If you graduated from high school and want to plan your career, click this link


Also, you should go back and read the synopsis before reading this page.



For the first time in history

Students can tell the school what they need to learn.

As everyone knows, our schools have serious problems.   However, their biggest problem is that they do not fulfill their mission to society:

Schools do not prepare students for satisfying, successful, and profitable careers.

For years, I've taken a survey of high school graduates by asking them, "Well, now that you've graduated, What are you going to be?"

And, they reply, "....uh, er, I don't know."  Or, "I'm going to college."

And, I say, "You mean they've had you for 12 years, you're 18, and you don't know what you want to be?"

Then, I ask them, "Do you think school prepared you for life?"

And, 99% of them reply, emphatically, "No!"

The main reason schools fail to prepare students for life is that they do not interact with the student.   Instead, a panel of experts, who creates curriculum, tells the student what they must learn.

If we tried that system in Health Care, we'd be sued for malpractice.   Can you imagine a patient sitting quietly while a panel of experts determine what's wrong with him?

Of course, that's not possible.  The doctor first must ask the patient questions.

"What's your problem?"
"I got a pain in my stomach."
"Where in your stomach?"
"On my right side.  And, I have nausea."

Now, with that little bit of information, the doctor can run tests,  make a diagnosis, and prescribe treatment.

It's called the empirical (scientific) method.   In all of those steps the patient  must interact with the doctor.  It's not perfect.  But, it beats

which are the methods today's graduates use to plan their careers.

Therefore, as a high school teacher and then as an elementary teacher in a self-contained classroom, I thought about those problems and developed theories to solve them.

For example, I know exactly why Johnny can't read.  And, surprisingly, it has nothing to do with Johnny.  It has nothing to do with Johnny's teachers, who if they are from Minnesota are the finest in the world.  It has nothing to do with Johnny's schools which if they are in Minnesota are the best equipped in the world.  The reason Johnny can't read is that we have a defective alphabet.  And, all the money in the world, and all the phonics in the world, cannot make Johnny read with that alphabet.  In fact, taxpayers spend billions and billions of dollars trying to teach three subjects: reading, writing, and spelling.

T-W-O does not spell too, to, or tue.  It spells Twoe.   And, O-N-E doesn't spell wun or won.  It spells Owney

The solution is simple.  Create a phonetic alphabet of 44 letters, and Johnny will master reading in First Grade.

In fact, many other courses of study in our schools are unteachable.  They are unteachable because they are chaotic.  To read my essay on The Problem With Our Schools click.... HERE

I also thought about the problem of preparing students for life. 

Then, one day, while I was browsing in the library, Eureka!    I found it. 

I discovered how to allow students to interact with the system.

And, like Dr. Kenneth Cooper, the solution is simple and inexpensive.

In 1968, Dr. Cooper made two very exciting and important discoveries:

  1. We can improve our health by strengthening our heart.
  2. We can strengthen our heart with endurance exercise - running, biking, swimming, cross country skiing
He called his system Aerobics.

These two simple ideas revolutionized the world's perception of Wellness.

My education system also is based upon two simple, inexpensive and exciting ideas:

  1. We can plan our career by identifying our interests.
  2. We can identify our interests by systematically reading nonfiction.

Systematically means that we

  1. keep a record of what we read.  
  2. rate from 1 - 10 our interest in what we read. 
  3. read nonfiction material from each category of the Dewey Decimal System
Nonfiction catalogues information so that we can efficiently
  1. survey the various topics related to occupations
  2. discover our interests, and then,
  3. plan our career.

I call the system The Revolution In Education.

We believe that after students develop self awareness, they should be permitted to choose what they need to learn to become happy, successful, and prosperous in life.   Schools can help them in their journey once they realize that

In other words, if you're interested in something, there's a good chance that you're good at it.

However, although interest is an indicator of aptitude, it is not aptitude.  Interest is acquired.  Aptitude is genetic. 

Therefore, a person may be interested in becoming a brain surgeon, but only

will reveal whether that person has the aptitude for such a serious occupation.

Please note: The Revolution is not a reading program.  Although, I adapted it to fit the reading program of the little school in which I was teaching.

Also, The Revolution will not replace regular courses of study.    However, it will change the education system in two fundamental ways:

At this time, The Revolution only includes
Nonfiction Worksheet Book Reports Speed Reading
Fiction Worksheet Career Journaling Book Reports That Interest Me sheet
Spelling Lists My List Of Library Books Book Report Discussion Time sheet
Vocabulary Lists Book Rating Sheet Work Skills Check List
Skill Lessons Discussion Groups Career Profile Sheet


The New Mission To Society

Schools must

1.  identify student aptitudes.

2.  find jobs that match those aptitudes. 

3.  give students the training necessary to be happy, successful, and prosperous in those jobs.

At this time, schools are not responsible for student aptitudes that have no jobs. 

For example, if Johnny discovers a strong aptitude for Old English poetry, but no one can find a job for this aptitude, then the school is not responsible for developing this aptitude. 

However, it could encourage Johnny to develop it as a hobby.


I dream that students will go online to a government Occupations website,

1. Type in the Call Number of the book they are reading,

2. Bring up a web page that has, at the top of the page, the call number,

3. The title of the Occupation that the Call Number best fits,

4. the aptitude/ aptitudes that are required to master that Occupation.

5. The rest of the page contains, in easy to scan format, the salary, skills, locations, market demand for that job, and other important information that the student needs to know so that he can compare what he is reading with the kind of job his reading will lead to so that they can be happy, successful, and prosperous in life.  And, with the help of counselors and other interested people, the student will reach that goal.


To teach The Revolution a school will need the following items:

1Two wall size lists.  One of the lists details the nonfiction categories of the Dewey Decimal System.  For example,

            Technology (600-699)
            608 - Inventions
            611 - Human body
            615 - Drugs and medicine, and so on
I would like these posters to be hung in the classrooms, in the halls, in the gymnasiums, wherever visibly possible, not only as a quick reference for students but also as a reminder to them of their purpose in school.

For a complete list of nonfiction categories click HERE 

The other list details the Department of Labor's 11 Career Clusters.  For example,

Cytotechnologist, and so on.
For a complete list of Career Clusters click HERE, HERE or HERE

As you can see, neither the Career Clusters nor the alphabetical listing of occupations are catalogued numerically. Therefore, to help students locate important information related to their career, these classroom lists and the Bureau of Statistics, Department of Labor must assign a nonfiction Dewey Decimal number to each occupation Thus, an architect, perhaps, would be cataloged as a 720.

These lists should be displayed prominently in the library, classroom and other important areas of the school.   Students should have these lists for their notebooks and home.

The purpose of these wall size lists is to help students

2.  Library books and card catalog entries should have two identifying labels
  1. reading level label so that students can select books they can read comfortably
  2. A label that classifies relevant fiction into nonfiction categories so that students can enjoy fiction books related to their career.
3.  Scope and Sequenced Courses of Study  that meet the requirements of specific occupations.  For example, if a student wants to become an electrician then the school would have a course of study that included all the math, vocabulary, spelling, study skills, science, history, language skills, and so on, for that occupation.

These Career Courses would probably begin in ninth grade.   Obviously, because the subject matter for elementary school is quite basic, the courses of study for a doctor and an electrician would be similar.

The focus of pre high school is to identify interests, aptitudes, and occupations.

Before entering Ninth Grade, the student and parents will discuss with the teacher, counselor and administrator the feasibility of the student's choice - his interests, aptitude, personality, job market, and so on.

All of these people can make helpful suggestions, but the student will make the final decision.  I realize that placing so much responsibility upon the student may seem daunting.  But, if The Revolution began in the 5th Grade and everyone performed their task properly, then students should have an excellent understanding of the occupation, its requirements, and their fitness for the job by the time they reach Ninth Grade.

4. Counselor  with the classroom teacher reviews the student's Career Profile Sheet and by administering aptitude tests, interest inventories, personality profiles, temperament indicators, cognitive abilities tests, talent tests, standardized achievement tests, etc. helps the student to identify their strongest interest and aptitude.

The Counselor also helps the student to index their talents with the Department of Labor's Occupation Clusters.  It can tell students

The  Counselor should post and distribute exciting bulletins related to these topics.

5.  Library computer  with library style keyboard connected to a large nearby resource center and to the Library of Congress.

6.  Bookmobile to bring materials to the school once a week.

7Internet Book Marks that are linked to web pages that

8.  CD Rom materials related to Career Clusters

9.  A Children's Dictionary of Occupations and similar materials.

The school will also need the following items for the student (12 of the 14 items * are listed on this web page).

  1. Nonfiction and Fiction worksheets *
  2. Career Journal *
  3. Skill Lessons *
  4. Career Profile Sheet *
  5. Work Skills Check List *
  6. Book Rating Sheet *
  7. Book Reports That Interest Me Sheet *
  8. Book Reports  (PA system for soft voices) *
  9. Book Report Discussion Time *
  10. Speed Reading (tachiscope or an index card) *
  11. Oral Reading *
  12. Discussion Groups *
  13. Cooperative Learning
  14. The Revolution folder with pockets, nicely decorated or plain


Of course, schools must hire the best teachers.  But, as everyone knows, a degree, even with honors, does not guarantee a competent employee.  That is why industry and the government (military, civil service) require candidates to complete a testing program before they are hired.  They even pay "head hunters" big bucks to find talented people.  Therefore, schools, like industry, must require teachers to complete a testing program that includes aptitude testing, achievement testing, personality profile, interest inventory, cognitive ability testing,  in depth background work up, etc.  Presently, personnel is selected in a random and unscientific manner.

School Year And Other Considerations

The Revolution should be piloted for three years in 5th and 6th Grade.   After three years, those students and parents could vote on the program.  From my 5 weeks experience with the program I believe that the consensus to continue would be unanimous.

Schools should have four quarters in a year around calendar.  This calendar would be similar to the real work world.  Each quarter will have a week break, depending upon how long assessment meetings last.  Personally, I believe that students will be reluctant to take breaks.  After all, they're doing exactly what they want to do in life, right?

The assessment meeting would involve parents, student, teachers, counselor and administrators who will assess, advise and help plan the future goals of  the student.  The administrator attends these meetings because he knows what resources the school can provide to help the student fulfill his educational goals.  These meetings could last several hours with rescheduling for additional meetings.

As the student approaches graduation, the school would involve representatives from the student's chosen occupation to the meetings.

In high school, if not sooner, students would have a modified apprenticeship in their chosen occupation.  This experience will help students assess the rightness of their career.

As you can see, The Revolution will also affect higher education.  No longer will students waste time and billions of dollars on

Colleges also must scope and sequence courses of study to meet the needs of students who know exactly what they want to be.   Medical School, for example, will no longer be a graduate program.

Can you imagine the caliber of worker our schools will send into the labor force?   The Mayo Clinic will be delighted with these highly trained, highly motivated doctors.  And, so will their patients.

The Revolution will require 100% mastery.  Students who are studying auto mechanics must master all of the subject matter in metrics, hydraulics, electricity, etc.

Actually, report cards with letter or percentage grades and school systems divided into grade school, junior high, senior high, college, and graduate school will disappear. 

Perhaps, under the new education system, report cards will be bar graphs that show a student's level of mastery of a specific skill, such as, percentages in mathematics or wiring in electricity.  Also, perhaps, these bar graphs will show a student's progress towards completion of the courses of study for his chosen occupation.

This will mean that each skill must be reduced to its parts.  For example, in the study of mathematics and the skill of division, does the student understand that

  1. We can divide numbers into each other, such as, 2 can divide 6 into 3 equal parts.  However, although 2 can divide 7 into 3 equal parts, we will have 1 remaining.
  2. We can divide larger numbers into each other, such as, 12 can divide 36 into 3 equal parts, and so on

And, school systems will be buildings with rooms that have equipment and teachers who help students master the skills of their chosen occupation.  No one will be surprised if a 12 year old, who formerly sat in 6th Grade, sits in a room with a professor who teaches calculus or physics, where formerly only 12th Grade or 18 year old students sat.

Of course, we won't call them classrooms.  Rather, we will call them, Math Rooms, or anatomy rooms, or auto repair rooms.

Students graduate when they finish the curriculum for that occupation, not because they are in 12th Grade or 18 years old.

Class Schedule
SSR = Silent Sustained Reading

    Monday           Tuesday               Wednesday              Thursday                   Friday
          SSR                       SSR                        Skill Lesson/ SSR      SSR/ Book Reports           SSR/ Journalizing

Silent Sustained Reading is scheduled for one hour, every day, the first period in the morning.  At this time, the students read their books and do work sheets.

Skill Lessons, Book Reports, and Journalizing are scheduled for one half hour on Wednesday, Thursday, and Friday, respectively.  Skill lessons are taught before SSR.  Book Reports and Journalizing are conducted after SSR.

Speed Reading and Oral Reading are practiced on Tuesday, twice a month, for one half hour after SSR.

Discussion Groups are held on Monday, once a month, for one half hour after SSR.

Discussion Groups

Discussion is a lifetime skill that permits like minded students to share ideas about their books, plans, technical information, and current events related to their career.  As students develop expertise in their field, they will want to join other related discussion groups.  For example, a student interested in mechanics would want to join a discussion group in electricity provided the topic of discussion was appropriate.  Discussions should  be scheduled for 30 minutes, once a week.

Eventually, these groups will develop topics that they wish to discuss for the next meeting.  These topics should be posted for other members of the class to see.  The teacher will develop a form for groups to post their topics.

Because discussion is a very important part of every occupation, the teacher must monitor and guide the groups to insure quality exchange.

In the past, discussion groups have been a frivolous waste of classroom time.  Career Reading will change that perception.   Instead, discussion groups will become a very valuable tool for confirming interests, inspiring greater effort, and developing new ideas and new approaches.

Interestingly, during reading time, I permitted students with similar interests to sit in groups, to go to the library and search for books in groups.  They even began sitting with each other at lunch so that they could talk about their interests. They enjoyed this arrangement very much.


Journaling teaches students to Visualize in the same way that athletes visualize a race.  They do this by thinking about the race, from start to finish.  And, when they come to the part of the race that means winning or losing, the athlete must visualize the actions they will take to win the race.  Well, that is somewhat the way the students approach Journaling. They must think over their life,

Then, the student writes those thoughts in their journal and dates it.

At the end of the quarter, the student reviews his entries and on the front page of the journal writes down which career and which Cluster they visualized the most.   They also write this information on their Career Profile Sheet.  Then, they put their journal in their folder and make another one for the next quarter.

For the Journal Work Sheet click HERE

Speed Reading

Although Speed Reading is not my expertise, I will offer some observations and techniques that I used to improve the student's reading rate.

The skill was taught twice a month and consisted mainly of undoing oral reading habits established in the primary grades.

I told students that the English alphabet was their main hindrance to speed reading.  If they had had a phonetic alphabet, they would have learned how to read after 6 months in Kindergarten.  But, our present alphabet and our present education system forced them to spend years using an oral reading technique to master the skill .  In other words, reading class in the primary grades was 90% oral reading.  This method of reading became entrenched.  Unfortunately, our inept system of education forced those students who did master the skill to sit in the room and read orally with the other students.  By 5th Grade, only a few students could read directly from the page to the brain.

Therefore, I told them that they were moving their lips and focusing their eyes on each word.  They did this because they were still oral reading like First Graders.

I told them that they moved their heads because when they were reading silently in the classroom, they continued to read orally, one word at a time.  For this reason, they could and would rest their heads on their books to read.  But, their head was too close to the book to read phrases.  So, they moved their head to follow the words across the page.

To read phrases I had them sit straight with their eyes about a foot from the page.  At first, they used rulers to measure the distance.

Also, I had a tachiscope and taught them how to read phrases.

I told them, "Don't read each word as they do in First Grade.   Read groups of words.  Move your eyes across the page in 3 movements - front, middle, back.

John and Mary
  ran outside 
to see the parade.

"Don't read with your mouth as they do in Kindergarten.  Let the words go directly from the page to your eyes to your brain."

I then explained about "after image".   And, demonstrated how it worked by having them stare at a light for 30 seconds.  Then, close their eyes to see the light still on their retina.  I told them that "after image" would hold the phrase in their mind long after they had seen it.

To introduce them to the tachiscope I had each student read both orally and silently as fast as they could.

Then, I had each student read silently as I accelerated the tachiscope.  At the end of each speed level, I'd ask them a question about what they read.  I found that some students could read the material almost as fast as I could accelerate the machine, which was 80.   Crystal was All Time Great who could read with comprehension at the amazing speed of 70

I told them that 70 meant 70 miles and hour.  They children cheered when someone reached very high rates.

Interestingly, for all you geneticists, long before I had the idea of Speed Reading, Crystal's uncle, Bruce, amazed me with his reading abilities when he was in First Grade.

After 3 days of practicing front, middle back with the tachiscope, I taught them to slide an index card down a page in their text book and use it like a tachiscope.  Then, I would ask the class one question about what they read from a page.  They would write their answers

As they were reading silently, I watched their eyes, lips, and head.  I marked their incorrect movements on a class list that had 3 columns titled: lips, head, eyes.  I also video recorded them and showed their movements afterwards.  I was able to stop all lip, head movement.  But, eye movement was too involved with decoding skill for some students to improve.  Once again, our inept alphabet bogged them down so that they were reading each word.

Then, I put them in pairs with a class list with 4 columns, eyes, lips, head, understands  One student read silently from a selected page, which I timed for 3 minutes, then 2 minutes, then 1 minute.  The other student would mark his incorrect movements and also find one question to ask from the page.  If the student answered the question correctly, they would place a 1 behind his name.  If he answered it wrong, they would place a 0 behind his name.  If the student made a Speed Reading mistake his partner would write a 0 behind the mistake that he made.  Then, they would reverse roles.

On the day I checked them for Speed Reading, I told them that I was checking them.  Then, as they read, I walked around the room and put marks on the Speed Reading Form.

For the Speed Reading record form click  HERE

For more information on Speed Reading click  HERE

Oral Reading

Although the children thoroughly enjoyed Speed Reading, they loved Oral Reading.

I taught them

Most students read too softly (Volume) or slowly (flow) because they had poor pronunciation skills.  A few students mispronounced words .  Very few slurred their words (diction).   Many did not change the pitch of their voice for proper meaning (Inflection).

Interestingly, Oral Reading helped me detect a little girl (Michelle) who had nasal blockage.  The mother took her to a doctor who diagnosed a life threatening pathology.  They operated and saved her life.

On Oral Reading day, the students had two reading books that were not their regular reading book.  The students who remained in the room used one reading book.  The 6 students, who went out of the room with me to practice, used the other.

The students who remained in the room would read a paragraph or two from their reading book to a monitor.  The monitor would correct their reading based upon the skills they had been taught.   Therefore, if students had already studied Volume, Flow and Pronunciation, the monitor would correct these mistakes as they read.  However, the monitor did not give the student scores for their reading.  The monitor, who was an A+ student (zero wrong) in the skills, sat in the front of the room on a high chair over-looking the room.

The students, who went with me to some remote part of the school so that they would not disturb other classes, took their reading book and some tissue to stuff in their ears.  They would sit against the wall, with their knees bent to hold their books

When they were settled and reasonably comfortable, I instructed them to read silently the assigned page twice.  If they could not pronounce a word, they would put one finger on the word, raise their hand, and I would come over to them and pronounce the word for them.  They were not expected to pronounce technical or unusual words.

After they had read the page twice and were familiar with its content, they would begin reading aloud, as fast as they could, over and over, for three minutes.  Now, you know why they needed tissue for their ears.  While they were reading, I would go among them and correct their oral reading mistakes: volume, flow, etc.

At the end of three minutes, we returned to the room and everyone opened the same reading book as the students who had practiced with me in the hall.   I sat in the back of the room with a helper.  The helper had an oral reading check sheet that was a class list.   I would make a fist at the head of the sheet.  And, my helper would watch my fist.  As the student read the page, I would extend the fingers of my fist depending upon what mistake the student made.  My helper would mark it in the column behind the name of the student who was reading.

Thus, if Tom Albertson was reading and he made a mistake in pronunciation, I would extend three fingers.  And, my helper would write a P behind Tom's name. In other words,

When they had finished reading, my helper would tally up the number of mistakes and tell Tom his score.  The score would depend upon how many skills they had learned.   So, if they had only studied Volume, then 1 = A, 2 = B, 3 = C, 4 = D, 5 = F.  If they had studied Volume, Flow, and Pronunciation, then 3 = A, 6 = B, 9 = C, etc.

After the helper announced the score, I would analyze the pattern of letters (mistakes) behind his name and offer suggestions to help them the next time. My helper would insert a number behind their name that represented the type of mistake the student made.  This would remind us the next time to tell the student to concentrate on such and such mistakes.  For example, if I said the student was having a problem with Volume, my helper would write a 1 in the comments box.  Here is a list of the notes and comments I would make:

 1 = Low volume
 2 = Volume drop at a period.  (Periods drop inflection, not volume)
 3 = Slow flow caused by not practicing
 4 = Slow flow caused by poor pronunciation
 5 = Poor pronunciation caused by not practicing
 6 = Poor pronunciation caused by fast flow
 7 = Poor diction caused by not practicing
 8 = Poor diction caused by low volume
 9 = Poor inflection (tough skill.  Only the very best readers can attain)
10 = Poor inflection caused by fast flow
11 = Poor inflection caused by high or low volume

                                  Mistakes                      Score

Albertson, T
v v p d d f v / 1, 8
Benson,  D
Dalton, H
Ewing,  F
Galt,  C

T. Albertson made 7 oral reading mistakes.  He also has 1 and an 8 behind his name. His volume was low and it affected his diction.  His score was a C because 3 wrong was an A; 6 wrong was a B; 9 wrong was a C

Oral Reading For The Primary Grades

This enrichment activity provided the primary grades with quality readers for story time and the oral reader with an audience to practice their skills.

The primary grade teacher had a check sheet and evaluated the reader for volume, flow, pronunciation, diction and inflection.

To see the Oral Reading Record form on the Career Profile Sheet click HERE

Work Sheets

The following 8 sheets are printed on 8.5 X 11 paper.  However, they have been abbreviated to save space on this web page.  Comments about the sheets precede them.

# 1        Comments On Student Instruction Sheet
For the first month of school, the teacher and class should read aloud the bullet type at the top of the Student Instruction Sheet.  This will help students to understand the goals of The Revolution .


  1. Go to the library or the computer and very carefully select at least 3 books (1 fiction. And, 2 nonfiction).  Take your time.  Remember, Bookmobile only comes once a week.  The three books should have enough material to last 1 week.  You will be permitted to check out more books if necessary.  But, as you shall see, going to the library wastes valuable reading time.
  2. Until you discover your interests, read one book from each library category (000-999)
  3. If you selected an uninteresting book, read it anyway to find out what you don't like in life.
  4. For best results, begin with short, easy books and gradually select longer, more difficult ones
  5. Every book needs a work sheet.
Put six things on your desk: 2 books, 1 work sheet for the book your reading,  pen, dictionary, folder with blank fiction and nonfiction work sheet inside.  Nothing else.

Simply fill in the blanks and begin reading Chapter 1 of your book.
Put the work sheet in your folder and read another book.
Your work sheet receives a grade.  Put it on your work sheet and Career Profile Sheet

Nonfiction work sheets require that you use an encyclopedia.  Use the encyclopedia index to find your book's topic.  For example, if your book is about baseball, look up Baseball and read one topic.  Although, if you enjoy the entry, you may read as much as you like.  If you've read all the Baseball topics, then read a related topic, such as, Babe Ruth or New York Yankees.   Related topics are listed at the end of each entry.   Ask your teacher for help.

When you've finished a book and work sheet, put your name, title, and call numbers on the Book Rating Sheet.  Put your work sheet in your folder and begin reading your next book.

The Career Journal contains your visualizations (dreams) of your occupational goals.

The Career Profile Sheet has all the scores that will help you plan your career.

# 2 & 3       Comments On Fiction and Nonfiction Work Sheets

Work sheets are the driving mechanism of The Revolution .   They keep the student  focused on reading and, at the same time, teach important skills.   Therefore, work sheets are simple and somewhat intuitive so they won't detract from reading.   For example, the student only needs to write the vocabulary words for three chapters.  At the end of the year, and almost 100 books, those three chapters will create a large vocabulary for the student.

Scoring is also simple.  The student receives a score based upon how many mistakes they make on any blank line.  Even forgetting to write their complete name is one wrong.  The scores are

1 or Zero wrong = A
2 = B
3 = C
3 = D
4 or more = F

When checking vocabulary

  1. Ask the meaning of any random word in that chapter.
  2. If the student doesn't know the answer or have it written down on the work sheet, then permit them to read the word in context.
  3. If they still don't know the meaning, then give them one wrong.
When checking the student's comprehension, the teacher scans a chapter for significant ideas to formulate questions.  Once again, the questions must be simple and obvious.  The object is merely to check if the student has actually read the chapter, not minute details.
Book Reports
On Friday, after Silent Sustained Reading, students present their Book Reports.  The teacher reads their name and the name of their book from the Book Rating Sheet.  In a 30 minute period, students walk quickly to the front of the room with their book and work sheet.  They show their book and its important features - pictures, maps, charts. Then, they read from their work sheet.
Book Report Meeting
At the end of Book Reports, students may continue SSR or they may hold a meeting with the Book Report presenters to ask questions about the book.  The Reporter sits on a chair.  The others sit on the floor with pen, note book and sheet #5, My List Of Interesting Books.  The teacher must scrupulously monitor these meetings for content.

*  Helpers can check everything on a work sheet, except vocabulary, comprehension, and book report summary.


_______________________               __________
Career Interests                           Rating (1-10)


_____________________________               _______________                 _____________
                       Student's Name                                                                  Date                                                 Score

______________________________________        ___________________     __________
                             Title                                                                                            Author                              Call Numbers

Copyright Date _________

Contents  (copy an interesting chapter heading and its page)

Glossary  (copy one difficult word and its definition)

Index  (copy a key word and its page.  Then, turn to the page and copy the key word and one word on each side of it.)

Vocabulary Only write 3 new words from each chapter.  If you want to write more because the words are important to your career, write them on separate paper and staple them to this work sheet for future reference.

Chapter 1

          Vocabulary words                                                                                       one definition only

1.  __________________                                       ________________________________________________

2.  __________________                                       ________________________________________________

3.  __________________                                       ________________________________________________

Comprehension (on the two lines below summarize Chapter 1  in 3 - 5 sentences)



Chapter 2

        Vocabulary words                                                                                     one definition only

1.  __________________                                       ________________________________________________

2.  __________________                                       ________________________________________________

3.  __________________                                       ________________________________________________

Comprehension (on the two lines below summarize Chapter 2  in 3 - 5 sentences)



Chapter 3

         Vocabulary word                                                                                        one definition only

1.  __________________                                       ________________________________________________

2.  __________________                                       ________________________________________________

3.  __________________                                       ________________________________________________

Comprehension (on the two lines below summarize Chapter 3 in 3 - 5 sentences)



Encyclopedia  (read at least one heading about the topic of your book.  Then, on the 3 lines below write a 3 - 5 sentences summary of what you read)

write your encyclopedia topic here.  Use an encyclopedia index to find your topic.





Nonfiction Book Report

____________________________________                     ______________________            __________
                             Title                                                                                      Author                                 Call Numbers

I rate this book a   1    2    3    4    5    6    7    8    9    10

This book could be read by                       Anyone                           Fifth Grade                     Fifth Grade +

This book could be enjoyed by                Anyone                                  Girl                                    Boy

The book explained things                            poorly                                 well                             very well

Picture, maps, graphs, diagrams, etc.             none                                 some                            very many

This book improved my vocabulary              not at all                              some                            very much

This book caused me to think                 not at all                            some                              very much

This book is about  (select 3 or more chapters from the table of the contents and tell what they were about.)






Write the title and call number of this book and your name on the Book Rating Sheet
Write your grade and rating (1-10) on the front of this work sheet and
Also, write your grade and rating on the My List Of Library Books in your Career Profile Sheet

SHEET  # 3      Comments on the Fiction Work Sheet

Although I'm not a great fan of fiction, the students nevertheless had fun learning the devises that create drama in fiction - plot, characters, setting, etc.   Our study of fiction really accelerated when they began bringing videos to analyze.  We watched 15 minutes of video each day, usually after noon recess.  The video helped relax them after running and screaming all over the playground. Toy Story was one of their favorites.  And, in my estimation an excellent choice to analyze story elements.  Videos also helped students to understand other story elements, such as, comic effect - sight gags, slap stick, satire, etc.

The fiction work sheet incorporates the basic elements of a story.  It even includes the idea of a theme - a lesson or moral of the story.   For example, what is the lesson of  New Bone?   The lesson is, of course, If we already have a tasty bone in our mouth, don't reach for an illusion in the waters.  Or, we'll lose what we have.   A very timely story, don't you think?  Not all fiction story's have themes.


_______________________                                         __________________     ________
Copyright date of this book                                                                            Career Interest                   Rating (1-10)


_________________________                   ______________                    ____________
      Student's name                                                 date                                        score

___________________________________               ________________        _________
                        title of book                                                      author                     call letters

Type: Fantasy (could never happen)  Realism  (could happen, but didn't)

Setting:   Time ______________________  Place ___________________________

Characters:  ___________________________  Protagonist  (good guy)
                        ___________________________  Antagonist  (bad guy)

Plot (name 3 main events)
1.  ________________________________________________________________
2.  ________________________________________________________________
3.  ________________________________________________________________
4. Climax (high point of the story) _________________________________________
5. Conclusion (how the story ends) ________________________________________

Theme? some stories teach a lesson or moral (right from wrong).


          Word                                                                               only one definition

1.  ____________                                                _________________________________
2.  ____________                                                _________________________________
3.  ____________                                                _________________________________
4.  ____________                                                _________________________________
5.  ____________                                                _________________________________


______________________________               _______________________      __________
                         title                                                         author                                call letters

My fiction book report is       fantasy              realism

I rate this book a    1  2  3  4    5  6  7  8 9 10

This book could be read by a          Fifth Grader          Above 5th Grade               Anyone

This book would be enjoyed by a       Girl                       Boy                               Anyone

On the following lines summarize in 5 -10 sentences the plot, setting, characters, climax, conclusion.  Also, what you liked and didn't like about the book.

Write the title of this book and your name on the Book Rating Sheet
Write your score and book rating on the front of this work sheet and if appropriate (if the book has a nonfiction equivalency) in the Library Books list on your Career Profile Sheet .

# 4                   Comments On Book Rating Sheet

Hang the Book Rating Sheet in a conspicuous place in the classroom.  It serves 5  purposes

  1. To rate the book so other student's can decide whether or not to read it.
  2. To help the teacher know who has given their book report
  3. To help the teacher know who has completed their work sheets
  4. To keep a record of the number of books read by the students
  5. To instill in the class a sense of accomplishment and inspiration for further achievement.
Imagine the feeling a class would have at the end of a year if they read over 1,000 books.
To keep track of  Book Reports and work sheets the teacher uses the check off  blanks.
Announce Previous Totals and the New Totals as you begin and end a Book Rating Sheet

Previous Total Books _________                                                                          New Total Books _________


Write your name, the title, and the call number in the black rectangles below
Fred Slocum
Small Stones and Big Rocks
Book Report __
Work Sheet __


Book Report __
Work Sheet __

Matt Taylor
Dinosaurs and Lizards
Book Report __
Work Sheet __


Book Report __
Work Sheet __ 

Jenny Smith
Taking Care of Pets
Book Report __
Work Sheet __
Bob Lincoln
Those Crazy Chimps
Book Report __
Work Sheet __


Book Report __
Work Sheet __


Book Report __
Work Sheet __

Steve Galant
Under The Sea
Book Report __
Work Sheet __


Book Report __
Work Sheet __

Tom Whitney
The Secret Garden
TJ 45
Book Report __
Work Sheet __


Book Report __
Work Sheet __

SHEET #5           Comments On My List Of interesting Books

The purpose of My List Of Interesting Books sheet is to

  • Help  students remember titles so they can get more information after book reports.
  • Identify areas of student interest that will be considered on the Career Profile Sheet 

    Student use this sheet on three occasions:

    1. For book reports
    2. For Journaling
    3. At the end of the Quarter for career progress evaluation
    Record the most frequent Call Number from My List Of Interesting Books on  the Career Profile Sheet at the bottom of this page. 

    To see the List click  Here


    Call Numbers/ Letters

    # 6 Comments On My Career Journal

    The following sheet is the cover for the Journal.  The purpose of the Journal is to stimulate students to visualize their future.  Visualizing will inspire achievement.

    The student will need the Career Journal sheet, My List Of Interesting BooksMy List Of Library Books, and access to the results of any standardized tests they have taken that will help them plan their career. These tests are not to be given to the student but merely available for them to review privately.  The teacher must be very careful of the student's privacy, even if the student is indifferent.  Indeed, this could be a very good lesson in their right to privacy.

    At the end of the quarter, write the career and Cluster that the student visualized the most on the cover of the Journal and on the Career Profile Sheet .

    If the student visualizes more than one career, then write those also on the cover and in the Career Profile Sheet







    Keep the following ideas in mind as you write in your Journal:

    What would I like to be?
    What have I read, heard, or experienced this week that can help me decide?

    What aptitudes do I have that could help me decide?
    What skills I need to succeed in a career?

    The career I imagined the most in this journal was  ______________________________
    The Career Cluster into which I am headed is  _________________________________

    Staple this cover to 5 sheets of lined paper

    Try to imagine your future career.  Also, think about the books you've read this week.
    Do they fit into your career?

    Then, put the date in your journal and write a few sentences about what you thought and imagined.

    Keep this Career Journal in your folder

    At the end of the quarter,  review this journal and identify the career you imagined the most.  Then, write it on the blank line above and on your Career Profile Sheet

    Also, at the end of the quarter, look at the Career Clusters Chart and try to determine which cluster interests you .  Write the Cluster on the blank Career Cluster line above and on your Career Profile Sheet.

    # 7  Comments on the Work Skills Check List

    The Work Skills Check List is easy to perform.  The teacher walks around the classroom observing the students and noting these skills:

    1. Is the student doing and completing his work sheets?
    2. Is the student staying on task during reading?
    3. Is the student enjoying reading?
    4. Does the student understand what their reading?
    5. Is the student blinking properly,  indicating they are attentive to the task?
    Item #3 and #4 require that the teacher ask the student those questions.  Body language and the student's work sheet verify if the student's answer to #4 is correct.  Once again, the teacher must assure the student the program depends greatly upon them.  If they don't understand or enjoy what they are reading, tell the teacher.  And, the teacher will help them.  If the student doesn't understand the material, the teacher must discover what skills the student needs to understand.  Perhaps, an easier book or certain reading skills, such as, the five different sounds the letter, A, makes.

    One of the tools for assessing the validity of #4 is the blink rate.   If the student blinks at an attentive rate (rather rapidly as they comprehend the material.  Rather, slowly as they become bored) and the student's expression appears relaxed and interested in what they are reading, then the teacher can assume that not only is the student attentive to their task, but also they probably understand what they are reading.

    The teacher writes 1 or 0 for the student's grade (On Task or Not On Task).

    Work Skill Checks are performed weekly.

    Obviously, if the student does not like or understand what they are reading, then the teacher must use whatever resource the school has to help that student succeed.

    That philosophy places a burden on the system, especially, if the student is difficult.   But, I guarantee, The Revolution can reach those students because it is the only program that can effectively address the most important concern of their life.   The Revolution doesn't force students to study anything.  It says, "This is your life.  We are not forcing you to do anything.  We want to help you.  In fact, we can help you if you'll let us.  We can help you discover 'Who you are 'and 'Where you want to go in life.'"

    Now, those are very powerful statements that speak to the heart of every human.  In fact, they answer two of the world's greatest questions:  Who am I?  Where am I going?  Where did I come from? Why am I here?

    The Work Skills Check List is a tool for the teacher to monitor the student's classroom behavior as well as conference data.  If the student has poor work skills, the burden rests upon the school to "get them on track" and to help them "find the path".

      Work Skill marks are included on the Career Profile Sheet. They indirectly assess the student's interest and achievement.  If these scores are zero, the student needs help.

    On the following Student Observation Sheet, the teacher uses a  1 - 5 rating system in the blank space behind the item.

    Work Skills Check List  (1, 0)
    Sustained reading
    Blink rate         
    Work sheets        
    Enjoys reading    

    # 8                     Comments On Career Profile Sheet

    As you can understand, the Career Profile Sheet is the most important of all the sheets.  It contains all the important data related to the student's interests and aptitude: the list of books the student has read, Skill Lesson scores, Work Skills, Oral Reading, Speed Reading, Journal interests and Cluster entries, standardized test results, the teacher/ counselor/ administrator/ student's estimate of a career based upon the data on the sheet (the student's Career Profile).

    At some point just before the end of the school year, each student should have a meeting with the parent/ teacher/ counselor/ administrator to discuss what the school can do to further the student's dream.  The administrator who works closely with the school board will know of assets the school can use to make the dream become reality.

    The Career Profile data are placed on both sides of one sheet of 8.5 x 11 paper.  I've listed them sequentially because of web page formatting complexities and to conserve RAM.

    For best results, the standardized tests listed below (Iowa Basics, Stanford Binet, etc.) are given several times over the school year.  They must be evaluated scrupulously in regards to the student's career interests:

    One of the problems with many timed standardized tests is that some students who are very bright in areas other than verbal skills have difficulty completing those tests.  For these students and those types of tests a formula must be constructed that will allow the test to evaluate the number of correct answers from the number completed.  Otherwise, it is pointless for these students to take those tests.  They always have poor results.  And, that's not what we want in The Revolution .

    All data listed below appears on one sheet of paper.  Also, all tests are assumed to be standardized tests.


    ___________________      __________            _______
             name                                                        grade                                        date


    My List Of Library Books
    Call Numbers Category  Rating
    551.49 Weather   9

       Vocabulary Tests
    Unit 1
    Unit 2  
    Unit 3  
    Unit 4  
    Unit 5  

      Spelling Tests
    Unit 1 
    Unit 2  
    Unit 3   
    Unit 4   
    Unit 5   

    Skill Lessons                                        Grade 9 (P/F)

    base words 
    dictionary (locating)  
    dictionary (pronouncing   
    dictionary (meaning)  
    card catalog
    time lines  
    main idea  
    reference aids  
    rhyming dictionary  
    World Almanac  
    Bartlett's Quotes  
    CD Rom  
    Dept. of Labor Stats  

    distance to page
    eye movement
    lip movement
    head movement 
    30 mph
     45 mph

         Oral Reading

    Work Skills Check List  (1, 0)
    Sustained reading
    Blink rate         
    Work sheets        
    Enjoys reading    

    Summary of Career Data
    Career Journal career interest
    Career Journal Cluster
    My List Of Library Books
    List of Interesting Books
    Reading Level Test
    Achievement Tests  
    Interest Tests  
    Personality Tests  
    Temperament Tests  
    Cognitive Ability Tests  
    Aptitude Tests  
    Talent Tests  
    Other Job related tests

    My Career Profile For This Quarter

    _________           ____________________
    call number                          subject

    Concluding Comments

    We must do something about the alphabet.  It is the single greatest cause of reading problems in our schools.  T-W-O does not spell Too, To, Two, or Tue.   And, O-N-E does not spell won or wun.

    Scientists know that the English language has 42 sounds, but our antiquated alphabet only has 26 letters.  We must have a phonetic alphabet like Israel and Italy?

    42 sounds = 42 letters
    Why must children spend years learning how to read - some never do?
    Why must taxpayers spend billions on two subjects - reading and spelling?

    A thin, little boy asked, "But, I love football.  How can I become a great football player?"
    "Well," I replied, "The Revolution doesn't guarantee that you'll be a great anything.  It just suggests a career you might want to look into.  However, just suppose that you can't become a great football player because you injured your knee permanently.  Does that mean you'll have to give up football?  No!  If you really love the sport above everything else, you can still be a coach, a writer, an announcer, a trainer, equipment manager, etc."

    The  counselor will help the student determine which career - football player, coach, or sports caster - matches his strongest aptitude.

    A little girl said, "But, I've got lots of interests.  How can I ever choose the right one?"
    "Well," I replied, "you're lucky.  That means you can select several careers and be happy, successful, and prosperous.  In which case, I'd select the one that paid the most money.   You'll even have a few interests remaining to plan a hobby."

    Once again, the  counselor will help the student determine which  interest has the strongest aptitude.  He will also connect those aptitudes to the Department of Labors Occupation Clusters

    In 1994, I had the opportunity to try The Revolution with my students for five weeks.  The children read any nonfiction book that interested them - pets, Mesoamerican history, motorcycles, football, the Titanic, sports biographies.  They loved it.  Many took their books home to read.  One student, Brian, read until 10:30 at night, way past his bed time.  Two students who had poor reading skills and low self esteem, Matt and Derek, became so enthusiastic that they read 10 and 17 books respectively about horses and motors.   One little girl, Miranda, read four books on bats.  You could hear a pin drop in the classroom.   In five weeks, sixteen students read 158 books.  That means that in nine months they would have read almost a thousand books.  And, that was before I taught them Speed Reading.

    These students not only developed interest, information and skill with every book they read, but they also developed self esteem and a sense of purpose in school and life.  Discipline problems during reading were zero.

    Unfortunately, my administrators felt the system lacked research and terminated the program.  I was sad and very angry.  I was loath to put those children back into that horrible, mind numbing system.

    For the first time in my life, I saw children interested in their studies the way I always dreamed they should be.  For the first time in my teaching career, students were raising their hands for me to come to them so they could show me a picture, a map, a diagram, an explanation in their book.   I remember Ryan explaining to me the technical aspects of the Mayans amazing ability to calculate time.   He sounded like a little professor.

    I took my case from superintendent, to curriculum development committee, to school board.   No support.  I imagine, in the words of a prominent investment banker, America has become a very litigious society.  Anyone deviating from the path is asking to get sued.

    However, certain related research does support The Revolution:

    Obviously, The Revolution will


    Quite possibly, The Revolution is the first step in identifying and educating the great teachers, doctors, and engineers of tomorrow.  It is the first step in putting round pegs into round holes.  It is the end of random sampling and intuitive inspiration in selecting a career.

    Today, The Revolution is a reading program.  Tomorrow, the idea of tailoring courses of study to fit the individual student's Identy Traits and Occupation Goals will be educational objectives.

    Don't forget, all students must take Identity Trait Tests (Aptitude/ Talent, Personality, Interests, Temperament, Cognitive Abilities). And, all Identity Traits  must be linked to Jobs and indexed to the Dewey Decimal System.

     Psychologists know that we have two brains,  right and  left.  Each brain processes information differently.  The left brain processes information sequentially.  The right brain processes information intuitively.

    In other words, left brainers thrive in systems, such as, school systems, scientific systems, legal systems, architectural systems, medical systems, mathematical systems, etc.

    Right brainers create those systems, such as, New School Systems

    Unfortunately,  right brainers do not thrive in systems.  And, therefore, have problems in school.

    I first realized this tragedy as I was reviewing my student's cognitive ability scores.  One student had low scores in Verbal (reading / spelling), and Computational ability.  But, he scored in the 98% in Non Verbal.

    I thought to myself, Wow!.  This kid's a genius.  So, I began to review his performance in my classroom.   Yes, he did struggle with reading.  Yes, he had difficulty in math.  But, wait!!  He was the All Time Great in designing bulletin boards.  His art work was excellent.   Years later, his mother told me that he became a successful draftsman.

    My point is this, the system missed him.  Jason was more than a draftsman.   If the school had The Revolution and a  counselor, it would have discovered this boy's aptitude and guided him to the obvious greatness he deserved to achieve.  Instead, the system actually made him believe that he was inadequate because it ignored his aptitude and stressed his weaknesses.  Jason was a quiet, shy boy so the effect was devastating.

    In conclusion,  parents should know that unless schools correct the discipline problem and prepare children for life, they have the right to teach their children at home.  The research in favor of Home School, at this time, is overwhelming.

    Actually, beginning at Fifth Grade, The Revolution is well suited for home school because the student's reading books are the library, the computer, and the Internet.

    Just remember four things:

    1. The purpose of The Revolution is to help children to discover their interests and there from their aptitude and thence an occupation.
    2. Let children select reading material that interests them.
    3. Let them read at a level that is comfortable for them.
    4. Let them read nonfiction.
    If they read fiction then you also will have to teach literary skills, such as, drawing conclusions, plot, theme, etc.  Literary skills are beyond the scope of this web page.

    However, parents must realize that destroying the public school system would be a great tragedy.

    No individual can match the resources of a properly functioning, community built school.

    If you like my theory and want to introduce it in your school, please contact me.  I am retired and will fly anywhere in the world to see it become a reality.