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diff --git a/18119.txt b/18119.txt new file mode 100644 index 0000000..20864d8 --- /dev/null +++ b/18119.txt @@ -0,0 +1,2219 @@ +The Project Gutenberg EBook of How to Teach Phonics, by Lida M. Williams + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: How to Teach Phonics + +Author: Lida M. Williams + +Release Date: April 4, 2006 [EBook #18119] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK HOW TO TEACH PHONICS *** + + + + +Produced by Christine D., Schalk van Zyl, David Garcia, +Donald Potter (who provided the original scans) and the +Online Distributed Proofreading Team at http://www.pgdp.net + + + + + + + + + + + =How to Teach + Phonics= + + + By + + LIDA M. WILLIAMS + + + Primary Supervisor and Instructor of Methods, + Northern Normal and Industrial School, + ABERDEEN, SOUTH DAKOTA + + + HALL & MCCREARY COMPANY + CHICAGO + + + Copyright 1916, Hall & McCreary Company + P 2143 + Printed in the U.S.A. + + + + +FOREWORD + + +Phonics is not a method of teaching reading, but it is _a necessary +part_ of every good, modern method. It is the key to word mastery, and +word mastery is one of the first essentials in learning to read. A +knowledge of the sounds of letters, and of the effect of the position of +the letter upon its sound, is an essential means of mastering the +mechanics of reading, and of enabling children to become independent +readers. + +A knowledge of phonics not only gives power to pronounce new words, but +it trains the ear, develops clear articulation and correct enunciation, +and aids in spelling. Later, when diacritical marks are introduced, it +aids in the use of the dictionary. The habit of attacking and +pronouncing words of entirely new form, develops self-confidence in the +child, and the pleasure he experiences in mastering difficulties without +help, constantly leads to new effort. + +The little foreigner, greatly handicapped where reading is taught by the +word and sentence methods only, begins on an equal basis with his +American neighbor, when the "Alphabet by sound" is taught. + +In recent years only has the subject of phonics found a place on the +daily school program; and there is perhaps, no other subject on the +primary program so vaguely outlined in the average teacher's mind and +therefore taught with so little system and definite purpose. + +The present need is a systematic and comprehensive but simple method of +phonics teaching thruout the primary grades, that will enable any +teacher, using any good text in reading, to successfully teach the +phonetic facts, carefully grading the difficulties by easy and +consecutive steps thus preparing the pupils for independent effort in +thot getting, and opening for him the door to the literary treasures of +the ages. + +It is with the hope of aiding the earnest teacher in the accomplishment +of this purpose that "How To Teach Phonics" is published. + +L.M.W. + + + + +LEARNING TO READ + + +Every sound and pedagogical method of teaching reading must include two +basic principles. + +1. Reading must begin in the life of the child, with real thought +content. Whether the thought unit be a word, a sentence, or a story, it +must represent some idea or image that appeals to the child's interests +and adjusts itself to his experience. + +2. It must proceed with a mastery of not only words, but of the sound +symbols of which words are composed. + +The child's love for the story, his desire to satisfy a conscious need, +gives him an immediate and compelling motive for mastering the symbols, +which in themselves are of incidental and subordinate interest. While he +is learning to read, he feels that he is reading to learn and "symbols +are turned into habit." + +If the child is to understand from the beginning that reading is thot +getting, we must begin with the sentence, rhyme or other language unit. +If a story is the initial step, a few well chosen sentences that tell +the heart of the story will constitute the first black board reading +lesson. + +The next step is the analysis of the sentence, or the study and +recognition of the individual words therein. + +Finally the word is separated into its elementary sounds, the study of +the sound symbols growing out of the stock of words learned first as +purely sight words. + +Following this phonic analysis comes the final step, the blending of +these phonic elements to produce new words. Thus gradually increasing +prominence is given to the discovery of new words by this +analytic-synthetic process, and less time to sight word drills, until +they are entirely omitted, except for the teaching of unphonetic words. + +There should be at least two ten-minute lessons in phonics each day. +These lessons are not reading lessons and should not trespass on the +regular reading period, when thot getting and thot giving are uppermost. + +While greater prominence is given to the thot phase in reading, the +technical drill and active effort in mastering the mechanical phase is +of equal importance as necessary preparation for good reading. + + + + +FIRST YEAR + + +1. _Ear Training:_ + +From the first day a definite place on the program should be given to +phonics. This period, at first very short, will gradually increase to +ten, fifteen or twenty minutes. + +To enable pupils to recognize words when separated into their elementary +sounds, exercises in "listening and doing," will constitute the first +step in phonics teaching. Words are sounded slowly and distinctly by the +teacher and pronounced or acted out by the pupils. + +ACTION GAME + +(First Day.) + + c-l-a-p s-w-ee-p f-l-y + b-ow d-u-s-t r-u-n + j-u-m-p s-i-t s-l-ee-p + p-u-sh d-r-i-nk w-a-k-e + m-a-r-ch s-t-a-n-d s-t-r-e-t-ch + +If at first children are not able to distinguish the words when +separated thus; s-t-a-n-d, d-r-i-n-k, blend the sound less slowly thus: +st-and, dr-ink, gradually increasing the difficulty to st-an-d, d-r-ink, +and finally to the complete analysis. + +These ear training exercises should continue until a "phonetic sense" is +established. Not all children can readily blend sounds and "hear the +word." Patient drill for weeks, even months, may be necessary before a +sense of phonetic values is attained. Haphazard and spasmodic work is +fatal to progress; but a few minutes of brisk, lively drill, given +regularly each day will accomplish wonders. + +The exercises should be varied from day to day to insure active interest +and effort. + +_Second Day:_ + +Touch your n-o-se; your ch-ee-k; your ch-i-n; l-i-p-s; k-n-ee; f-oo-t; +b-oo-k; p-e-n-c-i-l; d-e-s-k; sh-o-e; d-r-e-ss, etc. + +_Third Day:_ + +Place a number of toys in a basket. Pupils find as the teacher sounds +the name of each, saying: "Find the t-o-p"; "the s-p-oo-l;" "the +d-o-ll"; "the h-o-r-n"; etc. + +_Fourth Day:_ + +Sound the names of pupils in class; or names of animals; colors, fruits, +places, etc. + +_Fifth Day:_ + + R-u-n to m-e. + C-l-a-p your h-a-n-d-s. + W-a-v-e the f-l-a-g. + Cl-o-se the d-oo-r. + F-o-l-d your a-r-m-s. + B-r-i-n-g m-e a r-e-d b-a-ll. + B-ou-n-ce the b-a-ll. + Th-r-ow the b-a-ll to Fr-e-d. + R-i-n-g the b-e-ll. + H-o-p to m-e. + S-i-t in m-y ch-air. + R-u-n to the ch-ar-t. + S-i-n-g a s-o-n-g. + B-r-i-n-g me the p-oin-t-er. + B-o-w to m-e. + F-l-y a k-i-t-e. + S-w-ee-p the fl-oo-r. + R-o-c-k the b-a-b-y. + W-a-sh your f-a-ce. + D-u-s-t the ch-air-s. + Sh-a-k-e the r-u-g. + F-ee-d the h-e-n-s. + C-a-ll the ch-i-ck-s. + M-i-l-k the c-ow. + Ch-o-p w-oo-d. + R-ow a b-oa-t. + B-l-ow the h-o-r-n. + +The pupil should now begin sounding words for himself, at first, if need +be, repeating the sounds after the teacher, then being encouraged to +attempt them alone. He will soon be able to "spell by sound" names of +common objects in the room, as well as easy and familiar words dictated +by the teacher. + + + +II. _Teach the Single Consonant Sounds._ + +b, d, f, h, j, k, l, m, n, p, r, s (as in see), v, w, g (hard), c +(hard), and qu as in queer. + +Teach but one sound for each letter at first. Nothing need be said at +this time about the fact that some letters have more than one sound. +When words like "city" or "gem" occur simply explain that sometimes "c" +or "g" has this sound, (giving the soft sound), but continue in the +phonic drill to teach the sounds that will be needed first--those most +often met in the early reading. The sounds of initial s and y are taught +first, rather than final y and s; q is taught with the u--qu (as in +quiet, queer, quick) not q alone. + +The sounds must be given distinctly and correctly by the teacher, and +she should insist on perfect responses. Good reading is impossible +without clear and distinct articulation. + + +1. _Analyze Known Words in Teaching the Consonant Sounds._ + +For the first lesson teach perhaps two consonant sounds. Suppose the +words "ball" and "red" are chosen to be analyzed as words familiar to +the class. (Selected from the reading lessons as the ones best known and +most easily remembered.) + +Write "b all" on the board, and pointing to the separated parts, sound +slowly several times. Pupils repeat. Teacher say, "Show the letter that +says 'b.' The part that says 'all.' Write "b" under "ball" thus: + + b all + b + +Pupil sound "b" several times, as it is written elsewhere on the black +board. + +Proceed with "red" in the same way. Keep these two forms, + + b all r ed + b r + +before the class, asking frequently for the sounds until thoroly fixed +in mind. + +For the second lesson, review "b" and "r" and teach one or two new +consonants. It is better to have short and frequent lessons at first, +than to present too many sounds at once, resulting in confusion. + +Suppose "c" is to be taught next and the type word chosen is "cup." It +is not necessary to teach the consonants in the order in which they +occur in the alphabet,--it will depend rather upon the occurrence in the +primer of the words chosen for type words. Write the word "cup." Pupils +recognize it at once as a sight word, and pronounce. Rewrite it, +separating it thus, c up, and let the pupils make an effort to sound the +parts alone. If they fail, sound it for them asking them to repeat it +after you. Proceed as with "ball" and "red," being sure that each one +gives the sound correctly. + +(1.) After teaching "c" say, "Who can find a word on the chart beginning +with this sound?" "In your books?" "on the blackboard?" the pupil +sounding the letter as he points to it. + +(2) Say, "I'm thinking of another word beginning with "c." "It is +something Grandpa uses in walking." (Cane.) "I'm thinking of something +sweet that you like to eat." (Cake) (Candy) "Of the name of someone in +this class." (Clara) (Carl) "A little yellow bird." (Canary) "You think +of a word beginning with that sound." "Another." "Another." + + +2. _Begin At Once Applying Knowledge of the Sounds Learned._ + +As new words are met containing known sounds, the pupils should apply +their knowledge of phonics. For example, if the word "catch" appears, +the pupils sound "c," the teacher pronouncing "atch" underlining that +part of the word as she tells it,--the pupil puts these sounds together +and discovers the new word for himself. If the new word is "cab," the +only help from the teacher is the short sound of "a". This given the +pupil sounds "a" and "b" slowly; then faster, until the result of the +blended sounds is "ab." Combine "c" with "ab" in the same manner until +by the blending of the sounds the word is recognized. Only such help +should be given, as will enable the pupil to help himself. + +"Ball," "red" and "cup" now become type words with which "b" "r" and "c" +are associated respectively, and from which the pupil gets his "cue" if +he fails to give the sound of the letter at sight. Thus all the +consonants are taught, from suitable sight words which the child has +already learned. They need not however, be the ones given here,--for "b" +it may be "baby," "ball," "boy," or "box," but let it be a word familiar +to the class and easily remembered. For "d" it may be "doll," "day," or +"dog;" for "y", "you", "yellow", etc. + +The teacher should previously go through the text and select the words +she wishes to use as type words in teaching the consonant sounds. + + +3. _First Steps in Writing and Spelling._ + +As each consonant sound is taught its written form may be learned. On +rough manila paper, using waxed crayons, make copies of the letters +about two inches in height, for each pupil. At his desk the child traces +with his fore finger, going over the smooth path again and again--thus +developing psycho-motor co-ordination. Each time the letter is traced, +the pupil sounds it softly, and as soon as he is sure of the form, runs +to the board and writes it. + +The writing at first may be entirely at the blackboard, where the +teacher's copy may be reproduced. For the slower ones who have +difficulty with the form, a good practice is to "write it in the air," +the pupil pointing with index finger and following the teacher as she +writes, also tracing the teacher's copy with pointer, using free, rapid +movement. (Tracing with crayon or pencil tends to slow, cramped writing, +and should not be encouraged.) Thus when the forms of the letters are +learned and associated with the sound, the pupils are able to write +phonetic words from dictation as well as to "spell by sound." + + +4. _Consonant Drill._ + +(1) With a rubber pen, a set of type, or with black crayola, and +cardboard, a set of consonant cards may be made, one for each sound. On +one side of the card is written or printed the type word with the +consonant sound below; on the other side, the consonant alone, thus: + + -------- ----- + |b all | | b | + |b | | B | + -------- ----- + +The number of cards will increase each day as new sounds are learned. +Rapid daily drill with these cards is most valuable in associating +instantly the sound with its symbol and should be continued until every +child knows every sound. After the analysis the side of the card +containing only the consonant should be used for the drill. But if the +pupil fails to give the right sound, or is unable to give any sound at +all, the card should be reversed and he readily gets the right sound +from the word. + +Other devices for teaching the consonants are sometimes used by +successful teachers who do not use the type-words and cards. For +instance, the letter may be associated with its sound in this way:--The +clock says "t"; the angry cat, "f"; the cow says "m"; etc. The +difficulty here is to find suitable symbols for each sound. If, for +example, the sounds of "l", "v" and "sh" are represented by a spinning +wheel, a buzz saw, and a water wheel respectively, and if the child is +not familiar with these symbols, they will not call up a definite sound +in his mind; but if "l" is taught from "little," "sh" from "sheep," and +"v" from "very", (or other familiar words,) there can be no uncertainty +and no time need be spent by the child in laboring to retain and +associate the sounds with unfamiliar symbols. + +Not the method, but the motive, is the essential thing. What we want is +that every child should know the consonants thoroly. Get the _motive_, +then use the method that brings the best results with the least +expenditure of time and energy. + +(2) For variety in reviewing and fixing the consonant sounds, give +frequent dictation exercises. + +a. With all the consonants on the board, the teacher sounds any +consonant, the pupil finds and repeats the sound as he points it out. As +the teacher points, pupils sound, occasionally in concert, and in +individual recitation of the entire list. Individual work should +predominate, to make sure that the pupil is giving the correct sound and +putting forth independent effort. + +b. Pupils write sounds as teacher dictates. If a pupil fails to recall +and write the form, the teacher may pronounce the type word and ask the +pupil to sound the initial consonant (tell the first sound in the word). +To illustrate: The teacher pronounces "cup", pupils sound "c", then +write it. If they have mastered the written forms they will enjoy this +exercise. + +Children soon acquire the ability and become possessed of the desire to +write whole words. Then the teacher should direct this effort, teaching +the child to visualize (get a picture of the word as a whole) and write +short, simple words. + + +5. _Blending._ + +When a number of consonant sounds are mastered, practice in blending may +begin. When the need arises--when words are met which begin with a +combination of consonants the blends are taught, e.g., bright--b, +r,--br, br ight, bright. f, l,--fl, fl ower, flower. Keep a separate set +of cards for these blends--and drill upon them as the list grows. + +(br, pl, fl, sl, cr, gl, gr, bl, cl, fr, pr, st, tr, str, sp, sw, tw, +sk.) + + gr ow dr aw pl ay + s ky sm all sl ay + fl ower cr ow st ay + st and cl ean fr ay + gl ass pr ay tr ay + br own sp in str ay + bl ue sw ing sl ow + st ore sl ack bl ow + tr ack dw arf gl ow + +The teacher must pronounce the syllables that the children have, as yet, +no power to master, e.g., with the word "grow", (1) the children will +blend g and r, gr; (2) teacher pronounces "ow"; (3) children blend "gr" +and "ow" until they recognise "grow." + +Teach also the digraphs sh, ch, th, wh, as they are met in the common +words in use: when, they, chick, etc. + + sh eep ch ick wh at th at + sh ell ch ild wh en th is + sh y ch air wh y th ese + sh ore ch ill wh ere th ose + sh ine ch erry wh ich th ere + sh ow ch ildren th en th eir + sh e ch urch th ey th ey + sh all ch ase + sh ould ch est + + + +III. _Teach the Short Vowels._ + +Since more than 60 per cent of the vowels are short, and since short +vowels outnumber long vowels by about four to one, they are taught +first. Teach one vowel at a time by combining with the known consonants. +And what fun it is, when short "a" is introduced, to blend it with the +consonants and listen to discover "word sounds." Henceforth the children +will take delight in "unlocking" new words, without the teacher's help. +She will see to it, of course, that the words are simple and purely +phonetic at first; as: + + c-a-n, can h-a-d, had + c-a-p, cap m-a-t, mat + c-a-t, cat m-a-n, man + r-a-t, rat f-a-n, fan + h-a-t, hat s-a-t, sat + +Whole "families" are discovered by placing the vowel with the initial or +the final consonants, thus: + + ca n r at f an + ca p h at an d + ca t c at s an d + ca b b at st an d + ma t f at l an d + ma n s at b an d + +The children will enjoy forming all the families possible with the known +sounds. + +_Short "a" Families or Phonograms._ + + at an ap ad ack ag and r ang b ank + b at c an c ap h ad b ack b ag b and s ang r ank + c at m an g ap l ad h ack f ag h and b ang s ank + f at p an l ap m ad J ack j ag l and h ang t ank + m at t an m ap g ad l ack l ag s and f ang bl ank + p at r an n ap b ad p ack n ag st and cl ang cr ank + N at f an r ap c ad r ack r ag gr and spr ang dr ank + s at b an s ap f ad s ack s ag br and Fr ank + r at D an t ap p ad t ack t ag str and pl ank + h at N an tr ap s ad st ack w ag th ank + th at V an str ap gl ad sl ack st ag + sn ap br ad tr ack br ag + wr ap bl ack dr ag + +After a little drill in analyzing the words of a family, (sounding the +consonant and phonogram separately) they should be pronounced at sight, +analyzing the word only when the pupil fails in pronunciation. + +The teacher's chart of phonograms as she works it out for herself may be +something like this. + + [(a] [)e] i [)o] [)u] + at et it ot ut + ack ed ick ock ub + ad en id od uck + ag est ig og ug + an end im op um + ap edge in ong un + and ent ip oss uff + ang ess ift ung + ank ell ing unk + ash ink ump + amp ill ush + ust + +While this gives the teacher a working chart, it is neither necessary +nor advisable that the above order be always followed in teaching the +phonograms and sounding series of words, nor that they be systematically +completed before other phonograms found in the words of the reading +lessons are taught. Such phonograms as "ound" from "found", "un" from +"run", "ight" from "bright", "est" from "nest", "ark" from "lark", etc., +may be taught as soon as these sight words are made a part of the +child's reading vocabulary. + + f ound r un br ight + ound un ight + s ound f un m ight + r ound s un r ight + gr ound b un f ight + b ound g un fr ight + p ound n un l ight + f ound r un s ight + h ound s un sl ight + ar ound st un n ight + + n est l ark c atch + est ark atch + b est d ark h atch + l est b ark m atch + p est m ark m atch + r est h ark b atch + t est p ark l atch + v est sp ark p atch + w est st ark th atch + cr est sh ark scr atch + ch est sn atch + gu est + +Attention is not called here to the various vowel sounds, but the +complete phonogram is taught at sight. + +_Short "e" Phonograms._ + + bed h en b end b ent + fed d en l end c ent + led p en m end d ent + n ed m en s end l ent + r ed B en t end s ent + Fr ed t en bl end r ent + sh ed wr en sp end t ent + sl ed th en tr end w ent + bl ed wh en sp ent + gl en + + edge B ess b ell sh ell + h edge l ess c ell sm ell + l edge bl ess s ell sp ell + s edge ch ess t ell sw ell + w edge dr ess f ell dw ell + pl edge pr ess n ell + sl edge gu ess w ell + +_Short "i" Phonograms._ + + D ick s ick cl ick th ick + k ick t ick qu ick tr ick + l ick w ick sl ick + p ick br ick st ick + + b id p ig d im p in th in + d id b ig h im t in tw in + h id f ig J im b in + k id d ig r im f in + l id r ig T im s in + r id w ig tr im w in + sl id tw ig br im ch in + sk id sk im gr in + sl im sk in + sw im sp in + + d ip l ift s ing p ink b ill + h ip g ift k ing l ink f ill + l ip s ift r ing m ink h ill + n ip dr ift w ing s ink J ill + r ip sh ift br ing w ink k ill + s ip sw ift cl ing bl ink m ill + t ip thr ift sl ing br ink p ill + ch ip st ing dr ink t ill + cl ip str ing ch ink w ill + sl ip spr ing cl ink ch ill + dr ip sw ing shr ink sp ill + gr ip th ing th ink st ill + sh ip wr ing tr ill + sk ip + tr ip + str ip + wh ip + +_Short "o" Phonograms._ + + B ob n od c ock d og + c ob p od l ock h og + r ob r od r ock l og + s ob h od s ock f og + m ob c od m ock fr og + j ob cl od bl ock c og + f ob pl od cl ock j og + kn ob tr od cr ock cl og + thr ob sh od fl ock + kn ock + st ock + + h op t op sh op + m op st op sl op + l op dr op pr op + s op cr op + + s ong l oss + l ong t oss + d ong R oss + g ong m oss + str ong b oss + wr ong cr oss + pr ong fl oss + thr ong gl oss + +_Phonograms Containing Short "u"._ + + r ub d uck b ug r un + t ub l uck h ug s un + c ub t uck j ug f un + h ub cl uck l ug b un + cl ub pl uck m ug g un + gr ub sh uck p ug sp un + scr ub tr uck r ug st un + st ub str uck t ug sh un + sn ub dr ug + pl ug + sn ug + + dr um c uff r ung + pl um m uff s ung + ch um p uff h ung + g um h uff l ung + h um b uff cl ung + sc um bl uff fl ung + gl um gr uff sl ung + st uff st ung + spr ung + sw ung + str ung + + b unk j ump h ush m ust + h unk b ump m ush j ust + j unk l ump r ush r ust + ch unk h ump g ush d ust + dr unk p ump br ush cr ust + sk unk d ump cr ush tr ust + sp unk st ump bl ush thr ust + tr unk th ump pl ush + thr ush + +From the beginning review daily the phonograms taught. + +Thus by means of these daily drills in pronunciation, the pupil gains +power in mastering new words. He constantly makes intelligent and +practical application of the knowledge he has gained in pronouncing a +letter or a combination of letters in a certain way, under certain +conditions. + +_Diacritical Marks_ + +The child has no need of diacritical marks at this time; indeed he has +little need for them until the fourth year, when the use of the +dictionary is taught. The new dictionaries greatly simplify the matter +of mastering the diacritical marks, and lessen the number needed, by +re-writing unphonetic words in simple phonetic spelling. + +During the first three years do not retard the child's progress, and +weaken his power to apply the knowledge which his previous experience +has given him, by marking words to aid him in pronunciation. At best, +the marks are artificial and questionable aids. + + + +PHONIC PLAYS + +Much necessary drill can be made interesting by infusing the _spirit_ of +play into an exercise that would otherwise be formal. + +1. _"Hide and Seek"_ + +"Hide and Seek" at once suggests a game. The teacher introduces it +simply by saying: "We'll play these sounds are hiding from us. Who can +find them?" + +Place the consonant cards on the blackboard ledge. The teacher writes +any consonant on the board and immediately erases it. A pupil finds the +card containing the same consonant, sounds it, and replaces the card. + +Teacher writes several sounds on the board, then erases them. Pupil +finds corresponding sounds on cards, in the order written. + +2. _"Fishing"_ + +(Fish in pond.) Cards placed in a row on black board ledge. (Catching +fish.) Pupil takes as many as he can sound correctly. + +Single and blended consonants, and digraphs written on cardboard cut in +form of fish, and put into the mirror lake on the sand table. Children +"catch fish" in turn. + +3. _"Guess."_ + +A pupil thinks of a word containing a known phonogram, which is +communicated to the teacher. The child standing before the class then +says, "I am thinking of a word belonging to the "an" family." The word, +we will say, is "fan." A child who is called on asks, "Is it c an?" The +first child replies, "It is not can." Another asks, "Is it m an?" etc., +until the correct word is discovered. + +4. _"Run Home."_ + +For reviewing phonograms and fixing the vowel sounds as well, the +following game is used. + +Draw pictures of several houses on the board, writing a different +phonogram in each, explaining that these are the names of the families +living there, as, "ed," "eg," "est," "en," etc. Distribute to the class +cards containing a word with one of these endings, and let "the children +run home." Those holding the words ten, pen, men and hen, will run to +the house where "en" lives. The children holding rest, best, nest, etc., +will group themselves at the house of "est." + +Again let several children represent mothers and stand before the class +holding phonograms. As Mother "ed" calls her children, those holding +cards containing red, led, fed, Fred, and bed, will run to her. If a +child belonging to the "est" family should come, she will send back the +stray child, saying pleasantly, "You do not belong in my family." A +little voice drill as practiced in the music lesson may be used here. +The mother calls "Children" on 1 and 8 of the scale (low and high do +thus: + + 1-8 8-1 + +child-dren), the children replying as they come, "We're here." + +For individual tests let the mother call out all her children from the +other families, the children coming to her as she calls their card +names. + + + +RHYME STORIES + +Enliven the phonic drills occasionally by originating little rhymes, +using the words of the series to be reviewed. Write the words on the +board in columns, or upon cards. As the teacher repeats a line of the +jingle, she pauses for the children to supply the rhyme words. + + Grandma was taking a cozy nap + Her hands were folded in her (lap) + When she wakened she heard a (tap) + In the maple tree that was full of (sap.) + She soon spied the tapper--he wore a red (cap) + White vest and black coat, and his wings gave a (flap) + As he hopped about with a rap-a-tap-(tap) + What did he want--was he looking for (sap)? + Ah no, but for grubs, which he ate quick as (snap) + Can you name this gay drummer who wears a red (cap)? + + +II. + +As soon as possible introduce a number of phonograms into the same +story. + + I have a little pet + Who is as black as (jet) + She sits upon a mat + And watches for a (rat.) + Her coat is smooth as silk, + She likes to drink sweet (milk) + She grows so fast and fat + That soon she'll be a (cat) + Can't you guess? Now what a pity + 'Tis the dearest little ( ). + + + +SPELLING BY SOUND + +An easy step now, which the children will enjoy is the writing of the +words of given families as a dictation exercise, followed by sentences +as soon as the use of the capital and period have been taught. Such +sentences as the following may be given after a number of short "a" +phonograms are mastered: + + The cat sat on a mat. + Nan has a fan. + The cat is fat. + The cat can see the pan. + The man has a hat. + Dan has a bat. + Dan has a hat and a cap. + The bag is in the cab. + +When phonograms containing the other short vowels are known, words may +be pronounced miscellaneously from different series or families; as, +run, cap, pet, ran, pin, top, followed by sentences made up of +miscellaneous words, as,-- + + "Run red hen." + "Nan has a fan." + "Get the hat pin." + "Ned can spin a top." + "Nat set the trap." + "Jack run back and get the sack." + "A fat man got in the hack." + "Can Sam get the hat?" + + + +THE ALPHABET AND ORAL SPELLING + +The names of letters should not be formally taught until their sounds +are thoroly fixed in mind; otherwise the names and sounds will be +confused. Pupils who begin by "learning their letters" will be found +spelling out a word (naming over the letters) in order to arrive at the +pronunciation. Attention must be focused on the _sounds only_, at first. +When the consonant sounds are mastered by every member of the class, and +they have gained some proficiency in pronouncing words by blending these +with the short and long vowel sounds, the _names_ of the letters may be +taught, and the alphabet committed to memory in order. + +While as a rule, most children learn the majority of the letters +incidentally by the end of the first year, it often happens that some +remain ignorant of the alphabetical order until they come to use the +dictionary, and are greatly handicapped. + + +_To Associate the Name of the Letter With Its Sound._ + +(1) The teacher names the letter as she points to it and the children +give the corresponding sound; (2) As the teacher sounds the letter, +pupils name the letter sounded. (3) Repeat with the letters erased from +the board. + +Oral spelling may begin _after_ the sounds have first been mastered--and +as soon as the names of the letters are taught. Spell only the phonetic +words at first. The lists of families of words which have been written +from dictation may now be spelled orally. + +The spelling recitation may be both oral and written, but written +spelling should predominate the first year. Unphonetic words should be +taught by visualizing--getting the form of the word as a whole. The +teacher writes the word on the board in free rapid hand, pupils observe +for a moment, getting a mental picture of the form; the word is erased +by the teacher, and reproduced on the board by the pupil. + +While oral spelling aids the "ear-minded" pupil and gives variety in the +recitation, written spelling should predominate for the reasons that (1) +in practical life, spelling is used almost wholly in expressing thought +in writing; (2) the eye and hand should be trained equally with the ear. +It is often true that good oral spellers will fail in writing the same +words for want of practice. (3) In the written recitation each pupil can +spell a greater number of words and in less time than is possible in +oral spelling. + + + +SEAT WORK + +1. Distribute pages from magazines or old readers and let pupils +underline words beginning with a certain consonant (the one being +taught). If different colored pencils are used, the same pages can be +used a number of times. When the "m" sound is being taught let all words +beginning with that sound be marked with black; at another seat work +period, words beginning with "b" are marked with "green;" and again, +words beginning with "f" sound are marked with blue pencils, etc. + +Underline digraphs, blended consonants, and phonograms. + +2. The teacher writes a phonogram on the board and below it all the +consonant sounds from which words may be built. Pupils write the entire +words. + +3. Phonograms are written on the board; pupils supply consonants and +write out the words. + +4. Have a number of phonograms and three or four sets of consonants in +envelopes. Give an envelope to each child and let him build the words on +his desk. Duplicate copies can be made on a hectograph, one set for each +lesson; then if one envelope from each set is preserved, those +miscellaneous lessons can be used in review for a long time, each child +using a different set each time. + +5. Write on the board lists of words ending in various phonograms and +let the children re-write them, arranging in columns according to +phonograms. + +6. Write families from memory. + + + +GENERAL SUGGESTIONS + +1. At least two daily periods should be given to phonics. The first +lessons will be short, but after some advance has been made, ten to +fifteen minutes should be given. + +2. As far as possible let the words for phonic drill be those that will +occur in the new reading lessons. + +3. Constantly review all familiar sounds, phonograms, digraphs, blends, +etc., when met in new words, and so teach pupils to apply their +knowledge of phonics. + +4. Teaching them to "pantomime" the sounds--representing them mutely by +movement of the lips, tongue and palate, will aid them in silent study +at their seats. + +5. By the end of the first year the pupil's phonetic knowledge, combined +with his vocabulary of sight words and his power to discover a new word, +either phonetically or by the context, ought to enable him to read +independently any primer, and to read during the year from eight to +twelve or more primers and first readers. + +6. In reading, pupils should be taught to get the meaning chiefly by +context--by the parts which precede or follow the difficult word and are +so associated with it as to throw light upon its meaning. + +7. When a word cannot be pronounced phonetically, the teacher should +assist by giving the sound needed, but the pupil will soon discover that +by using his wits in phonics as in other things, he can get the new word +for himself by the sense of what he is reading, e.g., in the sentence, +"The farmer came into the field" he meets the new word "field." +Naturally a second year pupil, who has learned the reasons for sounding +will apply the long sound of "i;"--as he reads it does not make sense, +so he tries short "i." Still the sentence is meaningless, so he tries +again with "e" and reads a sentence which satisfies him, because the +meaning is clear. + +If the first year pupil pronounces the word "coat" as co-at (recognizing +the last combination as a member of the "at" family) the teacher will +underline and call his attention to the digraph "oa" which he has +already learned to pronounce as long "o." Most pupils however, meeting +the word in a sentence--as, "The caterpillar's coat is green"--would, if +reading thotfully recognize the word by the context. + +8. Drill on obscure sounds should be omitted the first year. Unphonetic +words should be taught as sight words: as: one, many, been, said, they, +ought, eight. + +9. Begin to combine words and syllables into longer words as soon as +possible: door-step, in-deed, hand-some, be-fore, ham-mer-ing, +in-no-cent, for-get-ful, car-pen-ter, side-walk, mis-take. + +10. Give time increasingly to analytic-synthetic word study, +e.g.--"eight" and "rain" are taught as sight words. + + eigh t r ain + Analysis: eigh ain + w eigh p ain + w eight pl ain + Synthesis: n eigh com plain + n eigh bor com plain ing + + + +ARTICULATION + +Exercises to correct faulty articulation and secure flexibility should +be given frequently. Constant vigilance is necessary in overcoming the +common errors shown in the following examples. + + "I will eat you," said the troll. (not "e-chew") + Dear little baby, close your eye. (not "clo-zhure eye") + "I will then," said Red Hen, and she did. (not "an' she did.") + Put your right hand in. (not "put chure") + --you, and you, and you. (an' Jew.) + Father will meet you (meat chew) at the station. + The leaves turned to red and gold. (red Dan gold) + "No matter what you hear, (what chew) no matter what you see, + Raggylug, don't you move." (don't chew) + Tender flowers come forth to greet her. (gree-ter) + It is not at all (a-tall) like the mother bird. + +Have the pupils practice such exercises as:-- + + Did you? Don't you? Would you? Should you? Could you? (Not "did Jew," + "don't chew" etc.) + Where shall I meet you? (not meat chew) + When shall I meet you? + She sells sea shells. + +Pupils usually have difficulty with words ending in sts, dth, pth. Lists +of such words should be drilled upon:-- + +Nests, vests, posts, hosts, boasts, fists, mists, frosts, length, +breadth, depth. + + "He thrusts his fists against the posts, + And still insists he sees the ghosts." + +(If necessary show the pupils how to adjust the vocal organs to make the +different sounds.) + + m, n, ng (nasal) + + p, b, w, m (lips) + f, v (lips and teeth) + t, d, s, z, n (tongue and hard palate.) + j, ch, (tongue and hard palate-back) + k, g, ng (tongue and soft palate.) + y, l (tongue, hard palate and soft palate.) + p, b, d, t, j, k, h, g, ch (momentary) + w, f, v, s, l, r, y, th, sh (continuous) + +The majority of children learn the sounds by imitation and repetition. +The above is to help the teacher in giving the sounds correctly. + + + + +SECOND YEAR + + + +_I. Review Single and Blended Consonants, Digraphs, Short and Long +Vowels, and All Phonograms._ + + + +_II. Continue Pronouncing Exercises, Teaching New Phonograms._ + +Continue word study by the analytic-synthetic process. These phonic +drills will deal largely with the new words that occur in the daily +reading lessons. + + + +_III. Syllabication._ + +In mastering the pronunciation of new words, pupils should acquire the +habit of analyzing them into syllables. + +The ear must be trained to _hear_ syllables, they should be _separately +pronounced_, and _clearly imaged_. This makes for effective spelling +later. Most of the difficulties in spelling are removed when the habit +of breaking up a complex word into its elements is acquired. + + re mem ber ther mom e ter + sep a rate in de pen dence + dan de lion mul ti pli ca tion + beau ti ful re frig er a tor + + +_IV. Teach the Long Vowel Sounds._ + +We have found that the short vowels predominate in the English language. +The long vowel sounds come next in frequency. When the child has +mastered the letters and combinations representing these two sounds, he +is able to recognize a large majority of the phonetic words in our +language. + +Phonetic words follow definite rules of pronunciation. These rules are +not to be formally taught in the first and second years, but pointed out +by examples, so that the visual and auditory image may be associated. + +To illustrate: When there are two or more vowels in a word of one +syllable, the first vowel is long, and the last silent, as: came, leaf, +coat, rain. + +"When there is one vowel in the word and it is the last, it is long," +as: me, he, fly. + +All vowels are short unless modified by position. + +Have the children notice the effect of final "e" upon some of their +short vowel words. These lists will furnish good pronunciation drills. + + mat mate bit bite tap tape + pan pane rod rode fad fade + fat fate hat hate mad made + can cane pin pine rat rate + not note rob robe pet Pete + man mane din dine dim dime + cap cape fin fine spin spine + hid hide mop mope kit kite + hop hope plum plume rip ripe + tub tube cub cube + cut cute + tun tune + +Call attention to the vowel digraphs in the same way: ea, ai, oa, ay. + + deaf seat bean + neat leaves meat + heat peach lean + please eagle clean + eat seam teach + mean stream glean + read squeal wean + +While there are exceptions, as in the words "head" and "bread," the +digraph "ea" has the sound of long "e" in nearly three-fourths of the +words in which it occurs and should be so taught. The visual image "ea" +should call up the auditory image of long "e." When the child meets the +exceptions the context must be relied on to aid him. + +Likewise in the following list, the new fact to be taught is the digraph +"ai" having the long sound of "a." Blending the initial and final +consonants with this, the pupil pronounces the new list of words without +further aid. + + rain chain faith daisy + wait main paint daily + nail brain faint plainly + pail drain snail waist + pain claim frail complain + pain train praise sailor + aim plain quail raise + maid braid sprain trail + mail + +The digraph "oa" and "ay" may be taught with equal ease the first year. +There is no reason for deferring them; they should be taught as soon as +the children have need for them. + + coat toast roar + load goat roam + float road moan + toad roam throat + oar boat oat meal + croak soar foam + loaf soap coarse + loaves groan board + goal boast cloak + coach poach roast + + say day may gay + hay play slay pray + lay clay dray gray + nay bray way stay + pay tray sway spray + ray stray jay stray + + + +LONG VOWEL PHONOGRAMS + +(These lists are for rapid pronunciation drills.) + + c ame f ade f ace sh ape + l ame m ade l ace gr ape + g ame w ade p ace m ate + n ame bl ade r ace d ate + s ame gr ade br ace f ate + t ame sh ade Gr ace g ate + bl ame sp ade pl ace h ate + fl ame gl ade sp ace K ate + sh ame tr ade tr ace + + c age b ake s ale l ate + p age c ake b ale r ate + r age l ake p ale cr ate + s age m ake t ale gr ate + w age r ake sc ale pl ate + st age s ake st ale sk ate + t ake wh ale st ate + w ake g ale g ave + c ane dr ake d ale s ave + l ane fl ake c ape c ave + m ane qu ake t ape p ave + p ane sh ake cr ape r ave + v ane sn ake dr ape w ave + cr ane st ake scr ape br ave + pl ane br ake gr ave + sh ave + sl ave + st ave + cr ave + + b e h eed s eek + h e s eed m eek + m e w eed w eek + w e r eed ch eek + sh e bl eed cr eek + th e br eed sl eek + tr ee gr eed p eek + s ee sp eed Gr eek + b ee st eed f eet + th ee fr eed b eet + fl ee f eel m eet + kn ee p eel fl eet + fr ee h eel gr eet + thr ee r eel sh eet + gl ee kn eel sl eet + sk ee st eel str eet + d eed wh eel sw eet + n eed + f eed + + p eep d eem + d eep s eem + k eep t eem + ch eep br eeze + w eep fr eeze + cr eep sn eeze + sh eep squ eeze + sl eep wh eeze + st eep + sw eep + + d eer m ice pr ide kn ife + ch eer n ice gl ide str ife + qu eer r ice gu ide h igh + sh eer pr ice sl ide s igh + st eer sl ice str ide n igh + sn eer sp ice d ie th igh + gr een tr ice t ie l ight + qu een tw ice l ie m ight + pr een r ide d ied r ight + scr een s ide dr ied br ight + w een h ide fr ied f ight + spl een t ide sp ied n ight + s een w ide l ife s ight + k een br ide w ife + f ife + + t ight f ind t ire + fr ight m ind w ire + sl ight b ind f ire + kn ight r ind h ire + w ind m ire + l ike bl ind sp ire + d ike gr ind squ ire + p ike + h ike f ine k ite + t ike d ine b ite + sp ike m ine m ite + str ike n ine qu ite + p ine sm ite + p ile v ine sp ite + t ile br ine spr ite + m ile sh ine wh ite + N ile sp ine wr ite + f ile sw ine + sm ile th ine f ive + st ile tw ine h ive + wh ile wh ine d ive + l ive + d ime r ipe dr ive + l ime p ipe str ive + t ime w ipe thr ive + ch ime sn ipe + sl ime tr ipe m y + pr ime str ipe b y + fl y + cr y + + dr y c old b one ch ose + fr y s old dr one th ose + pr y b old ph one cl ose + sh y m old sh one w ove + sk y t old thr one dr ove + sl y f old gr ove + sp y g old r ope cl ove + spr y h old h ope st ove + st y sc old d ope + tr y sl ope h oe + wh y h ole t oe + p ole c ore J oe + r obe m ole m ore f oe + gl obe s ole p ore w oe + r ode st ole t ore + j oke wh ole w ore d oor + p oke r oll s ore fl oor + w oke tr oll ch ore + br oke str oll sh ore m ow + ch oke sn ore r ow + sm oke c olt st ore s ow + sp oke b olt b ow + str oke j olt t orn bl ow + v olt w orn sl ow + sh orn sn ow + h ome cr ow + t one r ose fl ow + st one n ose gl ow + h ose gr ow + p ose kn ow + sh ow + + thr ow t ube bl ue + s own c ube d ue + bl own m ule h ue + gr own f ume c ue + fl own pl ume gl ue + thr own J une fl ue + t une + c ure + p ure + +The Diphthongs oi, oy, ou, ow. + + oi oy m ound ow + b oil b oy gr ound c ow + s oil j oy c ount n ow + t oil t oy m ount h ow + c oil R oy h our b ow + br oil tr oy fl our br ow + sp oil ou h ouse f owl + m ouse h owl + v oice l oud bl ouse gr owl + ch oice cl oud p out sc owl + c oin pr oud sh out d own + j oin c ouch sp out g own + j oint p ouch spr out t own + p oint s ound st out br own + n oise b ound tr out cl own + m oist r ound m outh cr own + f ound s outh dr own + w ound fr own + + + +DIGRAPHS + +(For rapid pronunciation drills.) + + sh ch th wh th + sh eep ch ick bath wh en then + sh ell ch ild both wh y they + sh y ch air doth wh ere these + sh ore ch ill mirth wh ich those + sh ine ch erry worth wh at the + sh ow ch ildren birth wh ile thy + sh e ch urch tooth wh ose that + sh all ch ase loth wh ite this + sh ould ch est girth wh ale thus + sh ake ch ange thin wh eat thine + sh ame ch alk thick wh eel there + sh ape ch ain think wh ack their + sh are ch ance throat wh ip them + sh ark ch arge thorn wh irl though + sh arp ch ap three wh et thou + sh awl ch apel third wh ey + sh ed ch apter thaw wh isper + sh ear ch arm wh istle + sh epherd ch eck + + + + +THIRD YEAR + + + +_I. Rules or Reasons for Sounds._ + +(The effect of the position of the letter upon its sound.) + + + +_II. Effect of "r" Upon Vowels._ + + + +_III. Equivalents._ + + + +_IV. Teach Vowel Sounds Other Than Long and Short Sounds, by Analyzing +Known Words and Phonograms._ + +Pupils know the phonogram "ark," learned when the following list of +words was pronounced: bark, dark, hark, lark, mark, park, shark, etc. +Attention is now called to the long Italian "a" sound (two dots above) +and other lists pronounced; as, farm, barn, sharp, charm. Broad "a" (two +dots below) is taught by recalling the familiar phonogram "all" and the +series: ball, fall, call, tall, small, etc., pronounced. Also other +lists containing this sound: as, walk, salt, caught, chalk, haul, claw, +cause. + +(The rules for sounds apply to the individual syllables in words of more +than one syllable as well as to monosyllables.) + + + +HOW TO DISTINGUISH BETWEEN VOWELS AND CONSONANTS + +Before the rules for the sounds are taken up, it will be necessary that +the pupils know how to distinguish the vowels from the consonants. + +Have the vowels on the board, also lists of words, and drill on finding +the vowels in the lists. The teacher says, "These letters are called +vowels." "How many vowels are there?" "Find a vowel in this +word"--pointing to one of the words in the lists. As the pupil finds it +he says, "This is a vowel." Find the vowels in all the words in the +lists. + + + +PHONICS AND LANGUAGE + +When the vowels and consonants can be distinguished, pupils can be +taught the use of the articles "a" and "an". + +"An" is used before words beginning with vowels; "a" before words +beginning with consonants. Lists of words are placed on the board to be +copied, and the proper article supplied. + + apple ball + stem eye + peach owl + orange flower + table uncle + ink-stand + +Use the article "the" with the same list of words in oral expression, +pronouncing "the" with the long sound of "e" before words beginning with +vowels, as "The apple," "The ink-stand." + + _The_ apple is on the table. + The peach is ripe. + The flower and _the_ orange are for you. + _The_ owl has bright eyes. + _The_ ice is smooth and hard. + Grandfather sits in _the_ arm chair. + Is _the_ envelope sealed? + _The_ old man leans on the cane. + + + +RULES OR REASONS FOR SOUNDS + +The real difficulty in phonics lies in the fact that the pronunciation +of the English language abounds in inconsistencies. Its letters have no +fixed values and represent different sounds in different words. + +While there are but twenty-six letters in the English alphabet there are +forty-four elementary sounds in the English language. + +Thus far but one sound for each consonant has been taught and +emphasized. Incidentally the fact that some of the letters have more +than one sound has been discovered, as c in city, g in gentle,--but now +definite teaching is given concerning them. The new sound is taught with +its diacritical mark and the reason given, e.g. "c before e, i, or y is +soft." + +When a reason or rule for marking is given, lists of words illustrating +the rule should be sounded and pronounced. The teacher marks the word as +the reason is given. Lists of words may be marked by the pupils as a +dictation exercise. + +The above use of _diacritical marks_ does not apply to the pernicious +practice of marking words to aid in pronunciation, but to show the +purpose of marks, which is merely to indicate the sound. + +_Teach that the sound of the letter depends upon its position in the +word, and not upon the diacritical marks._ + + + +REASONS FOR SOUNDS + +1. When there is one vowel in the word and it is at the last, it is +long. + + me he my sky + be the by cry + we she fly try + +2. One vowel in the word, not at the last, is short; as, mat, nest, +pond. + +(Refer to short vowel lists to test this rule.) + +3. When there are two or more vowels in a syllable, or a word of one +syllable the first vowel is long, and the last are silent; as: mate, +sneeze, day. (Teacher marks the long and silent vowels as the reason for +the sound is given.) + +Children mark these words and give reason: game, kite, make, coat, meat, +wait. + +After rules (1 to 3) are clearly developed, apply them by marking and +pronouncing these words and giving reasons. + + coat man neat + he nine box + sun feel kite + she run me + take we seam + heat bit tan + bite mad made + take cape the + mane cap lake + +Rule 4. + +When double consonants occur, the last is silent; tel_l_, bac_k_. + + back bell kill dress duck + Jack fell till Jess tack + pack Nell fill less press + lack Bell pill neck luck + sack sell will Bess still + tack tell hill block stick + shall well mill peck trill + shell yell rock clock struck + +Rule 5. + +T before ch is silent: ca_t_ch. + + hatch switch ditch + match stretch pitch + latch thatch stitch + patch sketch fetch + hitch scratch match + watch snatch crutch + +Rule 6. + +N before g, the sound of ng ([n=]): sing, also n before +k--[n=]g,--i[n=]k. + + bang song lank + rang long bank + sang strong sank + hang thing tank + wink cling sung + sink swing lung + think sing swung + brink sting stung + +Rule 7. + +Initial k before n is silent--_k_nife. + + knee knew know + knack knot knock + knob knell knife + knelt known kneel + +Rule 8. + +Initial w before r is silent--_w_rite. + + wry wren written + wring wreak wrist + wrong wrote wriggle + write wretch wrench + wrap wreath writing + +Rule 9. + +Initial g before n is silent--_g_naw. + + gnat gnarl gnu + gnaw gneiss gnome + +Rule 10. + +C before e, i or y is soft.--cent, city, cypress. + + face cent nice + lace cell price + place ice slice + race rice twice + Grace mice cypress + cylinder cyclone + +(Hard c is found before a, o, and u or a consonant.) + +Rule 11. + +G before e, i or y is soft,--gentle, giant, gypsy. (Get and give are +common exceptions.) + + age gentle gem + cage gin gypsy + page gill giraffe + rage ginger wage + sage giant gipsy + +Exercise--Pronounce and mark the following words, and tell whether they +contain the soft or hard sounds of g. + + go gay gate globe + dog bag garden glass + gentle cage general forge + geese gather wagon glove + gem game George forget + germ Gill Grace grain + +Note effect of final e on hard g. + + rag rage sag sage + wag wage stag stage + +Rule 12. + +I before gh--i is long and gh silent--ni_gh_t. + + light right fight + night bright fright + sight high slight + might thigh flight + tight sigh plight + +Rule 13. + +Final y in words of more than one syllable is short,--cherry. + + dainty pity ferry + plainly city lightly + rainy naughty berry + daisy thirty merry + daily dreary cherry + +Rule 14. + +Final e in words of more than one syllable is silent.--gentl_e_, +Nelli_e_. + +Rule 15. + +Effect of r upon vowels. + + [~er] [~ir] [~or] [~ur] + her bird work urn + fern sir word turn + term stir worm hurt + herd girl world purr + jerk first worst burn + ever chirp worth churn + serve whirl worse burst + perch thirst worship church + kernel fir worthy curve + verse firm worry curb + verb third fur + germ birth blur + herb birch curd + stern thirty curl + + + +OTHER EQUIVALENTS + + a==e [(a]==[(e] + + they eight care heir + obey weight bare their + prey freight fare there + weigh neigh hair where + sleigh veins fair stair + reign whey chair pear + skein rein pair + + a==[)o] a==[(o] au==aw==ou + + what not call nor haul ought + was odd raw for fault bought + watch cot want corn cause sought + wasp got walk cord pause caw + wash hop salt short caught saw + drop dog hall storm naught paw + spot fog draw horse naughty draw + talk morn thought thaw + + ou==ow [=ew]==[=u] + + our how dew due + out now few hue + hour cow mew blue + flour bow new June + trout plow Jew tune + shout owl pew plume + mouth growl hue pure + sound brown glue flute + mouse crowd + ground flower + house drown + + ew==[=oo]==o==[u..] o==oo==[u..] + + grew do poor rude wolf wool + chew you soon rule could foot + crew to noon tool would good + brew shoe whom school should hood + drew prove food spool woman wood + threw broad whose roof shook stood + screw moon tomb broom crook pull + strew goose stoop roost hook bush + shrewd took full + brook put + book puss + look + + o==[)u] oy==oi + + come fun boy oil + none gun joy soil + son run Roy voice + dove sup toy spoil + love cup troy joint + some sun join point + ton hum coin choice + won drum noise noise + does plum toil moist + touch nut + glove shut + month much + none must + + + + +FOURTH YEAR + + + +I. Review and continue to apply the principles of pronunciation, with a +more complete mastery of the vowel and consonant sounds as found in +Webster's dictionary. + + + +II. Teach the diacritical marks found in the dictionary to be used. The +marks needed will be found at the foot of each page of the dictionary. + + + +III. Teach the use of the dictionary. + +(1) See that every child owns, if possible, one of the new dictionaries, +in which unphonetic words are respelled phonetically. + +(2) See that all know the alphabet in order. + +(3) Pupils practice finding names in the telephone directory, catalogs, +reference books, etc. + +(4) Practice arranging lists of words in alphabetical order, as in the +following dictation exercise. + +Rewrite these words in the order in which they would occur in the +dictionary. + + chance value + alarm hurdle + green evergreen + window feather + indeed leave + sapwood monkey + bruise kernel + double jelly + +Also lists like these:--a step more difficult. + + arbor angry + alarm after + artist age + afford apron + apple appear + athletic approve + assist answer + always anchor + +After teaching the alphabetical order, with dictionary in hand, have the +pupil trace the word to its letter, then to its page. + +Having found his way to the word, he must now learn to read what the +dictionary has to tell him about it. His attention is called to +syllabification as well as to diacritical marks. (Those found at the +foot of the page will furnish the key to pronunciation.) + +He finds that his dictionary is a means of learning not only the +pronunciation of words, but their meaning and spelling. Later, as soon +as the parts of speech are known, he should learn the various uses of +words--their grammatical uses, derivation, etc., and come to regard the +dictionary as one of his commonest tools, as necessary as other books of +reference. + +But here the teacher's task is not done. Provided with the key to the +mastery of symbols, her pupils may still fail to use this key to unlock +the vast literary treasures in store for them. They must be taught _what +to read_, as well as _how to read_. They must be introduced to the +school library and if possible to the public library. Dr. Elliot has +said: "The uplifting of the democratic masses depends upon the +implanting at school of the taste for good reading." + +Moreover that teacher does her pupils the most important and lasting +service who develops in them not only _an appreciation of good +literature_, but _the habit of reading it_. + + + Transcriber's note: + + Non-ascii diacritical marks represented as follows: + [(a] a below inverted breve + [)e] e below breve + [(e] e below inverted breve + [)o] o below breve + [(o] o below inverted breve + [)u] u below breve + [=u] u below macron + [n=] n above macron + [u..] u above diaresis + [~er] er below tilde + [~ir] ir below tilde + [~or] or below tilde + [~ur] ur below tilde + [=ew] ew below macron + [=oo] oo below macron + + Words such as thot, thotfully and thoroly are spelt as per original. + + + + + + +End of Project Gutenberg's How to Teach Phonics, by Lida M. 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