. as arkd ver2 sr. hat 34 5ASSIGN:

1. aresr Thta ovr0 S 0 0 0 0 0 0 0 0 1.41

12 3 4 5 -15. 6,13

15. two weeks ago, on monday 0 0 0 0 00 00 0

March 22. 1 turned the

16. mask in at the Co. ? "' 2 3 4 5 16. 12,13

o0 0 0 0 0 0 0 00

4 5 17 10,1234

18. "Williams Go back to~the 0 0 05 4 18. 1,13

19. company area. Get your mask 0 0 j 0 0 19. 2,13

1 2 3 4 5 20. 7,13

20. your hood, and your carrier 0 0 0 0 0 0 006

and get back here on the double!"

r

C-4
TT. -%.! - .k .- '-

Name

MODULE RECORD SHEET

PUNCTUATION

OBJECTIVE: Given any sentence, punctuate it properly according to the rules

for punctuation.

SAMPLE TEST ITEMS:

1. Determine Which punctuation mark has been left out of the

following sentence:

a. "Watch out for the truck " he shouted. 0 0 0 0 0

2. Count from the left to find the number of the

word closest to the punctuation mark that has

been left out. 1 2 3 4 5 6 7

a. "Watch out for the truck " he shouted. 0 0 0 0 0 0 0

INTRODUCTION TO PUNCTUATION

Punctuation marks are the "road signs" of sentences. They tell you where to

slow down or stop. They also tell you which parts of the sentence belong together,

and they help to make the sentence clearer. The activity sheets will tell you

how to use punctuation in sentences. Work through all the activity sheets that

have been circled below. You can check your own work using the Checklists your

teacher has shown you. If you have any questions about punctuation, ask your

teacher. When you are through with all the activity sheets and are sure you

understand all the rules for punctuation, ask to take the Module Review.

ACTIVITY SHEETS (Do those that are circled)

1. End Punctuation 1A lB

2. Commas in Series 2A 2B

3. Commas: Appositives 3A 3B

4. Commas: Direct Address 4A 4B

5. Commas:. Introductory Words and Parenthetical SA 5B

ExpreSSions

6. Commas: Dates and Addresses 6A 6B

7. Commas: Phrases, Clauses, and Compound 7A 7B

Sentences

8. Commas: Quotes 8A 8B

9. Quotations 9A 9B

10. Apostrophes: Ownership IQA lOB

11. Apostrophes: Contractions lA l1B

12' Abbreviations 12A 12B

13. Punctuation Practice 13A 13B

C-5
Punctuation

Activity Sheet. IA

End Punctuation Name

When you write a sentence, you always have to end it with a punctuation

mark. There are only three punctuation marks that you can use at the end of

a sentence. They are the period, the question mark, and the exclamation point.

A period is used at the end of a sentence that

tells you something or tells you to do something.

• Th-is is called a declarative sentence. You use

periods more than you use question marks or

exclamation points.

A question mark is used at the end of a sentence that

asks a question. This is the only time it is used.

An exclamation point is used at the end of a sentence

that exclaims. A sudden emotion like joy, fear,

happiness, pain, or anger, is an exclamation.

Another kind of exclamation is a sentence that talks

about sudden feeling or emphasizes something. An

exclamation point is used to make a sentence more

important.

Here are samples of the three kinds of sentences:

"Declarative" sentence: It is raining today. We are

Use a period, going on maneuvers.

Question. Use a When will the rain stop?

question mark. Should we wear our ponchos?

Exclamation. Use an This must be a hurricane!

exclamation point. Let's get out of here!

Instructions: Read the sentences below. Decide which punctuation mark each

one needs; a period, a question mark, or an exclamation point. Then circle the

correct punctuation mark to the right of the sentence.

Example: 1. Is it Friday . ( !

2. 1 need a new fatigue jacket Z) ? I

3. Watch out . ?

1. What should you do if a soldier is bleeding . ? I

2. Check for more than one wound . ?

3. Cut the clothing away from the wound . ? i

C-6

|kMALM•
Punctuation

Activity Sheet lA

End Punctuation continued Name

4. Be careful ?

5. If you touch the wound, you could make it

dirtier ?

6. Take a pressure dressing from the kit . ?

7. How do you unwrap it . ?

8. Twist it to break the paper wrapper . ?

9. Don't get it dirty . ?

10. Put the clean side against the wound

11. Which is the clean side . ?

12. It is the side that is white . ?

13. Tie the bandage onto the wound ?

14, Is he still bleeding ?

15. He might bleed to death ? ?

16. Press on the top of the bandage with your hand ?

17. Keep pressing for 5-10 minutes ?

18. You can also tie a thick pad over the bandage ?

19. What else should I do ?

20. Elevate the wounded part . !

21. Use digital pressure ?

22. Don't ever use that tourniquet unless you

really need to ?

C-7
--. .- - ".- '* -t .. . . - .. . '. -

Punctuation

Activity Sheet 2A

Commas in Series Name

Commas tell you to pause when you are reading a sentence. They set off

words or groups of words and help to make the sentence clear. One way to use

commas is to separate words in a series. When you have a list of things in

a sentence, you separate the things in the list by using commas.

For instance, if you read this sentence:

The soldiers were issued ammo clips web belts and helmet liners.

Can you tell how many things were issued to the soldiers?

But if you put in commas, the sentence is clear:

The soldiers were issued ammo clips, web belts, and helmet liners.

Instructions: The sentences below are written in short lines. They need

comas to set off things in a series. Decide where the commas go. Then count

from the left of each line and write down the number of each word that needs

a comma after it. Write the numbers on the short line to the right. Be careful!

Some of the lines don't need commas. If a line doesn't need a comma, write

"none" in the answer blank.

Example: A first aid kit has a case dressing 7, 8

burn mixture and an envelope cover 2

1. Four ways to stop bleeding are to use a pressure bandage 1.

use digital pressure elevate the wound and use a

tourniquet.

2. You need to unwrap the bandage put it on the wound 2.

wrap it around and tie it in place.

3. You can use a rock log helmet or boots to elevate 3.

the limb.

4. Don't elevate a broken arm or leg because it can cause 4.

pain increase shock or damage nerves.

5. Some digital pressure points are in the wrist elbow 5.

shoulder upper arm and neck.

6. Don't use a tourniquet unless you already tried direct 6.

pressure elevation and digital pressure.

C-8

2.
Punctuation

Activity Sheet 3A

Commas: Appositives Name_

An appositive is a word or a group of words that tells you more about

something in a sentence. It makes you "more positive" of what the sentence

is talking about. If you read the words:

"SP4 SMITH IS ON LEAVE."

You might not really know who is on leave. There are a lot of SP4

Smiths in the Ai-my. But if you read.

"SP4 SMITH, OUR SQUAD LEADER, IS ON LEAVE."

then you are more positive about who the sentence is talking about.

You use commas to set off an appositive. Use a comma between the appositive

and the rest of the sentence. If the appositive comes in the middle of the

sentence, you use one comma in front of it and another comma after it.

Instructions: Read the sentences below* They are written in short lines.

Look for the appositives. When you find one, decide where the commas go. Then

count from the beginning of each line and write down the numbers of any words

that need commas after them. Be Careful! Some of the sentences might not have

an appositive.

Example: This weapon a LAW can be used against tanks. 20 4

1. The LAW a one-man weapon should be checked before you 1.

fire it.

2. Pull out the pull pin a small pin with a ring. 2.

3. Rotate the rear cover a cap over the end downward. 3.

4. The sling assembly for carrying the launcher will 4.

fall free.

5. Pull sharply backward on the rear sight cover a box over 5.

the rear sight to extend the launcher.

6. Try to push it back together to check that it is locked. 6.

7. Put the launcher a tube about 3 feet long on your

shoulder.

8. Check and clear the backblast area the area behind you. B.

9. Move the safety handle to ARM. 9.

10. Keep it pointed down range toward the enemy While it.is 10.

on your shoulder.

C-9

v %%* * .9!%Vtb
Punctuati on

Activity Sheet 4A

Commas: Direct Address Name

When you talk to people in a sentence, you use commas to set off their names.

If the name or the title of the person comes in the middle of the sentence, you

need to put a comma in front of it and another comma after it.

Instructions: Read the sentences below. When a sentence talks to someone, figure

out where the commas should go. Then count from the left and write down the

numbers of any words that need commas after them.

Example:

"What time is the formation SGT Johnson?" 5

1. "All right men here's whatwe'regoing to do today.

2.- Rodriguez you go down to supply and get some paint.

3. The brushes Collins are in the storeroom.

4. Smith and Brubaker you start policing the area.

5. It's up to you Washington to mow the ,grass.

6. You two Thomas and Avila help paint the rocks

by the path.

7. Jones and Simmons you trim the trees.

*8. The bushes by the north door are your problem Paige.

9. Franklin you pull weeds and rake up the grass.

10. You come with me to headquarters Tafua and we'll

get those new signposts."

C-10

.... . .... , .
Punctuation

Activity Sheet 5A

Comas: Introductory Words and

Parenthetical Expressions Name

Commas are used to set off words that don't really relate to the rest of

the sentence. These can be introductory words like "now or "oh" or "yes".

They can also be parenthetical expressions or extra thoughts of the writer's,

like "in my opinion" or "I think". These words don't really make much difference

in the sentence. They are just extra words, so you set them off with commas.

Instructions: Read the lines below. If you find any introductory words or

parenthetical expressions, they will need commas. Count from the left of

each line and write the number of each word that needs a comma after it.

Write the numbers on the answer spaces to the right. Be careful! Some lines

don't have an answer space next to them. There aren't any commas missing in

these lines.

Example:

Actually the M17AI mask is a very

important piece of equipment. You

need to check it I think every time 4, 6

you go on maneuvers.

You have nine seconds I believe

to put on your mask. First you

hold your breath. No don't drop

your helmet. Hold it between your

knees I think. Your mask carrier

the book says should be opened with

your left hand. Take the mask out

of course with your right hand. Next

slide your thumbs up inside the mask

to open it. After that you put your

chin in the chin pocket and pull the

head harness over your head. Seal

and clear the mask of course and check

for leaks. Yes it's an easy task if

you practice.

C-11
Punctuation

Activity Sheet 6A

Commas: Dates and Addresses Name___

Use commas when you write a date or an address that has more than one

part. How do you tell if it has more than one part? Here are the parts

of a date.

Exampl es:

The day The date The year

Tuesday May 10 1969

Friday March 23 1982

If you use any of these parts alone, you don't need to use commas.

But, if you use two or more parts, you need to put a comma after every

part. For instance, look at this sentence:

The message I sent on Monday was lost.

You don't need commas around the date because the sentence uses only one

part of a date. But in this sentence

The message I sent on Monday, April 5, was lost.

You need commas after every part of the date.

The same rule is used for addresses. Here are some parts of addresses.

Street Name and Number The Apt. Number The Town The State & Zip Code

708 Lexington Avenue Apartment #3 Monterey California 93940

If you use just one part, like this,

"He moved to 708 Lexington Avenue la;t weekend."

You can see you don't need any commas after the address. But in

this sentence --

"He moved to 708 Lexington Avenue, Apartment 3, Monterey, California,

last weekend."

You need commas after every address part.

C-12
Punctuation

Activity Sheet 6A

Commas: Dates and Addresses Name

continued

Instructions: Read the lines below. You will find some places where you

need commas. Count from the beginning of the line and write down the number

of any word that should have a comma after it. Write the numbers on the

answer spaces to the right. Be careful! Some of the lines don't need any

commas. If you find a line like that, write "none" on, the answer space.

Example:

I moved from 1177 Front Street Jackson Mississippi 6.7.8

to Fort Ord this year. It was on February 5 1982 10,ll

that the moving van came. I got here on the next none

Friday in the afternoon, none

On June 3 1980 I graduated

from high school. I went to

school at Pueblo High 1452

Diamond Drive Los Alamos New Mexico

87544. 1 decided to go into!.

the Army, so on June 15 I went

to the recruiting station. It " _

at 11 Pajaro Street Santa Fe New Mexico.

After I joined the Army, I trained at

Fort Riley Kansas. Then on January

6 1982 I was transferred to

Fort Ord for more training. This year,

I will go to Kaiserslautern

Germany. I am supposed

to arrive there on September 14.

C-13

~ _ . -N ,, . ' .. % ., .' . '% '% ; " .,... ". * '. . -.*" . . ° "-
Punctuation

Activity Sheet 7A

Commas: Phrases, Clauses, and

Compound Sentences Name

A comma is a road sign in a sentence. It tells you to slow down or

pause. An easy way to tell where you should put the commas in a sentence

is to say the sentence out loud. You can feel the pauses.

Commas separate the parts of a sentence. They separate phrases or clauses,

and they separate the parts of a compound sentence. A compound sentence is one

that is made out of two smaller sentences. It needs a comma to separate the

ideas.

Look at these sentences. Each one needs a comma for a different reason.

1. When PVT Herrera finished shooting, his sergeant praised him.

You need a comma here after the introductory clause.

You can feel the pause. If you did not have a pause,

it would sound like PVT Herrera was shootina his

sergeant!

2. Expecting a bad storm, we all took our rdincoats.

In this sentence, the first phrase explains the second

part. You can feel the pause. You put a comma after

an introductory phrase that explains the rest of the

sentence.

3. We ran all the way to the parade ground, but First Platoon got there

before we did.

This is really two short sentence:. They are linked

together by the word "but". You need a comma to

separate the two short sentences. You can feel

the pause.

Instructions: Read the sentences on the next page. Say them to yourself

and feel the pauses. You will need to put commas after introductory phrases

and clauses. You will also need them between the two halves of a compound

sentence. When you find a place that needs a comma, count from the beginning

of the line. Find the number of the word that needs a comma after it. Put

the number in the answer space to the right.

C-14
.. ..... .. L _ 1 . q _ -: - - . ,. _.. ; .. ,. -_.. r ., . .. : .. ..- . _ . _ .....- - _ ..- . -. - Z.J -

Punctuation

Activity Sheet 7A

Commas: Phrases, Clauses, and

C Compound Sentences Name ~Continued

1. When you are firing the LAW you have to meet the standards.

2. You will need to fire at stationary targets and you will need

to fire at moving targets.

3. Of three rockets fired at stationary targets two must hit

the target.

4. Of four rockets fired at moving targets two must hit

the target.

5. There are two sights and both sights flip up.

6. The rear sight is a peepsight but the front sight is

a clear plastic leaf.

7. Even though there are stadia lines on the front sight you

should not use them.

8. Because they are not accurate they are no longer used.

9. When you are sighting on stationary targets place the correct

range cross on the center of the target.

10. For slow moving targets put the correct lead cross on the

center of mass.

11. Targets moving at 5 MPH or less are slow and targets moving

at more than 5 MPH are fast.

12. For slow targets the lead cross is on the center of mass.

13. For fast targets the lead cross is on the front edge of

the target.

14. An oblique target may move faster than 5 MPH but you

-aim as if it were a slow target.

C-15

-p. . . . . . . . . . .... . . .. . . .. - . . . ... .
Punctuation

Activity Sheet BA

Commas: Quotes Name

When you write down exactly what someone has said, that is called a

quote. You use a comma after the phrase that introduces a quote. You also

use commas if you interrupt the quote with any kind of phrase.

Instructions: Read the sentences below and decide where the commas go.

Count from the beginning of each line and write down the number of each word

that should have a comma after it. Write your answers in the answer spaces.

Examples:

1. "That" he said "is an M16Al rifle." 1, 3

2. The soldier asked "Where are the spare ammo clips?"

3

1. The squad leader asked "What are the four lifesaving measures?"

2. "Well" said PVT Williams "the first one is to open the airway.

3. SP4 Samoa said "That's not quite right."

4. "You must also" he said "restore the breathing and heartbeat."

5. "Okay" said SGT Perez "now what are the other three steps?"

6. PVT Tarpey said "The second one is to stop the bleeding."

7. "Right" added PVT Donaldson "and then you prevent shock."

8. "The last lifesaving measure" said SP4 Figueroa "is to dress

and bandage the wound.

9. The squad leader asked him "Why do you do that?"

10. Figueroa answered "To avoid infection."

C-16
Punctuation

Activity Sheet 9A

Quotations Name

When you write down what a person said, that is called a quote or a

quotation. There are two kinds of quotes. The first is called the indirect

quotation. It tells what a person said without using his or her exact words.

The second kind is called a direct quotation. It uses the exact words that

the person said.

Here are samples of the two kinds of quotes:

1. The sergeant told four men police up the company area.

This is an indirect quotation. It tells you what the sergeant said without

using his exact words.

2" The 'sergeant said, "You four men police up the company area."

This a direct quotation. It tells you the exact words the sergeant

said.

When you write a direct quotation, you need to use quotation marks. Use

them at the beginning and the end of a quotation. You also need to use them

if the quote is interrupted or broken in two parts. They set off the exact

words somebody said from the rest of the sentence.

Here are some rules about quotations and quotation marks.

1. Always start a direct quotation with a capital letter.

Example: Danny said, "Let's go down to the snack bar."

2. If a quote is interrupted in the middle of a sentence, don't start the

second part with a capital letter.

Example: "Hurry up," said Danny, "we don't have much time."

3. Always put commas or periods inside closing quotation marks. If the

quotation is a question or an exclamation, then you put the question

mark or exclamation point inside the quotation marks. Otherwise, it

goes outside.

Example: "Okay," said Tom, "I'm coming."

"Watch out for the truck!" yelled Danny.

Did you hear the truck driver say, "I'm sorry"?

4. If a direct quote is more than one sentence long, you only have to put

quotation marks at the very beginning and the very end.

Example: He said, "I'm sorry I almost backed into you. I didn't

look in my rear view mirror."

C-17
Punctuation

Activity Sheet 9A

Quotations - continued Name

Instructions: Read the sentences below. Put in the quotation marks

where they belong. If you see a capital letter that should be a small letter,

cross it out and put the small letter above it. If you see a small letter

that should be a capital, cross it out and put the capital letter above it.

"+

Example:'Well," said SGT Johnson,%' he SQT is next week.'"

Okay, said SGT Ames, You're going to learn to aim the LAW. He showed.us a

picture of the front sight and said the curved lines are called stadia lines.

They're not accurate, so don't use them. PVT Williams asked, what are the

cross marks on the edges of the sight? They are lead crosses, said SGT Ames,

And they help you apply lead to a moving target. SGT Ames then said, first

you figure your range. Then you put the correct range line on the target.

What part do we aim at? asked PVT Ruiz. Usually the center of mass, said

Ames. On a stationary target, he continued, You put the range line on the

center of mass. What do you do, asked PVT Soames, If the target is moving?

If it is a slow target, said Ames, you put the lead cross on the center of

mass. But if it is a fast target, you put the lead cross on the front

edge.

C-18
Punctua ti on

Activity Sheet IOA

Apostrophes: Ownership Name

Apostrophes are used to show ownership or possession. They are

used with nouns or pronouns.

.4 There are two ways to use apostrophes with nouns (that is, names of things).

1. If the noun talks about one person or thing, you make it

possessive by adding 's.

the rifle belonging to the soldier = the soldier's rifle

the tail belonging to the dog = the dog's tail

the car belonging to Ron '= Ron's car

2a. If the noun talks about more than one person or thing, and it ends

in s, you just stick an apostrophe on the end.

the rifles belonging to the soldiers = the soldiers' rifles

thetails belonging to the dogs = the dogs' tails

2b. If the noun talks about more than one person or thing, and it

doesn't end in s, you put an 's on the end.

the helmets of the men = the men's helmets

the toys of the children = the children's toys

When you use pronouns, some of them are already possessive. They do not

need an apostrophe. These pronouns are:

his, hers, its, ours, theirs, yours, and whose.

For other pronouns you need to add 's.

His is better than ours. (Doesn't need apostrophes)

Everyone's leave was cancelled. (needs 's.)

Nobody's equipment was lost. (needs 's).

Instructions: Read the sentences below. Put a line under every word that

should show ownership. Then put what you would do to it in the answer space

to the right. If you need to add an apostrophe, write ' in the blank. If you

need to add an apostrophe and an s write 's in the blank. And if the word

doesn't need to be changed, write nothing in the blank.

Examples: ja mask has a broken lens. _ _

The officers houses are being painted.

Is this hat yours? rr Oxjlzn

C-19
Punctuation

Activity Sheet 11A

Apostrophes: Contractions Name

Contractions are two words that have been made into one word. They are

easy to learn. Just put an apostrophe wherever you take out letters.

Here are some examples of contractions:

can not = can't

do not = don't he will = he'll

You can see that the apostrophe takes the place of the letters that have

been left out.

Contractions are easy, but you have to be careful with them. For instance,

its is the possessive form of it. But it's means it is. Don't get them confused.

Here are some words that look the same when they are possessives or contractions:

John's going - John is going (contraction)

John's hat = the hat belonging to John (possessive)

The soldier's on duty - the soldier is on duty (contraction)

The soldier's rifle = the rifle belonging to the soldier (possessive)

Instructions: Read the words below. For the first ten, decide what two

words were used to make the contraction. Then write the two words in the

answer space. For the second ten, look at the two words. Then make a contraction

and write it in the answer space.

Examples: we're we are

she will she'll

1. isn't 11. we have

2. he's 12. Jim is

3. they're 13. they had

4. weren't 14. do not

5. let's 15. he would

6. who's 16. did not.

7. we'll 17. it is

8. can't 18. I shall

9. you're 19. must not

10. doesn't 20. would not

C-20

" ', ', ' ',A ',: , ? ' ':' ,i' :'.: ,,- 2. -. -.:.?'... T-.:" . :,-:...-.--.. -..
n  . P , . ,, . .. ..., , _ . . . . . . . . ._.  , . .. ,  ... ,  , .. o... .

Punctuation

Activity Sheet 1OA

Apostrophes: Ownership Name

Continued

1. SGT Polk platoon went to the field.

2, His men were practicing for their SQT.

3. SP4 Riley squad practiced with grenades.

. 4. The men grenade launchers need to be cleaned.

5. All the hand grenades pins were bent.

6. It is everyone job to keep the equipment clean.

7. Several s6ldiers grenade launchers misfired.

8. SP4 Riley men did well at throwing the hand grenades.

9. SGT Polk showed them a grenade launcher barrel.

10. Its edge was bent and a shell would not fit into it.

, 11. He warned the men to keep their equipment in good

condition.

C-21
Punctuation

Activity Sheet 12V

Abbreviations Name

Abbreviations are words or phrases that are shortened. Sometimes

abbreviations are two or three letters long, or even longer. Sometimes

they are only one letter.

When an abbreviation is only one letter long it is called an initial.

This is because it is the first (or initial) letter of a word. Sometimes, an

abbreviation is three or four initials in a row.

You need to put a period after every abbreviation and after every

initial. If an abbreviation is two or more initials in a row, you need to

put a period after every one.

Instructions: Here is a list of abbreviations and what they stand for.

Put in the periods where they belong.

Example: street = ste

senior = sr.

United States Marine Corps = U.S.M.C.

1. advertisement = ad 16. Master of Ceremonies = M C

2. anonymous = anon 17. Medical Doctor = M D

3. attorney =atty 18. Military Police = M P

4. avenue = ave 19. Mister = Mr

5. Bachelor of Arts = B A 20. Mistress = Mrs

6. boulevard - blvd 21. number - no

7. Cash on Delivery = C 0 D 22. ounce - oz

8. column - col' 23. paid = pd

9. dozen = doz 24. Police Department = P n

10. Doctor = Dr 25. post meridian (afternoon) = p m

11. department = dept 26. quart = qt

12. et cetera (and so forth) = etc 27. Reverend = Rev

13. foot = ft 28. senior = Sr

14. inch = in 29. street = st

15. light - It 30. Saint - St

31. United States of America = U S A

C-22

*1i
Punctuation

Activity Sheet 13A

Punctuation Practice Name

On this page, you can practice what you have learned about punctuation.

The kinds of punctuation you need to knuw in order to work this page are:

End punctuation

Commas

Quotation Marks

Apostrophes

Punctuating abbreviations

You have learned all these kinds of punctuation on the Activity Sheets you did. So this page will be easy to figure out.

Instructions: Decide which punctuation mark (if any) is left out of each

line. Mark it in the answer space tn the right. Then count from the left

and determine the number of the word closest to where the missing mark

belongs. Mark your answer in the ansuer space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

. 2 3 4 5

1. "Why do you think " asked 0 0 0 00 0 0 0 * 0

SGT Wilkerson, "that they are

? 1 2 3 4 5

2. called the four lifesaving methods? 0 0 0 0 0 0 0 0 0 0

---------------------------------------------------------------------------------------

. . ' " 1 2 3 4 5

1. SGT Murphy said, "On Tuesday 0 0 0 0 0 0 0 0 0 0

May 12, you have your ? 1 3 4 5

2. SQT " He looked right at 0 ) 0 0 0 0 0 0

?. I it" 1 2 45

3. me and said, "Lets see 0 0 0 0 0 0

? , a 1 2 3 4 5

4. if SP4 Wilsons squad can 0 0 0 0 0 0 0 0 0 0

tell us how to control

? ,'1 2 3 4 5

5. bleeding." "Well, I started, "my 0 0 0 0 0 0 0" 0 0 0

C-23
Punctuation

Activity Sheet 13A

Punctuation Practice Name

continued

Missing Closest

Punctuation Word

Mark Number

? " 1' 2 3 4 5

6. men studied that sir, so 6 6 0 0 0 0 0 0 0

? I 1 1 2 3 4 5

7. were ready." PVT Riley said, 0 000 0 0 0 0 0

? 1 2 3 4 5

8. The first method is to 0 0 0 0 0 0 0 0 0

1 2 3 4 5

9. apply a pressure dressing." Right," ) 0 6 0 ) 0 0 0 0 0 1"S , ? 1 2 3 4 5 10. 1 told him "Now can 0 0 0 0 0 0 0 0 0 0

you tell the sergeant what

" ! ? 1 2 3 4 5

11. the second method is PVT 0 0 0 0 0 0 0 0 0 0

! ? 1 2 3 4 5

12. Avila " He said, "It is, 0 0 6 0 0 0 0 0 0 0 " 1 ? 1 2 3 4 5

13. 1 think to elevate the 0 0 00 0 0 0 0 0 0

! .? 1 2 3 4 5

14. wounded part. "Good," I said. 0 0 0 0 0 0 0 0 0 0 ,, 1 2 3 4 5

15. "What is the third method 0 0 0 0 0 0 0 C 0 0 , , ! ? 1 2 3 4 5

16. PVT Lee " "Use digital pressure," 0 0 0 0 0 0 0 0 0 0

? I 1 1 2 3 4 5

17. he said without delay. "Now 0 0 0 0 0 0 0 0 0 0 ,, 1 1 2 3 4 5

18. PVT Young," I asked, can 0 0 0 0 0 0 0 0 0

you give me the fourth

? 1 2 3 4 5

19. method?" He said, "Its to 0 0 0 0 0 0 0 0 0 ? "1 1 1 2 3 4 5

20. S? use a tourniquet. But, he 0 0 "1 00 1 1 2 0

21. added, "you dont use the 0 0 0 0 0 0

tourniquet unless the first three

22. methods don't work do you?" 0 ? 0 1 2 3 4 5 0 0 0 0 0 0

, ? " , 1 2 3 4 5

23. "Right," I said. And why 0 0 0 0 0 0 0 0 0 0

C-24
Punctuation

Activity Sheet 13A

Punctuation Practice

Continued Name__ _

Missing Closest

Punctuation Word

Mark Number

S" ' 1 2 a 4 5

24. not " "Because," said Young, "the 0 0 0 0 0 0 0 0 0

tourniquet can damage blood vessels . ? 1 2 3 ,

25. and nerves." "Great " exclaimed SGT 0 0 0 0 0 0 0 0

? , 1 1 2 3 4 5 26. Murphy. You men really know 0 0 0 0 0 0 0 0 00

? 1 a 1 2 3 4 E 27. your stuff. Now lets see 0 0 0 0 0 0 0 0 0 C

what the rest of the

platoon knows."

C-25

- F - i -,,W .% :,t: " ' ,r e, ':,' ,:: : ; ;.: ,< ., .:,....:.:'i; .,, ::,:.,. -.- . -.- - - .-. : ." - "-- ... - --- - *" "
X- 17r-T- - -W--

CHECK SHEET

Punctuati on

Activity Sheet. 1A

End Punctuation Name___

When you write a sentence, you always have to end it with a punctuation

mark. There are only three punctuation marks that you can use at the end of

a sentence. They are the period, the question mark, and the exclamation point.

A period is used at the end of a sentence that

tells you something or tells you to do something.

• This is called a declarative sentence. You use

periods more than you use question marks or

exclamation points.

A question mark is used at the end of a sentence that

asks a question. This is the only time it is used.

An exclamation point is used at the end of a sentence

that exclaims. A sudden emotion like joy, fear,

happiness, pain, or anger, is an exclamation.

tAnother kind of exclamation is a sentence that talks

about sudden feeling or emphasizes something. An

exclamation point is used to make a sentence more

important.

Here are samples of the three kinds of sentences:

"Declarative" sentence: It is raining today. We are

Use a period, going on maneuvers.

" Question. Use a When will the rain stop?

question mark. Should we wear our ponchos?

Exclamation. Use an This must be a hurricane!

exclamation point. Let's get out of here!

Instructions: Read the sentences below. Decide which punctuation mark each

one needs; a period, a question mark, or an exclamation point. Then circle the

correct punctuation mark to the right of the sentence.

; Example: 1. Is it Friday . ( !

2. 1 need a new fatigue jacket 0 ?

3. Watch out . ?

1. What should you do if a soldier is bleeding • Q

2. Check for more than one wound Q) ?

3. Cut the clothing away from the wound ? I

C-26

- - - . .w
R7. " . , . _ . - - . . . ' . - . " .

CHECK SHEET

Punctuation

Activity Sheet 1A

End Punctuation continued Name

4. Be careful ?

5. If you touch the wound, you could make it

dirtier

6. Take a pressure dressing from the kit (D ?

7. How do you unwrap it Q

8. Twist it to break the paper wrapper C)?

9. Don't get it dirty

10. Put the clean side against the wound ?

11. Which is the clean side .( I

12. It is the side that is white C ?

13. Tie the bandage onto the wound ) ?

14., Is he still bleeding

15. He might bleed to death ?

16. Press on the top of the bandage with your hand (3) ?

17. Keep pressing for 5-10 minutes 0 ?

18. You can alsotie a thick pad over the bandage () ?

19. What else should I do

20. Elevate the wounded part ) ?!

21. Use digital pressure 0 ?

22. Don't ever use that tourniquet unless you

really need to ? ?

a.q

C-27

. k,

. ,a.;+t, ., , " ++. .. . , ,. i+ . ..2 .-.... .2. .+: . +? '2 ., ..-- ++ - -,..+. .,- .., +- .; ,-:++_, -.,.
CHECK SHEET

Punctuati on

Activity Sheet 2A

Commas in Series Name

Commas tell you to pause when you are reading a sentence. They set off

words or groups of words and help to make the sentence clear. One way to use

commas is to separate words in a series. When you have a list of things in

a sentence, you separate the things in the list by using commas.

*i For instance, if you read this sentence:

The soldiers were issued ammo clips web belts and helmet liners.

Can you tell how many things were issued to the soldiers?

But if you put in commas, the sentence is clear:

The soldiers were issued amno clips, web belts, and helmet liners.

Instructions: The sentences below are written in short lines. They need

commas to set off things in a series. Decide where the commas go. Then count

from the left of each line and write down the number of each word that needs

a comma after it. Write the numbers on the short line to the right. Be careful!

Some of the lines don't need commas. If a line doesn't need a comma, write

"none" in the answer blank.

Example: A first aid kit has a case dressing 7, 8

* burn mixture and an envelope cover 2

1. Four ways to stop bleeding are to use a pressure bandage 1. 11

. use digital pressure elevate the wound and use a 3, 6

tourniquet. none

2. You need to unwrap the bandage put it on the wound 2. 6, 11

wrap it around and tie it in place. 3

3. You can use a rock log helmet or boots to elevate 3. 5. 6. 7

the limb. none

4. Don't elevate a broken a,'m or leg because it can cause 4. none

pain increase shock or damage nerves. 1. 3

5. Some digital pressure points are in the wrist elbow 5. 8, 9

shoulder upper arn and neck. 1, 3

6. Don't use a tourniquet unless you already tried direct 6. none

pressure elevation and digital pressure. 1, 2

C-28

d-.

,°4 . ..,.. 

. ' 4 **.~*'4 w m • m 4.'-.. . . . . . . .
CHECK SHEET

Punctuation

Activity Sheet 3A

Commas: Appositives Name

An appositive is a word or a group of words that tells you more about

something in a sentence. It makes you "more positive" of what the sentence

is talking about. If you read the words:

SP4 SMITH IS ON LEAVE.

You might not really know who is on leave. There are a lot of SP4

Smiths in the Army. But if you read,

SP4 SMITH, OUR SQUAD LEADER, IS ON LEAVE.

then you are more positive about who the sentence is talking about.

You use commas to set off an appositive. Use a comma between the appositive and the rest of the sentence. If the appositive comes in the middle of the

sentence, you use one comma in front of it and another comma after it.

Instructions: Read the sentences below. They are written in short lines.

Look for the appositives. When you find one, decide where the commas go. Then

4count from the beginning of each line and write down the numbers of any words

that need commas after them. Be Careful! Some of the sentences might not have

an appositive.

Example: This weapon a LAW can be used against tanks. 2, 4

1. The LAW a one-man weapon should be checked before you 1. 2, 6

fire it.

2. Pull out the pull pin a small pin with a ring. 2. 5

3. Rotate the rear cover a cap over the end downward. 3. 4,9

4. The sling assembly for carrying the launcher will none

fall free.

5. Pull sharply backward on the rear sight cover a box over 5- 8

the rear sight to extend the launcher. 3

N 6. Try to push it back together to check that it is locked. 6. none

7. Put the launcher a tube about 3 feet long on your 7. 3, 9

shoulder.

8. Check and clear the backblast area the area behind you. 8. 6

9 9. Move the safety handle to ARM. 9. none

10. Keep it pointed down range the direction of the enemy 10. 5, 10

while it is on your shoulder.

C-29

.... . . I,... . '. -
-0 1 -2-1 0 Z- 7

LA, CHECK SHEET

Punctuation

Activity Sheet 4A

Commas: Direct Address Name

When you talk to people in a sentence, you use commas to set off their names.

If the name or the title of the person comes in the middle of the sentence, you

need to put a comma in front of it and another comma after it. -,

Instructions: Read the sentences below. When a sentence talks to someone, figure

out where the commas should go. Then count from the left and write down the

numbers of any words that need commas after them.

Example:

"What time is the formation SGT Johnson?'! 5

1. "All right men here's what we're going to do today. 2, 3

2. Rodriguez you go down to supply and get some paint. 1

3. The brushes Ccllins are in the storeroom. 2, 3

4. Smith and Brubaker you start policing the area. 3

5. It's up to you Washington to mow the grass. 4, 5

6. You two Thomas and Avila help paint the rocks

by the path. 2, 5

7. Jones and Simmons you trim the trees. .4

8. The bushes by the north door are you problem Paige. 9

9. Franklin you pull weeds and rake up the grass. 1

10. You come with me to headquarters Tafua and we'll

get those new signposts." 6, 7

"* .3

~C-30

........................ .... ....... : .:. , .. , :,. -,....... : :..:..'. ". . ? ; . .. , ?. ,:.-, "...: ii'- ---. .,/.'
 .   r L ;  i I U . 

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*. Punctuation

Activity Sheet 5A

Commas: Introductory Words and

Parenthetical Expressions Name

- Commas are used to set off words that don't really relate to the rest of

the sentence. These can be introductory words like "now or "oh" or "yes".

They can also be parenthetical expressions or extra thoughts of the writer's,

like "in my opinion" or "I think". These words don't really make much difference

*in the sentence. They are just extra words, so you set them off with conas.

Instructions: Read the lines below. If you find any introductory words or

parenthetical expressions, they will need commas. Count from the left of

each line and write the number of each word that needs a comma after it.

Write the numbers on the answer spaces to the right. Be careful! Some lines

don't have an answer space next to them. There aren't any commas missing in

these lines.

Example:

Actually the M17Al mask is a very 1

important piece of equipment. You

need to check it I think every time 4,6

you go on maneuvers.

You have nine seconds I believe 4, 6

to put on your mask. First you 6 -a'.

hold your breath. No don't drop 4

your helmet. Hold it between your

knees I think. Your mask carrier . 6

the book says should be opened with 3

your left hand. Take the mask out 7

of course with your right hand. Next 2. 7

slide your thumbs up inside the mask

to open it. After that you put your 5

chin in the chin pocket and pull the

head harness over your head. Seal

and clear the mask of course and check 4 6

for leaks. Yes it's an easy task if 3

you practice.

C-31

61 '. 'e ° o % % o ° . . . . .
---- 

CHECK SHEET

Punctuati on

Activity Sheet 6A

Co-mas: Dates and Addresses Name

ccntinued

Instructions: Read the lines below. You will find some places where you

need tonas. Count from the beginning of the line and write down the number

of any word that should have a comma after it. Write the numbers on the

answer spaces to the right. Be careful! Some of the lines don't need any

cc. as. If you find a line like that, write "none" on the answer space.

Example:

I moved from 1177 Front Street Jackson ississippi 6.7,8

to Fort Ord this year. it was on February 5-1982 10,11

that the moving van came. I got here on the next none

Friday in the afternoon, none

On June 3 1980 I graduated 3. 4

from high school. I went to none

school at Pueblo High 1452 4

Diamond Drive Los Alamos New Mexico 2, 4

87544. I decided to go into none

the Army, so on June 15 1 went none

to the recruiting station. It is none

at 11 Pajaro Street Santa Fe New Mexico. 4, 6

After I joined the Army, I trained at none

Fort Riley Kansas. Then on January 2

6 1982 I was transferred to 1, 2

Fort Ord for more training. This year, none

I will go to Kaiserslautern 5

Germany. I am supposed none

to arrive there on September 14. none

C-32

.. . . .. -. * -:.k * .
J l. . . - . 9.. **. _ -.- i ' ' -- • ' -- - , - - "; - " - -°-" - - '" - "- ' ' " ' "- "

CHECK SHEET

Punctuati on

Activity Sheet 7A

Commas: Phrases, Clauses, and

Compound Sentences Name

Continued

1. When you are firing the LAW you have to meet the standards. 1. 6

2. You will need to fire at stationary targets and you will need

to fire at moving targets. 2. 8

3. Of three rockets fired at stationary targets two must hit

the target. 3. 7

4. Of four rockets fired at moving targets two must hit

the target. 4. 7

5. There are two sights and both sights flip up. 5. 4

6. The rear sight is a peepsight but the front sight is

a clear plastic leaf. 6. 6

7. Even though there are stadia lines on the front sight you

should not use them. 7. 10

8. Because they are not accurate they are no longer used. 8. 5

9. When you are sighting on stationary targets place the correct

range cross on the center of the target. 9. 7

10. For slow moving targets put the correct lead cross on the

center of mass. 10. 4

11. Targets moving at 5 MPH or less are slow and targets moving

at more than 5 MPH are fast. 11. 9

12. For slow targets the lead cross is on the center of mass. 12. 3

13. For fast targets the lead cross is on the front edge of

the target. 13. 3

14. An oblique target may move faster than 5 MPH but you

aim as if it were a slow target. 14. 9

C-33
MA 77 . 75170 

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Punctuation

Activity Sheet SA

Commas: Quotes Name

When you write down exactly what someone has said, that is called a

quote. You use a comma after the phrase that introduces a quote. You also

use comrnas if you interrupt the quote with any kind of phrase.

Instructions: Read the sentences below and decide where the commas go.

Count from the beginning of each line and write down the number of each word

that should have a comma after it. Write your answers in the answer spaces.

Examples:

1. "That" he said "is an M16Al rifle." 1, 3

2. The soldier asked "Where are the spare amo clips?"

3

1. The squad leader asked "What are the four lifesaving measures?" 4

2. "Well" said PVT Williams "the first one is to open the airway." 1, 4

3. SP4 Samoa said "That's not quite right." 3

4. "You must also" he said "restore the breathing and heartbeat." 3, 5

5. "Okay" said SGT Perez "now what are the other three steps?" 1, 4

6. PVT Tarpey said "The second one is to stop the bleeding." 3

7. "Right" added PVT Donaldson "and then you prevent shock." 1, 4

8. "The last lifesaving measure" said SP4 Figueroa "is to dress

and bandage the wound." 4, 7

9. The squad leader asked him "Why do you do that?" 5

10. Figueroa answered "To avoid infection." 2

Cj

SC-34 -

A A.A ~ . A..A.~k. * ~ J~ .2~.-. ~..
Punctuation Name

Activity Sheet 9A

Quotations - continued

Instructions: Read the sentences below. Put the quotation marks where

they belong. If you see a capital letter that should be a small letter, cross

it out and put a small letter above it. If you see a small letter that should

be a capital, cross it out and put the capital letter above it.

Example: Well, said SGT Johnson, Yhe SQT is next week.

Okay, said SGT Ames' ou're going to lear.n how to aim the LAW. He showed us

a picture of the front sight, and said,e-fhe curved lines are called stadia lines.

They're not accurate, so don't use them. When PVT Williams heard SGT Ames say

that, he looked closely at the sight. PVT Williams asked, at are the cross

marks on the edges of the sight?" SGT Ames saw where PVT Williams was pointing. "a

He could see the cross marks clearly. They are lead crosses, said SGT Ames,

(land they help you apply lead to a moving target. SGT Ame picked up a piece

of chalk so he could write on the blackboard. He said, irst, you figure your

range. Then, you put the correct range line on the target. He drew a great big

picture of a LAW sight and a big picture of a tank on the board. PVT .Ruiz

watched him. Where do we aim? asked PVT Ruiz. SGT Ames pointed at the picture

of the tank. Usually the center of mass, he said. On a stationary target,*he

a

continued, ou put the range line On the center of mass*." PVT Soames raised his

hand. What do you do, asked PVT Soames,.' f the target is moving? SGT Ames

made two little cross marks on the picture of the tank. If it is a slow target,"

said Ames u put the lead cross on the center of mass. But if it is a fast

target, you put the lead cross on the front edge. SGT Ames put down his chalk.

Are there any other questions? he asked.

C-35
CHECK SHEET

Punctuation

Activity Sheet IOA

Apostrophes: Ownership Name

Continued

1. SGT Polk platoon went to the field. Is.

2, His men were practicing for their SQT. nothing

3. SP4 Riley squad practiced with grenades. _s__

4. The men grenade launchers need to be cleaned. 's

5. All the hand grenades pins were bent.

6. It is everyone job to keep the equipment clean. 's

7. Several s6ldiers grenade launchers misfired. _-_'_ 

8. SP4 Riley men did well at throwing the hand grenades. Iso

9. SGT Polk showed them a grenade launcher barrel. is_-___

10. Its edge was bent and a shell would not fit into it. nothing

11. He warned the men to keep their equipment in good

condition. nothing

C-3

-- 4

, .4

J C -36
:27r K" -w----'- -. C

CHECK SHEET

Punctuation

Activity Sheet 11A

Apostrophes: Contractions Name

Contractions are two words that have been made into one word. They are

easy to learn. Just put an apostrophe wherever you take out letters.

Here are some examples of contractions:

can not = can't

do not = don't

he will - he'll

You can see that the apostrophe takes the place of the letters that have

been left out.

Contractions are easy, but you have to be careful with them. For instance,

its is the possessive form of it. But it's means it is. Don't get them confused.

Here are some words that look the same when they are possessives or contractions:

John's going - John is going (contraction)

John's hat a the hat belonging to John (possessive)

The soldier's on duty - the soldier is on duty (contraction)

The soldier's rifle = the rifle belonging to the soldier (possessive)

Instructions: Read the words below. For the first ten, decide what two

words were used to make the contraction. Then write the two words in the

answer space. For the second ten, look at the two words. Then make a contraction

and write it in the answer space.

Examples: we're we are

she will she'll

1. isn't is not 11. we have we've

2. he's he is 12. Jim is Jim's

3. they're they are 13. they had they'd

4. weren't were not 14. do not don't

5. let's let us 15. he would he'd

6. who's who is 16. did not didn't

7. we'll we will 17. it is it's

8. can't can not 18. I shall I'll

9. you're you are 19. must not mustn't

10. doesn't does not 20. would not wouldn't

C-37

ZZ
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Punctuation

Activity Sheet 12V.

Abbreviations Name

Abbreviations are words or phrases that are shortened. Sometimes

abbreviations are two or three letters long, or even longer. Sometimes

they are only one letter.

When an abbreviation is only one letter long it is called an initial.

This is because it is the first (or initial) letter of a word. Sometimes, an

abbreviation is three or four initials in a row.

You need to put a period after every abbreviation and after every

initial. If an abbreviation is two or more initials in a row, you need to

put a period after every one.

Instructions: Here is a list of abbreviations and what they stand for.

Put in the periods where they belong.

Example: street = st.

senior = sr.

United States Marine Corps = U.S.M.C.

1. advertisement = ad@ 16. Master of Ceremonies = M.C.

2. anonymous - anon* 17. Medical Doctor - M.D.

3. attorney = atty. 18. Military Police a M.P.

4. avenue = ave. 19. Mister = Mr.

5. Bachelor of Arts = B.A. 20. Mistress = Mrs.

6. boulevard - blvd. 21. number- no.

7. Cash on Delivery - C.O.D. 22. ounce - oz.

8. column - col. 23. paid -pd.

9. dozen - doz, 24. Police Department = P.1).

10. Doctor = Dr. 25. post meridian (afternoon) = p.m.

11. department = dept. 26. quart = qt.

12. et cetera (and so forth) =etc. 27. Reverend = Rev.

13. foot - ft. 28. senior = Sr.

14. inch a in. 29. street = st,

15. light - It, 30. Saint = St.

31. United States of America - U.S.A.

F C-38 .
Activity Sheet 13A

Punctuation Practice Name

On this page, you can practice what you have learned about punctuation. The

kinds of punctuation you heed to know in order to work this page are:

End punctuation Apostrophes

Commas Punctuating Abbreviations

fuotation Marks

You have learned all these kinds of punctuation on the Activity Sheets you

did. So this page will be easy to figure out.

Instructions: Decide which punctuation mark (if any) is left out of each

line. Mark it in the answer space to the right. Then count from the left and

determine the number of the word closest to where the missing mark belongs.

Mark your answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example:

? 1 2 3 4 5

1. "Why do you think "asked 0 0 00 0 0 0 0 0

SGT Murphy, "that they are " 1 2 3 4 5

2. called the four lifesaving methods? 0 0 0 6 0 0 0 0 0 0

On?. , ' " 1 2 3 4 5

1. SGT Murphy said, "On Tuesday 0 0 0 0 0 0 0 0 6

May 12, you have your

1 2 3 4 5

2. SQT " He looked right at i 0 0 0 0 0 0

.1 3. me and said, "Lets see 0 0 0)4 0 0 0

? 1 2 3 4 5

4. if SP4 Wilsons squad can 0 0 0 * 0 0 0 0 0 0

tell us how to control

? 1 12 2~ 3 45 I 5. bleeding." "Well, I started, "my 0 0 ; '0 , 0 v@Q 0 0

6. men studied that sir, so 0 0 0 0 0 0 0 0 0 0

? !. 12345

7. were ready." PVT Riley said, 0 0 0 0 6 0 0 0 0 0

8. The first method is to 4 0 0 0 @ 00 0 0

'8 1 12 45

9. apply a pressure dressing." Right," 0 , 0 0 0 0 5

10. 1 told him "Now, can * 60 0 0 0000

3 you tell the sergeant what

? 1 2 3 4 5

11. the second method is PVT 0 0 0 00 0 0 0

! 1 2 3 4 5

12. Riley"1He sald, "It is,. 0 0 0 * * 0 0 0 0

is ! 1 2 3 4 5

13. 1 think to elevate the 0 0 4 0 0 0 000

C-39 ~~~~~~........ +..+...... .......... .....--....... ... ........... +. ...... ..........

*..+ .... .'* .. i ' . ' * 'b..=- .*. ... . 0 . -- '+ ' : " :
CHECK SHEET*

Punctuation

Activity Sheet 13A

Punctuation Practice

Continued Name

Missing Closest

Punctuation Word

Mark Number

14. ? 1 2 3 4 5 wounded part. "Good," I said. 0 0 0 0 0 * 0 0 0

1 2 3 4 5 15. "What is the third method 0 0 0 0 00 4

16. PVT Lee " "Use digital . s ? 1 2 3 4 5 pressure," 0 0 , 0 0 0 * 0 0 0

? '! 12345

17. he said without delay. "Now 0 0 * 0 0 0 0 0 0 6

*? 't 12 34 5 18. PVT Lee,"Iasked, can- 00 6 0 0 0 00

you give me the fourth

19. method?" He ? 1 2 3 4 5 said, "Its to 0 0 0 6 0 0 0 0 $ 0

? 1 1 1 2 3 4 5 20. use a tourniquet. But, he 0 0 ? , 

t 0 00 0 4 0

21. added, "You dont use the 0o0oob, 1

tourniquet unless the first three

?" ' 1 2 3 4 5 22. methods don't work do you?" 0 0 0 0 0 0 0 0 0

?" I ' 1 2 3 4 5 23. "Right," I said. And why 0 0 6 0 0 0 0 0 0

" ? ' 1 234 5 24. not " "Because," said Lee, "the 0 # 0 0 0 0 0 0 0 0

tourniquet can damage blood vessels

25. and *? " I 1 2 3 t 5 nerves." "Great " exclaimed SGT 0 0 0 9 0 0 0 0 0 0 ? ' ' 1 2 3 4 5

26. Murphy. You men really know 0 0 8 0 0

27. your stuff. Now 7 " 1 2 3 4 5 lets see 0 0 0 6 * 0 0 0 0 0

what the rest of the

platoon knows."

C-40
Name

MODULE REVIEW

PUNCTUATION

Instructions: Decide which punctuation mark (if any) is left out of each line.

Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

I i 1 2 3 4 5

1. "What" asked SGT Thomas. "Did 0 0 0 *0 0 0 0 0 0 0

I hear you say that ' 12345

2. you dont have a helmet?" 0 0 0 0 0 0 * 0 0 0

---------------------------------------------------------------------------------- 1. " . 1 2 3 4 5

. Lastyear decidedto .0 0 0 00 0 0 0 0 0

buy a new car. I 1 2- 3 4 5

2. wanted one with five speeds 2. 0 0 0 0 0 0 0 0 0 0 ? 1 2 3 4 5

3. mag wheels, and fuel injection 3. 0 0 0 0 0 0 0 0 0 0

I found the car I ,,? 1 2 3 4 5

4. wanted but it cost too 4. 0 C 0 0 0 0 0 0 0

much. So I went to

? 1 2 3 4 5

5. A.C.S and told the man 0 0 0 0 0 0 0 0 0 0

? ~ 1 2 34 5

6. there "I need a car "- 0 0 0 0 0 0 0 0

"" " ' 1 2 3 4 5

7. loan sir." He said, "You " 0 0 0 C 0 0 0 0 0

need to go to the ?" ' 2 3 4 5

8.00 o 00 0 00

8. Federal Credit Union. Theyll help 123 45

9. you." I drove my brothers 00000 00000

car to the Credit Union, ?" ' 1 2 3 4 5

10. located at the Main PX l0. 0 0 0 0 0 0 0

C-41

I'" .• • ,,. '...'. . . .' " " -' , , . ''
Name

Module Review (Continued)

Punctuation Missing Closest

Punctuation Word

Mark Number

? 1 2 3 4 5 11. Fort Ord, California. May I ll. 0 0 0 0 0 0 0 0 0 ? " 1 1 2 3 4 5

12. help you" asked the woman 12. 0 0 0(0 00 0 0 0 ? '1 2 3 4 5

13. there. "Yes please," I answered. 13. 0 0 0 0 0 0 0 0

? 1 2 3 4 5 14. "Id like to get a 14.0 0 0 0 0 0 0 0 0 0

15 , • ' 1 2 3 4 5

15. loan for a car a 15.0 0 0 0 0 0 0 0 0 0

" ,, . 1 2 3 4 5

16. used one." "Well" she told 16.0 0 0 0 0 0 0 0 0 0

?1 2 3 4 5

17. me, you need to bring 17.0 0 o 6 o 0 0 0 0 0

? a 1 2 3 4 5

18. in a pay voucher and 18. 0 000 0 0 0 0 0

you must fill out these

. 1 2 3 4 5

19. forms" The car, a red 19.0 00 0 0 0 0 0 0 0

20. 1977 Scirocco is 

7 ' . 1 2 3 4 5 now mine. 20.0 0 0 0 0 0 0 0 0 0

4%

C-42

4.",
-a -PUNCTUATION MODULE

MODULE REVIEW DIAGNOSTIC

Instructions: Decide which punctuation mark (if any) is left out of each line.

Mark 

the 

it in the answer space to the right. Then count from the left and determine number of the word closest to where the missing mark belongs. Mark your answer in the answer space to the right.

"" NOTE: Some lines are not numbered and are not items. Y;,-,

Example: Missing Closest

Punctuation Word

Mark Number

1. "What" asked SGT Thomas. "Did 0 0 0 0 * 0 0 0 0

I hear you say that 1 2 3 4

2. you dont have a helmet?" 0 0 0 0 0 0 0 0 0

----.------------------------------------------------------------------------- ,,?! 1 IF WRONG, ASSIGN:

1. Last year I decided to 0 6 0 0 0 0 0 0 0 07,13

buy a new car. I --" "'1 2- 3 4 5 2. ,1 2. wanted one with five speeds 0 0 0 0 * 0 0 0 0 * 2. 2,13 S" • ' , 1234 5 3. mag wheels, and fuel injection 0 0 * 0 0 0 0 0 0 0 3. 1,13

I found the car I

? , !1 2 3 4 5 4. 71 I'

4. wanted but it cost too 0 0 0 0 0 0 0 0 713

:' - much. So I went to

? ' . 2 3 4 5 5. 12,13 A.C.S and told the man o5. 0 0 0 0 0 0 0 0 0 1 23 0 6. 8,13 6. there "I need a car 0 " 0 6 1 2 6. 8,13

'\~ .si. ad,2"'1 7. loan sir." He said, 2 3 4 7. 4,13 "You 0 0 0 0 0 0 0 0 0 0

need to go to the

1 2 3 4 5 8. Federal Credit Union. Theyll help 0 0 0 * 0 0 0 0 0 0 8. 11,13

9. you." I • " , 1 2 3 4 5 drove my brothers 0 0 0 * 0 0 0 0 0 0

car to the Credit Union, ? " ' 1 2 3 4 5 10. 6,13 10. located at the Main PX 0 00 * 0 0 0 0 0

C-43

t- r '" ''' '.,-, , .', ', ".".' ,' , ., ".",'..•- .. ,-". .- "."." " . .. " " . .. "
Missing Closest

Punctuation Word

Hark Number IF WRONG, ASSIGN(:

11. Fort Ord, California. May I 0 0 . o 0 o * 11. 9,13

.45 12. help you" asked the woman 0 12 3 4 5 2. 1,9,3

? 1 2 3 4 5 13 5,. 13. there. "Yes please," I answered. 0 .0 0 0 9 0 9 0 0 0 5,

14. "Id like toget a . ? 0 40 1411,13

. 15. loan for acara 0 , . 1 2 3 4 0 15. 3,13

S12 3 45 16. 5.8,13 i 16. used one." "Well" she told 0 0 0 0 0 0 0 0 0

17. me, you need to bring 0 0 1 0 3,130 17. 

1 2 3 4 S 18. 7,13

18. in a pay voucher and 0 0 0 0 0 0 0 0 

you must fill out these 1

19. forms" The car, a red 0 0 0 0 0 0 0 0 0 0 .

123 4 5

K 20. 1977 Scirocco is now mine. 0 0 0 0 6 0 S 0 0 0 20. 3,13

I..!

V4

6,I

C-44

Fi r 1 i'~ i " r " . m, , , . , .- . .. ... . . .