A PROGRAM TO PREPARE NON-ENGLISH SPEAKING CHILDREN FOR ENTRY INTO THE FIRST GRADE IS PRESENTED. ONE OF THE FIRST TASKS OF THE TEACHER IS TO ANALYZE THE CHILD TO DISCOVER AREAS OF WEAKNESS IN EXPERIENCES, SO THAT SHE WILL BE ABLE TO SUPPLY SOME OF THE MISSING LEARNING EXPERIENCES. THE WORDS THAT ARE TAUGHT TO THE NON-ENGLISH SPEAKING CHILD ARE CONTENT WORDS THAT HAVE CONCRETE MEANINGS AND THAT CAN BE SEEN. THESE WORDS ARE ORGANIZED UNDER CATEGORIES OF USE AND SHOULD BE INCORPORATED WHENEVER USEFUL AND APPROPRIATE TO UNITS UNDER STUDY. DRILLS AND ACTIVITIES FOR REINFORCING LANGUAGE LEARNING INCLUDE REPETITION DRILL, SUBSTITUTION DRILL, CONVERSATIONS, SHORT TALKS, ROLE-PLAYING, AND SOCIODRAMA. THE INSTRUCTIONAL FORMAT OF EACH UNIT OF STUDY SHOULD BE ARRANGED IN A SEQUENCE OF INTRODUCING CONTENT WORDS, ESTABLISHING BASIC DIALOGUE, SUPPLEMENTING VOCABULARY, ADAPTING BASIC DIALOGUE TO PERSONAL SITUATIONS, AND STRUCTURING DRILLS TO TEACH BASIC GRAMMATICAL PATTERNS, INSTRUCTIONAL AIDS ARE GIVEN FOR IMPROVING ENGLISH PRONUNCIATION AND ENGLISH LANGUAGE PATTERNS. CORRECTED RHYTHMS AND TONES IN THE ENGLISH LANGUAGE STRUCTURE ARE DESCRIBED. AN ELIGIBILITY TEST IS SUGGESTED FOR PROSPECTIVE ENROLLEES, THE TEACHER ASKS THE CHILD QUESTIONS TO BE ANSWERED ORALLY. IF HE CANNOT ANSWER 75 PERCENT, HE IS ACCEPTABLE FOR THE PROGRAM. ACTIVITIES AND MATERIALS INCLUDE POEMS, SONGS, SINGING GAMES, GAMES FOR ESTABLISHING THE SOUND SYSTEM, FINGER PLAYS, AND ART ACTIVITIES. A SUGGESTED CHECKLIST FOR USE BY THE TEACHER IN EVALUATING INSTRUCTION IS PRESENTED IN ADDITION TO A FORM TO BE USED BY THE LOCAL DISTRICT FOR CHARTING PROGRESS OF PUPILS.