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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/18119-h.zip b/18119-h.zip Binary files differnew file mode 100644 index 0000000..28f460d --- /dev/null +++ b/18119-h.zip diff --git a/18119-h/18119-h.htm b/18119-h/18119-h.htm new file mode 100644 index 0000000..8436999 --- /dev/null +++ b/18119-h/18119-h.htm @@ -0,0 +1,2638 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> + +<html xmlns="http://www.w3.org/1999/xhtml"> + <head> + <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" /> + <title> + The Project Gutenberg eBook of How to Teach Phonics, by Lida M. Williams + </title> + <style type="text/css"> +/*<![CDATA[ XML blockout */ +<!-- + p { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + } + hr { width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + + img {border: 0} + table {margin-left: auto; margin-right: auto;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; + } /* page numbers */ + + .linenum {position: absolute; top: auto; left: 4%;} /* poetry number */ + .blockquot{margin-left: 5%; margin-right: 10%;} + .sidenote {width: 20%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em; margin-left: 1em; + float: right; clear: right; margin-top: 1em; + font-size: smaller; color: black; background: #eeeeee; border: dashed 1px;} + + .bb {border-bottom: solid 2px;} + .bl {border-left: solid 2px;} + .bt {border-top: solid 2px;} + .br {border-right: solid 2px;} + .bbox {border: solid 2px; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em;} + + .padding {padding-top: .5em; padding-bottom: .5em;} + .center {text-align: center;} + .right {text-align: right;} + .left {text-align: left;} + .smcap {font-variant: small-caps;} + .u {text-decoration: underline;} + + .caption {font-weight: bold;} + + .figcenter {margin: auto; text-align: center;} + + .figleft {float: left; clear: left; margin-left: 0; margin-bottom: 1em; margin-top: + 1em; margin-right: 1em; padding: 0; text-align: center;} + + .figright {float: right; clear: right; margin-left: 1em; margin-bottom: 1em; + margin-top: 1em; margin-right: 0; padding: 0; text-align: center;} + ins.correction {border-bottom: gray thin solid; text-decoration: none;} + ins.translit {border-bottom: red thin solid; text-decoration: none;} + .footnotes {border: dashed 1px;} + .footnote {margin-left: 10%; margin-right: 10%; font-size: 0.9em;} + .footnote .label {position: absolute; right: 84%; text-align: right;} + .fnanchor {vertical-align: super; font-size: .8em; text-decoration: none;} + + .poem {margin-left:10%; margin-right:10%; text-align: left;} + .poem br {display: none;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem span.i0 {display: block; margin-left: 0em; padding-left: 3em; text-indent: -3em;} + .poem span.i2 {display: block; margin-left: 2em; padding-left: 3em; text-indent: -3em;} + .poem span.i4 {display: block; margin-left: 4em; padding-left: 3em; text-indent: -3em;} + // --> + /* XML end ]]>*/ + </style> + </head> +<body> + + +<pre> + +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: ISO-8859-1 + +*** 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 + + + + + + +</pre> + + + +<!-- Autogenerated TOC. Modify or delete as required. --> +<p class='center'> +<a href="#FOREWORD"><b>FOREWORD</b></a><br /> +<a href="#LEARNING_TO_READ"><b>LEARNING TO READ</b></a><br /> +<a href="#FIRST_YEAR"><b>FIRST YEAR</b></a><br /> +<a href="#SECOND_YEAR"><b>SECOND YEAR</b></a><br /> +<a href="#THIRD_YEAR"><b>THIRD YEAR</b></a><br /> +<a href="#FOURTH_YEAR"><b>FOURTH YEAR</b></a> +</p> +<!-- End Autogenerated TOC. --> + +<div class='bbox'> +<p>Transcriber's notes.</p> +<p><ins class='correction' title="Typographical errors and duplicate words">Underlined words</ins> indicate:<br /> + Typographical errors that were corrected.<br /> + Words that were not clearly visible on the scanned images.<br /> + Duplicate words in word lists.<br /> +<ins class="translit" title="Diacritcal marks and special characters">Underlined letters</ins> indicate:<br /> + Diacritical marks and special characters that may not be visible in all browsers.<br /> +Words such as thot, thotfully and thoroly are spelt as per original.</p></div> + + +<p><span class='pagenum'><a name="Page_1" id="Page_1">[Pg 1]</a></span></p> + +<h1>How to Teach<br /> +Phonics</h1> +<div class='padding'> +<div class="figcenter" style="width: 307px;"> +<img src="images/border.jpg" width="307" height="103" alt="Border" title="Border" /> +</div></div> + +<h3>By</h3> + +<h2>LIDA M. WILLIAMS</h2> + + +<p class='center'>Primary Supervisor and Instructor of Methods,<br /> +Northern Normal and Industrial School,<br /> +ABERDEEN, SOUTH DAKOTA</p> + +<div class='padding'> +<div class="figcenter" style="width: 65px;"> +<img src="images/crest.jpg" width="65" height="69" alt="crest" title="" /> +</div></div> + + +<p class='center'><span class="smcap">Hall & McCreary Company</span><br /> +CHICAGO</p> + + +<p class='center'>Copyright 1916, Hall & McCreary Company<br /> +P 2143<br /> +Printed in the U.S.A.</p> + + + +<hr style="width: 65%;" /> +<p><span class='pagenum'><a name="Page_2" id="Page_2">[Pg 2]</a></span></p> +<h3><a name="FOREWORD" id="FOREWORD"></a>FOREWORD</h3> + + +<p>Phonics is not a method of teaching reading, but it is <i>a necessary +part</i> 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.</p> + +<p>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 <ins class='correction' title="Original reads dictinary">dictionary</ins>. 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.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + +<p>It is with the hope of aiding the earnest teacher in the accomplishment +of this purpose that "How To Teach Phonics" is published.</p> + +<p>L.M.W.</p> + + + +<hr style="width: 65%;" /> +<p><span class='pagenum'><a name="Page_3" id="Page_3">[Pg 3]</a></span></p> +<h3><a name="LEARNING_TO_READ" id="LEARNING_TO_READ"></a>LEARNING TO READ</h3> + + +<p>Every sound and pedagogical method of teaching reading must include two +basic principles.</p> + +<p>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.</p> + +<p>2. It must proceed with a mastery of not only words, but of the sound +symbols of which words are composed.</p> + +<p>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."</p> + +<p>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.</p> + +<p>The next step is the analysis of the sentence, or the study and +recognition of the individual words therein.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + + + +<hr style="width: 65%;" /> +<p><span class='pagenum'><a name="Page_4" id="Page_4">[Pg 4]</a></span></p> +<h3><a name="FIRST_YEAR" id="FIRST_YEAR"></a>FIRST YEAR</h3> + + +<p>1. <i>Ear Training</i>:</p> + +<p>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.</p> + +<p>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.</p> + +<p class='center'>ACTION GAME</p> + +<p class='center'>(First Day.)</p> + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="4" summary="wordlist"> +<tr><td align='left'>c-l-a-p</td><td align='left'></td><td align='left'></td><td align='left'>s-w-ee-p</td><td align='left'></td><td align='left'></td><td align='left'>f-l-y</td></tr> +<tr><td align='left'>b-ow</td><td align='left'></td><td align='left'></td><td align='left'>d-u-s-t</td><td align='left'></td><td align='left'></td><td align='left'>r-u-n</td></tr> +<tr><td align='left'>j-u-m-p</td><td align='left'></td><td align='left'></td><td align='left'>s-i-t</td><td align='left'></td><td align='left'></td><td align='left'>s-l-ee-p</td></tr> +<tr><td align='left'>p-u-sh</td><td align='left'></td><td align='left'></td><td align='left'>d-r-i-nk</td><td align='left'></td><td align='left'></td><td align='left'>w-a-k-e</td></tr> +<tr><td align='left'>m-a-r-ch</td><td align='left'></td><td align='left'></td><td align='left'>s-t-a-n-d</td><td align='left'></td><td align='left'></td><td align='left'>s-t-r-e-t-ch</td></tr> +</table></div> + +<p>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.</p> + +<p>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.</p> + +<p>The exercises should be varied from day to day to insure active interest +and effort.</p> + +<p><i>Second Day</i>:</p> + +<p>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.</p> + +<p><span class='pagenum'><a name="Page_5" id="Page_5">[Pg 5]</a></span></p> +<p><i>Third Day</i>:</p> + +<p>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.</p> + +<p><i>Fourth Day</i>:</p> + +<p>Sound the names of pupils in class; or names of animals; colors, fruits, +places, etc.</p> + +<p><i>Fifth Day</i>:</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>R-u-n to m-e.</td></tr> +<tr><td align='left'>C-l-a-p your h-a-n-d-s.</td></tr> +<tr><td align='left'>W-a-v-e the f-l-a-g.</td></tr> +<tr><td align='left'>Cl-o-se the d-oo-r.</td></tr> +<tr><td align='left'>F-o-l-d your a-r-m-s.</td></tr> +<tr><td align='left'>B-r-i-n-g m-e a r-e-d b-a-ll.</td></tr> +<tr><td align='left'>B-ou-n-ce the b-a-ll.</td></tr> +<tr><td align='left'>Th-r-ow the b-a-ll to Fr-e-d.</td></tr> +<tr><td align='left'>R-i-n-g the b-e-ll.</td></tr> +<tr><td align='left'>H-o-p to m-e.</td></tr> +<tr><td align='left'>S-i-t in m-y ch-air.</td></tr> +<tr><td align='left'>R-u-n to the ch-ar-t.</td></tr> +<tr><td align='left'>S-i-n-g a s-o-n-g.</td></tr> +<tr><td align='left'>B-r-i-n-g me the p-oin-t-er.</td></tr> +<tr><td align='left'>B-o-w to m-e.</td></tr> +<tr><td align='left'>F-l-y a k-i-t-e.</td></tr> +<tr><td align='left'>S-w-ee-p the fl-oo-r.</td></tr> +<tr><td align='left'>R-o-c-k the b-a-b-y.</td></tr> +<tr><td align='left'>W-a-sh your f-a-ce.</td></tr> +<tr><td align='left'>D-u-s-t the ch-air-s.</td></tr> +<tr><td align='left'>Sh-a-k-e the r-u-g.</td></tr> +<tr><td align='left'>F-ee-d the h-e-n-s.</td></tr> +<tr><td align='left'>C-a-ll the ch-i-ck-s.</td></tr> +<tr><td align='left'>M-i-l-k the c-ow.</td></tr> +<tr><td align='left'>Ch-o-p w-oo-d.</td></tr> +<tr><td align='left'>R-ow a b-oa-t.</td></tr> +<tr><td align='left'>B-l-ow the h-o-r-n.</td></tr> +</table></div> + +<p>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 +<span class='pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span> +in the room, as well as easy and familiar words dictated +by the teacher.</p> + + + +<p>II. <i>Teach the Single Consonant Sounds</i>.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + + +<p>1. <i>Analyze Known Words in Teaching the Consonant Sounds</i>.</p> + +<p>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.)</p> + +<p>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:</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>b all</td></tr> +<tr><td align='left'>b</td></tr> +</table></div> + +<p>Pupil sound "b" several times, as it is written elsewhere on the black +board.</p> + +<p>Proceed with "red" in the same way. Keep these two forms,</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>b all</td><td align='left'></td><td align='left'></td><td align='left'>r ed</td></tr> +<tr><td align='left'>b</td><td align='left'></td><td align='left'></td><td align='left'>r</td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_7" id="Page_7">[Pg 7]</a></span> +before the class, asking frequently for the sounds until thoroly fixed +in mind.</p> + +<p>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.</p> + +<p>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.</p> + +<p>(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.</p> + +<p>(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."</p> + + +<p>2. <i>Begin At Once Applying Knowledge of the Sounds Learned</i>.</p> + +<p>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 +<span class='pagenum'><a name="Page_8" id="Page_8">[Pg 8]</a></span> +"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.</p> + +<p>"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.</p> + +<p>The teacher should previously go through the text and select the words +she wishes to use as type words in teaching the consonant sounds.</p> + + +<p>3. <i>First Steps in Writing and Spelling</i>.</p> + +<p>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.</p> + +<p>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."</p> + + +<p>4. <i>Consonant Drill</i>.</p> + +<p>(1) With a rubber pen, a set of type, or with black +<span class='pagenum'><a name="Page_9" id="Page_9">[Pg 9]</a></span> +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:</p> + +<div class='center'> +<table border="1" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>b all<br />b</td><td align='left'>b <br />B</td></tr> +</table></div> + +<p>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.</p> + +<p>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.</p> + +<p>Not the method, but the motive, is the essential thing. What we want is +that every child should know the consonants thoroly. Get the <i>motive</i>, +then use the method that brings the best results with the least +expenditure of time and energy.</p> + +<p>(2) For variety in reviewing and fixing the consonant sounds, give +frequent dictation exercises.</p> + +<p>a. With all the consonants on the board, the teacher +<span class='pagenum'><a name="Page_10" id="Page_10">[Pg 10]</a></span> +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.</p> + +<p>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.</p> + +<p>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.</p> + + +<p>5. <i>Blending</i>.</p> + +<p>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.</p> + +<p>(br, pl, fl, sl, cr, gl, gr, bl, cl, fr, pr, st, tr, str, sp, sw, tw, +sk.)</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>gr ow</td><td align='left'></td><td align='left'></td><td align='left'>dr aw</td><td align='left'></td><td align='left'></td><td align='left'>pl ay</td></tr> +<tr><td align='left'>s ky</td><td align='left'></td><td align='left'></td><td align='left'>sm all</td><td align='left'></td><td align='left'></td><td align='left'>sl ay</td></tr> +<tr><td align='left'>fl ower</td><td align='left'></td><td align='left'></td><td align='left'>cr ow</td><td align='left'></td><td align='left'></td><td align='left'>st ay</td></tr> +<tr><td align='left'>st and</td><td align='left'></td><td align='left'></td><td align='left'>cl ean</td><td align='left'></td><td align='left'></td><td align='left'>fr ay</td></tr> +<tr><td align='left'>gl ass</td><td align='left'></td><td align='left'></td><td align='left'>pr ay</td><td align='left'></td><td align='left'></td><td align='left'>tr ay</td></tr> +<tr><td align='left'>br own</td><td align='left'></td><td align='left'></td><td align='left'>sp in</td><td align='left'></td><td align='left'></td><td align='left'>str ay</td></tr> +<tr><td align='left'>bl ue</td><td align='left'></td><td align='left'></td><td align='left'>sw ing</td><td align='left'></td><td align='left'></td><td align='left'>sl ow</td></tr> +<tr><td align='left'>st ore</td><td align='left'></td><td align='left'></td><td align='left'>sl ack</td><td align='left'></td><td align='left'></td><td align='left'>bl ow</td></tr> +<tr><td align='left'>tr ack</td><td align='left'></td><td align='left'></td><td align='left'>dw arf</td><td align='left'></td><td align='left'></td><td align='left'>gl ow</td></tr> +</table></div> + +<p>The teacher must pronounce the syllables that the children have, as yet, +no power to master, e.g., with the word +<span class='pagenum'><a name="Page_11" id="Page_11">[Pg 11]</a></span> +"grow", (1) the children will +blend g and r, gr; (2) teacher pronounces "ow"; (3) children blend "gr" +and "ow" until they recognise "grow."</p> + +<p>Teach also the digraphs sh, ch, th, wh, as they are met in the common +words in use: when, they, chick, etc.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>sh eep</td><td align='left'></td><td align='left'>ch ick</td><td align='left'></td><td align='left'>wh at</td><td align='left'></td><td align='left'>th at</td></tr> +<tr><td align='left'>sh ell</td><td align='left'></td><td align='left'>ch ild</td><td align='left'></td><td align='left'>wh en</td><td align='left'></td><td align='left'>th is</td></tr> +<tr><td align='left'>sh y</td><td align='left'></td><td align='left'>ch air</td><td align='left'></td><td align='left'>wh y</td><td align='left'></td><td align='left'>th ese</td></tr> +<tr><td align='left'>sh ore</td><td align='left'></td><td align='left'>ch ill</td><td align='left'></td><td align='left'>wh ere</td><td align='left'></td><td align='left'>th ose</td></tr> +<tr><td align='left'>sh ine</td><td align='left'></td><td align='left'>ch erry</td><td align='left'></td><td align='left'>wh ich</td><td align='left'></td><td align='left'>th ere</td></tr> +<tr><td align='left'>sh ow</td><td align='left'></td><td align='left'>ch ildren</td><td align='left'></td><td align='left'><ins class='correction' title="Possibly intended to be when">th en</ins></td><td align='left'></td><td align='left'>th eir</td></tr> +<tr><td align='left'>sh e</td><td align='left'></td><td align='left'>ch urch</td><td align='left'></td><td align='left'><ins class='correction' title="Possibly intended to be whey">th ey</ins></td><td align='left'></td><td align='left'><ins class='correction' title="Duplicated">th ey</ins></td></tr> +<tr><td align='left'>sh all</td><td align='left'></td><td align='left'>ch ase</td></tr> +<tr><td align='left'>sh ould</td><td align='left'></td><td align='left'>ch est</td></tr> +</table></div> + + + +<p>III. <i>Teach the Short Vowels</i>.</p> + +<p>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:</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>c-a-n, can</td><td align='left'></td><td align='left'>h-a-d, had</td></tr> +<tr><td align='left'>c-a-p, cap</td><td align='left'></td><td align='left'>m-a-t, mat</td></tr> +<tr><td align='left'>c-a-t, cat</td><td align='left'></td><td align='left'>m-a-n, man</td></tr> +<tr><td align='left'>r-a-t, rat</td><td align='left'></td><td align='left'>f-a-n, fan</td></tr> +<tr><td align='left'>h-a-t, hat</td><td align='left'></td><td align='left'>s-a-t, sat</td></tr> +</table></div> + +<p>Whole "families" are discovered by placing the vowel with the initial or +the final consonants, thus:</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>ca n</td><td align='right'></td><td align='right'>r at</td><td align='right'></td><td align='right'>f</td><td align='right'></td><td align='right'>an</td></tr> +<tr><td align='right'>ca p</td><td align='right'></td><td align='right'>h at</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>an</td><td align='right'></td><td align='right'>d</td></tr> +<tr><td align='right'>ca t</td><td align='right'></td><td align='right'>c at</td><td align='right'></td><td align='right'>s</td><td align='right'></td><td align='right'>an</td><td align='right'></td><td align='right'>d</td></tr> +<tr><td align='right'>ca b</td><td align='right'></td><td align='right'>b at</td><td align='right'></td><td align='right'>st</td><td align='right'></td><td align='right'>an</td><td align='right'></td><td align='right'>d</td></tr> +<tr><td align='right'>ma t</td><td align='right'></td><td align='right'>f at</td><td align='right'></td><td align='right'>l</td><td align='right'></td><td align='right'>an</td><td align='right'></td><td align='right'>d</td></tr> +<tr><td align='right'>ma n</td><td align='right'></td><td align='right'>s at</td><td align='right'></td><td align='right'>b</td><td align='right'></td><td align='right'>an</td><td align='right'></td><td align='right'>d</td></tr> +</table></div> + +<p>The children will enjoy forming all the families possible with the known +sounds.</p> + +<p><span class='pagenum'><a name="Page_12" id="Page_12">[Pg 12]</a></span></p> +<p class='center'><i>Short "a" Families or Phonograms</i>.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>at</td><td align='right'></td><td align='right'>an</td><td align='right'></td><td align='right'>ap</td><td align='right'></td><td align='right'>ad</td><td align='right'></td><td align='right'>ack</td><td align='right'></td><td align='right'>ag</td><td align='right'></td><td align='right'>and</td><td align='right'></td><td align='right'>r ang</td><td align='right'></td><td align='right'>b ank</td></tr> +<tr><td align='right'> b at</td><td align='right'></td><td align='right'>c an</td><td align='right'></td><td align='right'>c ap</td><td align='right'></td><td align='right'>h ad</td><td align='right'></td><td align='right'>b ack</td><td align='right'></td><td align='right'>b ag</td><td align='right'></td><td align='right'>b and</td><td align='right'></td><td align='right'>s ang</td><td align='right'></td><td align='right'>r ank</td></tr> +<tr><td align='right'> c at</td><td align='right'></td><td align='right'>m an</td><td align='right'></td><td align='right'>g ap</td><td align='right'></td><td align='right'>l ad</td><td align='right'></td><td align='right'>h ack</td><td align='right'></td><td align='right'>f ag</td><td align='right'></td><td align='right'>h and</td><td align='right'></td><td align='right'>b ang</td><td align='right'></td><td align='right'>s ank</td></tr> +<tr><td align='right'> f at</td><td align='right'></td><td align='right'>p an</td><td align='right'></td><td align='right'>l ap</td><td align='right'></td><td align='right'>m ad</td><td align='right'></td><td align='right'>J ack</td><td align='right'></td><td align='right'>j ag</td><td align='right'></td><td align='right'>l and</td><td align='right'></td><td align='right'>h ang</td><td align='right'></td><td align='right'>t ank</td></tr> +<tr><td align='right'> m at</td><td align='right'></td><td align='right'>t an</td><td align='right'></td><td align='right'>m ap</td><td align='right'></td><td align='right'>g ad</td><td align='right'></td><td align='right'>l ack</td><td align='right'></td><td align='right'>l ag</td><td align='right'></td><td align='right'>s and</td><td align='right'></td><td align='right'>f ang</td><td align='right'></td><td align='right'>bl ank</td></tr> +<tr><td align='right'> p at</td><td align='right'></td><td align='right'>r an</td><td align='right'></td><td align='right'>n ap</td><td align='right'></td><td align='right'>b ad</td><td align='right'></td><td align='right'>p ack</td><td align='right'></td><td align='right'>n ag</td><td align='right'></td><td align='right'>st and</td><td align='right'></td><td align='right'>cl ang</td><td align='right'></td><td align='right'>cr ank</td></tr> +<tr><td align='right'> N at</td><td align='right'></td><td align='right'>f an</td><td align='right'></td><td align='right'>r ap</td><td align='right'></td><td align='right'>c ad</td><td align='right'></td><td align='right'>r ack</td><td align='right'></td><td align='right'>r ag</td><td align='right'></td><td align='right'>gr and</td><td align='right'></td><td align='right'>spr ang</td><td align='right'></td><td align='right'>dr ank</td></tr> +<tr><td align='right'> s at</td><td align='right'></td><td align='right'>b an</td><td align='right'></td><td align='right'>s ap</td><td align='right'></td><td align='right'>f ad</td><td align='right'></td><td align='right'>s ack</td><td align='right'></td><td align='right'>s ag</td><td align='right'></td><td align='right'>br and</td><td align='right'></td><td align='right'>Fr ank</td></tr> +<tr><td align='right'> r at</td><td align='right'></td><td align='right'>D an</td><td align='right'></td><td align='right'>t ap</td><td align='right'></td><td align='right'>p ad</td><td align='right'></td><td align='right'>t ack</td><td align='right'></td><td align='right'>t ag</td><td align='right'></td><td align='right'>str and</td><td align='right'></td><td align='right'>pl ank</td></tr> +<tr><td align='right'> h at</td><td align='right'></td><td align='right'>N an</td><td align='right'></td><td align='right'>tr ap</td><td align='right'></td><td align='right'>s ad</td><td align='right'></td><td align='right'>st ack</td><td align='right'></td><td align='right'>w ag</td><td align='right'></td><td align='right'>th ank</td></tr> +<tr><td align='right'>th at</td><td align='right'></td><td align='right'>V an</td><td align='right'></td><td align='right'>str ap</td><td align='right'></td><td align='right'>gl ad</td><td align='right'></td><td align='right'>sl ack</td><td align='right'></td><td align='right'>st ag</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sn ap</td><td align='right'></td><td align='right'>br ad</td><td align='right'></td><td align='right'>tr ack</td><td align='right'></td><td align='right'>br ag</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>wr ap</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>bl ack</td><td align='right'></td><td align='right'>dr ag</td></tr> +</table></div> + +<p>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.</p> + +<p>The teacher's chart of phonograms as she works it out for herself may be +something like this.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'><big><ins class="correction" title="a with inverted breve, probably ă a with breve">ȃ</ins></big></td><td align='left'></td><td align='left'><big><ins class="translit" title="e with breve">ĕ</ins></big></td><td align='left'></td><td align='left'><ins class="correction" title="Probably ĭ i with breve"><b>i</b></ins></td><td align='left'></td><td align='left'><big><ins class="translit" title="o with breve">ŏ</ins></big></td><td align='left'></td><td align='left'><big><ins class="translit" title="u with breve">ŭ</ins></big></td></tr> +<tr><td align='left'>at</td><td align='left'></td><td align='left'>et</td><td align='left'></td><td align='left'>it</td><td align='left'></td><td align='left'>ot</td><td align='left'></td><td align='left'>ut</td></tr> +<tr><td align='left'>ack</td><td align='left'></td><td align='left'>ed</td><td align='left'></td><td align='left'>ick</td><td align='left'></td><td align='left'>ock</td><td align='left'></td><td align='left'>ub</td></tr> +<tr><td align='left'>ad</td><td align='left'></td><td align='left'>en</td><td align='left'></td><td align='left'>id</td><td align='left'></td><td align='left'>od</td><td align='left'></td><td align='left'>uck</td></tr> +<tr><td align='left'>ag</td><td align='left'></td><td align='left'>est</td><td align='left'></td><td align='left'>ig</td><td align='left'></td><td align='left'>og</td><td align='left'></td><td align='left'>ug</td></tr> +<tr><td align='left'>an</td><td align='left'></td><td align='left'>end</td><td align='left'></td><td align='left'>im</td><td align='left'></td><td align='left'>op</td><td align='left'></td><td align='left'>um</td></tr> +<tr><td align='left'>ap</td><td align='left'></td><td align='left'>edge</td><td align='left'></td><td align='left'>in</td><td align='left'></td><td align='left'>ong</td><td align='left'></td><td align='left'>un</td></tr> +<tr><td align='left'>and</td><td align='left'></td><td align='left'>ent</td><td align='left'></td><td align='left'>ip</td><td align='left'></td><td align='left'>oss</td><td align='left'></td><td align='left'>uff</td></tr> +<tr><td align='left'>ang</td><td align='left'></td><td align='left'>ess</td><td align='left'></td><td align='left'>ift</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>ung</td></tr> +<tr><td align='left'>ank</td><td align='left'></td><td align='left'>ell</td><td align='left'></td><td align='left'>ing</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>unk</td></tr> +<tr><td align='left'>ash</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>ink</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>ump</td></tr> +<tr><td align='left'>amp</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>ill</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>ush</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='left'>ust</td></tr> +</table></div> + +<p>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 +<span class='pagenum'><a name="Page_13" id="Page_13">[Pg 13]</a></span> +these sight words are made a part of the +child's reading vocabulary.</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> f ound</td><td align='right'></td><td align='right'>r un</td><td align='right'></td><td align='right'>br ight</td></tr> +<tr><td align='right'>ound</td><td align='right'></td><td align='right'>un</td><td align='right'></td><td align='right'>ight</td></tr> +<tr><td align='right'> s ound</td><td align='right'></td><td align='right'>f un</td><td align='right'></td><td align='right'>m ight</td></tr> +<tr><td align='right'> r ound</td><td align='right'></td><td align='right'>s un</td><td align='right'></td><td align='right'>r ight</td></tr> +<tr><td align='right'>gr ound</td><td align='right'></td><td align='right'>b un</td><td align='right'></td><td align='right'>f ight</td></tr> +<tr><td align='right'> b ound</td><td align='right'></td><td align='right'>g un</td><td align='right'></td><td align='right'>fr ight</td></tr> +<tr><td align='right'> p ound</td><td align='right'></td><td align='right'>n un</td><td align='right'></td><td align='right'>l ight</td></tr> +<tr><td align='right'> f ound</td><td align='right'></td><td align='right'>r un</td><td align='right'></td><td align='right'>s ight</td></tr> +<tr><td align='right'> h ound</td><td align='right'></td><td align='right'>s un</td><td align='right'></td><td align='right'>sl ight</td></tr> +<tr><td align='right'>ar ound</td><td align='right'></td><td align='right'>st un</td><td align='right'></td><td align='right'>n ight</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> n est</td><td align='right'></td><td align='right'>l ark</td><td align='right'></td><td align='right'>c atch</td></tr> +<tr><td align='right'>est</td><td align='right'></td><td align='right'>ark</td><td align='right'></td><td align='right'>atch</td></tr> +<tr><td align='right'> b est</td><td align='right'></td><td align='right'>d ark</td><td align='right'></td><td align='right'>h atch</td></tr> +<tr><td align='right'> l est</td><td align='right'></td><td align='right'>b ark</td><td align='right'></td><td align='right'><ins class='correction' title="Duplicated">m atch</ins></td></tr> +<tr><td align='right'> p est</td><td align='right'></td><td align='right'>m ark</td><td align='right'></td><td align='right'><ins class='correction' title="Duplicated">m atch</ins></td></tr> +<tr><td align='right'> r est</td><td align='right'></td><td align='right'>h ark</td><td align='right'></td><td align='right'>b atch</td></tr> +<tr><td align='right'> t est</td><td align='right'></td><td align='right'>p ark</td><td align='right'></td><td align='right'>l atch</td></tr> +<tr><td align='right'> v est</td><td align='right'></td><td align='right'>sp ark</td><td align='right'></td><td align='right'>p atch</td></tr> +<tr><td align='right'> w est</td><td align='right'></td><td align='right'>st ark</td><td align='right'></td><td align='right'>th atch</td></tr> +<tr><td align='right'>cr est</td><td align='right'></td><td align='right'>sh ark</td><td align='right'></td><td align='right'>scr atch</td></tr> +<tr><td align='right'>ch est</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sn atch</td></tr> +<tr><td align='right'>gu est</td></tr> +</table></div></div> + +<p>Attention is not called here to the various vowel sounds, but the +complete phonogram is taught at sight.</p> + +<p class='center'><i>Short "e" Phonograms</i>.</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'></td><td align='right'></td><td align='right'>bed</td><td align='right'></td><td align='right'>h en</td><td align='right'></td><td align='right'>b end</td><td align='right'></td><td align='right'>b ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>fed</td><td align='right'></td><td align='right'>d en</td><td align='right'></td><td align='right'>l end</td><td align='right'></td><td align='right'>c ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>led</td><td align='right'></td><td align='right'>p en</td><td align='right'></td><td align='right'>m end</td><td align='right'></td><td align='right'>d ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>n ed</td><td align='right'></td><td align='right'>m en</td><td align='right'></td><td align='right'>s end</td><td align='right'></td><td align='right'>l ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>r ed</td><td align='right'></td><td align='right'>B en</td><td align='right'></td><td align='right'>t end</td><td align='right'></td><td align='right'>s ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>Fr ed</td><td align='right'></td><td align='right'>t en</td><td align='right'></td><td align='right'>bl end</td><td align='right'></td><td align='right'>r ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>sh ed</td><td align='right'></td><td align='right'>wr en</td><td align='right'></td><td align='right'>sp end</td><td align='right'></td><td align='right'>t ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>sl ed</td><td align='right'></td><td align='right'>th en</td><td align='right'></td><td align='right'>tr end</td><td align='right'></td><td align='right'>w ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>bl ed</td><td align='right'></td><td align='right'>wh en</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sp ent</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>gl en</td></tr> +</table></div></div> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>edge</td><td align='right'></td><td align='right'>B ess</td><td align='right'></td><td align='right'>b ell</td><td align='right'></td><td align='right'>sh ell</td></tr> +<tr><td align='right'> h edge</td><td align='right'></td><td align='right'>l ess</td><td align='right'></td><td align='right'>c ell</td><td align='right'></td><td align='right'>sm ell</td></tr> +<tr><td align='right'> l edge</td><td align='right'></td><td align='right'>bl ess</td><td align='right'></td><td align='right'>s ell</td><td align='right'></td><td align='right'>sp ell</td></tr> +<tr><td align='right'> s edge</td><td align='right'></td><td align='right'>ch ess</td><td align='right'></td><td align='right'>t ell</td><td align='right'></td><td align='right'>sw ell</td></tr> +<tr><td align='right'> w edge</td><td align='right'></td><td align='right'>dr ess</td><td align='right'></td><td align='right'>f ell</td><td align='right'></td><td align='right'>dw ell</td></tr> +<tr><td align='right'>pl edge</td><td align='right'></td><td align='right'>pr ess</td><td align='right'></td><td align='right'>n ell</td></tr> +<tr><td align='right'>sl edge</td><td align='right'></td><td align='right'>gu ess</td><td align='right'></td><td align='right'>w ell</td></tr> +</table></div></div> + +<p><span class='pagenum'><a name="Page_14" id="Page_14">[Pg 14]</a></span></p> +<p class='center'><i>Short "i" Phonograms</i>.</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>D ick</td><td align='right'></td><td align='right'>s ick</td><td align='right'></td><td align='right'>cl ick</td><td align='right'></td><td align='right'>th ick</td></tr> +<tr><td align='right'>k ick</td><td align='right'></td><td align='right'>t ick</td><td align='right'></td><td align='right'>qu ick</td><td align='right'></td><td align='right'>tr ick</td></tr> +<tr><td align='right'>l ick</td><td align='right'></td><td align='right'>w ick</td><td align='right'></td><td align='right'>sl ick</td></tr> +<tr><td align='right'>p ick</td><td align='right'></td><td align='right'>br ick</td><td align='right'></td><td align='right'>st ick</td></tr> +</table></div></div> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> b id</td><td align='right'></td><td align='right'>p ig</td><td align='right'></td><td align='right'>d im</td><td align='right'></td><td align='right'>p in</td><td align='right'></td><td align='right'>th in</td></tr> +<tr><td align='right'> d id</td><td align='right'></td><td align='right'>b ig</td><td align='right'></td><td align='right'>h im</td><td align='right'></td><td align='right'>t in</td><td align='right'></td><td align='right'>tw in</td></tr> +<tr><td align='right'> h id</td><td align='right'></td><td align='right'>f ig</td><td align='right'></td><td align='right'>J im</td><td align='right'></td><td align='right'>b in</td></tr> +<tr><td align='right'> k id</td><td align='right'></td><td align='right'>d ig</td><td align='right'></td><td align='right'>r im</td><td align='right'></td><td align='right'>f in</td></tr> +<tr><td align='right'> l id</td><td align='right'></td><td align='right'>r ig</td><td align='right'></td><td align='right'>T im</td><td align='right'></td><td align='right'>s in</td></tr> +<tr><td align='right'> r id</td><td align='right'></td><td align='right'>w ig</td><td align='right'></td><td align='right'>tr im</td><td align='right'></td><td align='right'>w in</td></tr> +<tr><td align='right'>sl id</td><td align='right'></td><td align='right'>tw ig</td><td align='right'></td><td align='right'>br im</td><td align='right'></td><td align='right'>ch in</td></tr> +<tr><td align='right'>sk id</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sk im</td><td align='right'></td><td align='right'>gr in</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sl im</td><td align='right'></td><td align='right'>sk in</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sw im</td><td align='right'></td><td align='right'>sp in</td></tr> +</table></div></div> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>d ip</td><td align='right'></td><td align='right'>l ift</td><td align='right'></td><td align='right'>s ing</td><td align='right'></td><td align='right'>p ink</td><td align='right'></td><td align='right'>b ill</td></tr> +<tr><td align='right'>h ip</td><td align='right'></td><td align='right'>g ift</td><td align='right'></td><td align='right'>k ing</td><td align='right'></td><td align='right'>l ink</td><td align='right'></td><td align='right'>f ill</td></tr> +<tr><td align='right'>l ip</td><td align='right'></td><td align='right'>s ift</td><td align='right'></td><td align='right'>r ing</td><td align='right'></td><td align='right'>m ink</td><td align='right'></td><td align='right'>h ill</td></tr> +<tr><td align='right'>n ip</td><td align='right'></td><td align='right'>dr ift</td><td align='right'></td><td align='right'>w ing</td><td align='right'></td><td align='right'>s ink</td><td align='right'></td><td align='right'>J ill</td></tr> +<tr><td align='right'>r ip</td><td align='right'></td><td align='right'>sh ift</td><td align='right'></td><td align='right'>br ing</td><td align='right'></td><td align='right'>w ink</td><td align='right'></td><td align='right'>k ill</td></tr> +<tr><td align='right'>s ip</td><td align='right'></td><td align='right'>sw ift</td><td align='right'></td><td align='right'>cl ing</td><td align='right'></td><td align='right'>bl ink</td><td align='right'></td><td align='right'>m ill</td></tr> +<tr><td align='right'>t ip</td><td align='right'></td><td align='right'>thr ift</td><td align='right'></td><td align='right'>sl ing</td><td align='right'></td><td align='right'>br ink</td><td align='right'></td><td align='right'>p ill</td></tr> +<tr><td align='right'> ch ip</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>st ing</td><td align='right'></td><td align='right'>dr ink</td><td align='right'></td><td align='right'>t ill</td></tr> +<tr><td align='right'> cl ip</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>str ing</td><td align='right'></td><td align='right'>ch ink</td><td align='right'></td><td align='right'>w ill</td></tr> +<tr><td align='right'> sl ip</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>spr ing</td><td align='right'></td><td align='right'>cl ink</td><td align='right'></td><td align='right'>ch ill</td></tr> +<tr><td align='right'> dr ip</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sw ing</td><td align='right'></td><td align='right'>shr ink</td><td align='right'></td><td align='right'>sp ill</td></tr> +<tr><td align='right'> gr ip</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>th ing</td><td align='right'></td><td align='right'>th ink</td><td align='right'></td><td align='right'>st ill</td></tr> +<tr><td align='right'> sh ip</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>wr ing</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>tr ill</td></tr> +<tr><td align='right'> sk ip</td></tr> +<tr><td align='right'> tr ip</td></tr> +<tr><td align='right'>str ip</td></tr> +<tr><td align='right'> wh ip</td></tr> +</table></div></div> + +<p class='center'><i>Short "o" Phonograms</i>.</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>B ob</td><td align='right'></td><td align='right'>n od</td><td align='right'></td><td align='right'>c ock</td><td align='right'></td><td align='right'>d og</td></tr> +<tr><td align='right'>c ob</td><td align='right'></td><td align='right'>p od</td><td align='right'></td><td align='right'>l ock</td><td align='right'></td><td align='right'>h og</td></tr> +<tr><td align='right'>r ob</td><td align='right'></td><td align='right'>r od</td><td align='right'></td><td align='right'>r ock</td><td align='right'></td><td align='right'>l og</td></tr> +<tr><td align='right'>s ob</td><td align='right'></td><td align='right'>h od</td><td align='right'></td><td align='right'>s ock</td><td align='right'></td><td align='right'>f og</td></tr> +<tr><td align='right'>m ob</td><td align='right'></td><td align='right'>c od</td><td align='right'></td><td align='right'>m ock</td><td align='right'></td><td align='right'>fr og</td></tr> +<tr><td align='right'>j ob</td><td align='right'></td><td align='right'>cl od</td><td align='right'></td><td align='right'>bl ock</td><td align='right'></td><td align='right'>c og</td></tr> +<tr><td align='right'>f ob</td><td align='right'></td><td align='right'>pl od</td><td align='right'></td><td align='right'>cl ock</td><td align='right'></td><td align='right'>j og</td></tr> +<tr><td align='right'> kn ob</td><td align='right'></td><td align='right'>tr od</td><td align='right'></td><td align='right'>cr ock</td><td align='right'></td><td align='right'>cl og</td></tr> +<tr><td align='right'>thr ob</td><td align='right'></td><td align='right'>sh od</td><td align='right'></td><td align='right'>fl ock</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>kn ock</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>st ock</td></tr> +</table></div></div> +<p><span class='pagenum'><a name="Page_15" id="Page_15">[Pg 15]</a></span></p> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>h op</td><td align='right'></td><td align='right'>t op</td><td align='right'></td><td align='right'>sh op</td></tr> +<tr><td align='right'>m op</td><td align='right'></td><td align='right'>st op</td><td align='right'></td><td align='right'>sl op</td></tr> +<tr><td align='right'>l op</td><td align='right'></td><td align='right'>dr op</td><td align='right'></td><td align='right'>pr op</td></tr> +<tr><td align='right'>s op</td><td align='right'></td><td align='right'>cr op</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>s ong</td><td align='right'></td><td align='right'>l oss</td></tr> +<tr><td align='right'>l ong</td><td align='right'></td><td align='right'>t oss</td></tr> +<tr><td align='right'>d ong</td><td align='right'></td><td align='right'>R oss</td></tr> +<tr><td align='right'>g ong</td><td align='right'></td><td align='right'>m oss</td></tr> +<tr><td align='right'>str ong</td><td align='right'></td><td align='right'>b oss</td></tr> +<tr><td align='right'> wr ong</td><td align='right'></td><td align='right'>cr oss</td></tr> +<tr><td align='right'> pr ong</td><td align='right'></td><td align='right'>fl oss</td></tr> +<tr><td align='right'>thr ong</td><td align='right'></td><td align='right'>gl oss</td></tr> +</table></div></div> + +<p class='center'><i>Phonograms Containing Short "u"</i>.</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>r ub</td><td align='right'></td><td align='right'>d uck</td><td align='right'></td><td align='right'>b ug</td><td align='right'></td><td align='right'>r un</td></tr> +<tr><td align='right'>t ub</td><td align='right'></td><td align='right'>l uck</td><td align='right'></td><td align='right'>h ug</td><td align='right'></td><td align='right'>s un</td></tr> +<tr><td align='right'>c ub</td><td align='right'></td><td align='right'>t uck</td><td align='right'></td><td align='right'>j ug</td><td align='right'></td><td align='right'>f un</td></tr> +<tr><td align='right'>h ub</td><td align='right'></td><td align='right'>cl uck</td><td align='right'></td><td align='right'>l ug</td><td align='right'></td><td align='right'>b un</td></tr> +<tr><td align='right'> cl ub</td><td align='right'></td><td align='right'>pl uck</td><td align='right'></td><td align='right'>m ug</td><td align='right'></td><td align='right'>g un</td></tr> +<tr><td align='right'> gr ub</td><td align='right'></td><td align='right'>sh uck</td><td align='right'></td><td align='right'>p ug</td><td align='right'></td><td align='right'>sp un</td></tr> +<tr><td align='right'>scr ub</td><td align='right'></td><td align='right'>tr uck</td><td align='right'></td><td align='right'>r ug</td><td align='right'></td><td align='right'>st un</td></tr> +<tr><td align='right'> st ub</td><td align='right'></td><td align='right'>str uck</td><td align='right'></td><td align='right'>t ug</td><td align='right'></td><td align='right'>sh un</td></tr> +<tr><td align='right'> sn ub</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>dr ug</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>pl ug</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sn ug</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>dr um</td><td align='right'></td><td align='right'>c uff</td><td align='right'></td><td align='right'>r ung</td></tr> +<tr><td align='right'>pl um</td><td align='right'></td><td align='right'>m uff</td><td align='right'></td><td align='right'>s ung</td></tr> +<tr><td align='right'>ch um</td><td align='right'></td><td align='right'>p uff</td><td align='right'></td><td align='right'>h ung</td></tr> +<tr><td align='right'> g um</td><td align='right'></td><td align='right'>h uff</td><td align='right'></td><td align='right'>l ung</td></tr> +<tr><td align='right'> h um</td><td align='right'></td><td align='right'>b uff</td><td align='right'></td><td align='right'>cl ung</td></tr> +<tr><td align='right'>sc um</td><td align='right'></td><td align='right'>bl uff</td><td align='right'></td><td align='right'>fl ung</td></tr> +<tr><td align='right'>gl um</td><td align='right'></td><td align='right'>gr uff</td><td align='right'></td><td align='right'>sl ung</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>st uff</td><td align='right'></td><td align='right'>st ung</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>spr ung</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sw ung</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>str ung</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> b unk</td><td align='right'></td><td align='right'>j ump</td><td align='right'></td><td align='right'>h ush</td><td align='right'></td><td align='right'>m ust</td></tr> +<tr><td align='right'> h unk</td><td align='right'></td><td align='right'>b ump</td><td align='right'></td><td align='right'>m ush</td><td align='right'></td><td align='right'>j ust</td></tr> +<tr><td align='right'> j unk</td><td align='right'></td><td align='right'>l ump</td><td align='right'></td><td align='right'>r ush</td><td align='right'></td><td align='right'>r ust</td></tr> +<tr><td align='right'>ch unk</td><td align='right'></td><td align='right'>h ump</td><td align='right'></td><td align='right'>g ush</td><td align='right'></td><td align='right'>d ust</td></tr> +<tr><td align='right'>dr unk</td><td align='right'></td><td align='right'>p ump</td><td align='right'></td><td align='right'>br ush</td><td align='right'></td><td align='right'>cr ust</td></tr> +<tr><td align='right'>sk unk</td><td align='right'></td><td align='right'>d ump</td><td align='right'></td><td align='right'>cr ush</td><td align='right'></td><td align='right'>tr ust</td></tr> +<tr><td align='right'>sp unk</td><td align='right'></td><td align='right'>st ump</td><td align='right'></td><td align='right'>bl ush</td><td align='right'></td><td align='right'>thr ust</td></tr> +<tr><td align='right'>tr unk</td><td align='right'></td><td align='right'>th ump</td><td align='right'></td><td align='right'>pl ush</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>thr ush</td></tr> +</table></div></div> + +<p><span class='pagenum'><a name="Page_16" id="Page_16">[Pg 16]</a></span> +From the beginning review daily the phonograms taught.</p> + +<p>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.</p> + +<p class='center'><i>Diacritical Marks</i></p> + +<p>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.</p> + +<p>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.</p> + + + +<p class='center'>PHONIC PLAYS</p> + +<p>Much necessary drill can be made interesting by infusing the <i>spirit</i> of +play into an exercise that would otherwise be formal.</p> + +<p>1. <i>"Hide and Seek"</i></p> + +<p>"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?"</p> + +<p>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.</p> + +<p>Teacher writes several sounds on the board, then erases them. Pupil +finds corresponding sounds on cards, in the order written.</p> + +<p><span class='pagenum'><a name="Page_17" id="Page_17">[Pg 17]</a></span></p> +<p>2. <i>"Fishing"</i></p> + +<p>(Fish in pond.) Cards placed in a row on black board ledge. (Catching +fish.) Pupil takes as many as he can sound correctly.</p> + +<p>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.</p> + +<p>3. <i>"Guess."</i></p> + +<p>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.</p> + +<p>4. <i>"Run Home."</i></p> + +<p>For reviewing phonograms and fixing the vowel sounds as well, the +following game is used.</p> + +<p>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."</p> + +<p>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:</p> + +<p class='center'>1-8 8-1</p> + +<p>child-dren), the children replying as they come, "We're here."</p> + +<p><span class='pagenum'><a name="Page_18" id="Page_18">[Pg 18]</a></span> +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.</p> + + + +<p class='center'>RHYME STORIES</p> + +<p>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.</p> + +<p> +Grandma was taking a cozy nap<br /> +Her hands were folded in her (lap)<br /> +When she wakened she heard a (tap)<br /> +In the maple tree that <ins class='correction' title="Original does not contain the word was">was</ins> full of (sap.)<br /> +She <ins class='correction' title="Original reads son">soon</ins> spied the tapper—he wore a red (cap)<br /> +White vest and black coat, and his wings gave a (flap)<br /> +As he hopped about with a rap-a-tap-(tap)<br /> +What did he want—was he looking for (sap)?<br /> +Ah no, but for grubs, which he ate quick as (snap)<br /> +Can you name this gay drummer who wears a red (cap)?<br /> +</p> + +<p class='center'>II.</p> + +<p>As soon as possible introduce a number of phonograms into the same +story.</p> + +<p> +I have a little pet<br /> +Who is as black as (jet)<br /> +She sits upon a mat<br /> +And watches for a (rat.)<br /> +Her coat is smooth as silk,<br /> +She likes to drink sweet (milk)<br /> +She grows so fast and fat<br /> +That soon she'll be a (cat)<br /> +Can't you guess? Now what a pity<br /> +'Tis the dearest little ( ).<br /> +</p> + + +<p class='center'>SPELLING BY SOUND</p> + +<p>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 +<span class='pagenum'><a name="Page_19" id="Page_19">[Pg 19]</a></span> +may be given after a number of short "a" +phonograms are mastered:</p> + +<p> +The cat sat on a mat.<br /> +Nan has a fan.<br /> +The cat is fat.<br /> +The cat can see the pan.<br /> +The man has a hat.<br /> +Dan has a bat.<br /> +Dan has a hat and a cap.<br /> +The bag is in the cab.<br /> +</p> + +<p>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,—</p> + +<p> +"Run red hen."<br /> +"Nan has a fan."<br /> +"Get the hat pin."<br /> +"Ned can spin a top."<br /> +"Nat set the trap."<br /> +"Jack run back and get the sack."<br /> +"A fat man got in the hack."<br /> +"Can Sam get the hat?"<br /> +</p> + + +<p class='center'>THE ALPHABET AND ORAL SPELLING</p> + +<p>The names of <ins class='correction' title="Original reads: letter">letters</ins> 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 <i>sounds only</i>, 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 <i>names</i> of the letters may be +taught, and the alphabet committed to memory in order.</p> + +<p>While as a rule, most children learn the majority of the letters +incidentally by the end of the first year, it often happens +<span class='pagenum'><a name="Page_20" id="Page_20">[Pg 20]</a></span> +that some +remain ignorant of the alphabetical order until they come to use the +dictionary, and are greatly handicapped.</p> + + +<p class='center'><i>To Associate the Name of the Letter With Its Sound</i>.</p> + +<p>(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.</p> + +<p>Oral spelling may begin <i>after</i> 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.</p> + +<p>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.</p> + +<p>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.</p> + + + +<p class='center'>SEAT WORK</p> + +<p>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 +<span class='pagenum'><a name="Page_21" id="Page_21">[Pg 21]</a></span> +work +period, words beginning with "b" are marked with "green;" and again, +words beginning with "f" sound are marked with blue pencils, etc.</p> + +<p>Underline digraphs, blended consonants, and phonograms.</p> + +<p>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.</p> + +<p>3. Phonograms are written on the board; pupils supply consonants and +write out the words.</p> + +<p>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.</p> + +<p>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.</p> + +<p>6. Write families from memory.</p> + + + +<p class='center'>GENERAL SUGGESTIONS</p> + +<p>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.</p> + +<p>2. As far as possible let the words for phonic drill be those that will +occur in the new reading lessons.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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 +<span class='pagenum'><a name="Page_22" id="Page_22">[Pg 22]</a></span> +primer, and to read during the year from eight to +twelve or more primers and first readers.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + +<p>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.</p> + +<p>10. Give time increasingly to analytic-synthetic word study, +e.g.—"eight" and "rain" are taught as sight words. +<span class='pagenum'><a name="Page_23" id="Page_23">[Pg 23]</a></span></p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>eigh</td><td align='left'>t</td><td align='right'></td><td align='right'>r</td><td align='right'>ain</td></tr> +<tr><td align='left'>Analysis:</td><td align='right'></td><td align='right'></td><td align='right'>eigh</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>ain</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>w</td><td align='right'>eigh</td><td align='right'></td><td align='right'></td><td align='right'>p</td><td align='right'>ain</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>w</td><td align='right'>eight</td><td align='right'></td><td align='right'></td><td align='right'>pl</td><td align='right'>ain</td></tr> +<tr><td align='left'>Synthesis:</td><td align='right'></td><td align='right'>n</td><td align='right'>eigh</td><td align='right'></td><td align='right'></td><td align='right'>com</td><td align='right'>plain</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>n</td><td align='right'>eigh</td><td align='left'>bor</td><td align='right'></td><td align='right'>com</td><td align='right'>plain</td><td align='right'>ing</td></tr> +</table></div> + + + +<p class='center'>ARTICULATION</p> + +<p>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.</p> + +<p> +"I will eat you," said the troll. (not "e-chew")<br /> +Dear little baby, close your eye. (not "clo-zhure eye")<br /> +"I will then," said Red Hen, and she did. (not "an' she did.")<br /> +Put your right hand in. (not "put chure")<br /> +—you, and you, and you. (an' Jew.)<br /> +Father will meet you (meat chew) at the station.<br /> +The leaves turned to red and gold. (red Dan gold)<br /> +"No matter what you hear, (what chew) no matter what you see, Raggylug, don't you move." (don't chew)<br /> +Tender flowers come forth to greet her. (gree-ter)<br /> +It is not at all (a-tall) like the mother bird.<br /> +</p> + +<p>Have the pupils practice such exercises as:—</p> + +<p> +Did you? Don't you? Would you? Should you? Could you? (Not "did Jew," "don't chew" etc.)<br /> +Where shall I meet you? (not meat chew)<br /> +When shall I meet you?<br /> +She sells sea shells.<br /> +</p> + +<p>Pupils usually have difficulty with words ending in sts, dth, pth. Lists +of such words should be drilled upon:—</p> + +<p>Nests, vests, posts, hosts, boasts, fists, mists, frosts, length, +breadth, depth.</p> + +<p>"He thrusts his fists against the posts, +And still insists he sees the ghosts."</p> + +<p>(If necessary show the pupils how to adjust the vocal organs to make the +different sounds.)</p> + +<p>m, n, ng (nasal)</p> + +<p> +<span class='pagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span> +p, b, w, m (lips)<br /> +f, v (lips and teeth)<br /> +t, d, s, z, n (tongue and hard palate.)<br /> +j, ch, (tongue and hard palate-back)<br /> +k, g, ng (tongue and soft palate.)<br /> +y, l (tongue, hard palate and soft palate.)<br /> +p, b, d, t, j, k, h, g, ch (momentary)<br /> +w, f, v, s, l, r, y, th, sh (continuous)<br /> +</p> + +<p>The majority of children learn the sounds by imitation and repetition. +The above is to help the teacher in giving the sounds correctly.</p> + + + +<hr style="width: 65%;" /> +<h3><a name="SECOND_YEAR" id="SECOND_YEAR"></a>SECOND YEAR</h3> + + + +<p><i>I. Review Single and Blended Consonants, Digraphs, Short and Long +Vowels, and All Phonograms</i>.</p> + + + +<p><i>II. Continue Pronouncing Exercises, Teaching New Phonograms</i>.</p> + +<p>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.</p> + + + +<p><i>III. Syllabication</i>.</p> + +<p>In mastering the pronunciation of new words, pupils should acquire the +habit of analyzing them into syllables.</p> + +<p>The ear must be trained to <i>hear</i> syllables, they should be <i>separately +pronounced</i>, and <i>clearly imaged</i>. 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.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>re mem ber</td><td align='left'></td><td align='left'>ther mom e ter</td></tr> +<tr><td align='left'>sep a rate</td><td align='left'></td><td align='left'>in de pen dence</td></tr> +<tr><td align='left'>dan de lion</td><td align='left'></td><td align='left'>mul ti pli ca tion</td></tr> +<tr><td align='left'>beau ti ful</td><td align='left'></td><td align='left'>re frig er a tor</td></tr> +</table></div> + + +<p><i>IV. Teach the Long Vowel Sounds</i>.</p> + +<p>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 +<span class='pagenum'><a name="Page_25" id="Page_25">[Pg 25]</a></span> +recognize a large majority of the phonetic words in our +language.</p> + +<p>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.</p> + +<p>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.</p> + +<p>"When there is one vowel in the word and it is the last, it is long," +as: me, he, fly.</p> + +<p>All vowels are short unless modified by position.</p> + +<p>Have the children notice the effect of final "e" upon some of their +short vowel words. These lists will furnish good pronunciation drills.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>mat</td><td align='left'></td><td align='left'>mate</td><td align='left'></td><td align='left'>bit</td><td align='left'></td><td align='left'>bite</td><td align='left'></td><td align='left'>tap</td><td align='left'></td><td align='left'>tape</td></tr> +<tr><td align='left'>pan</td><td align='left'></td><td align='left'>pane</td><td align='left'></td><td align='left'>rod</td><td align='left'></td><td align='left'>rode</td><td align='left'></td><td align='left'>fad</td><td align='left'></td><td align='left'>fade</td></tr> +<tr><td align='left'>fat</td><td align='left'></td><td align='left'>fate</td><td align='left'></td><td align='left'>hat</td><td align='left'></td><td align='left'>hate</td><td align='left'></td><td align='left'>mad</td><td align='left'></td><td align='left'>made</td></tr> +<tr><td align='left'>can</td><td align='left'></td><td align='left'>cane</td><td align='left'></td><td align='left'>pin</td><td align='left'></td><td align='left'>pine</td><td align='left'></td><td align='left'>rat</td><td align='left'></td><td align='left'>rate</td></tr> +<tr><td align='left'>not</td><td align='left'></td><td align='left'>note</td><td align='left'></td><td align='left'>rob</td><td align='left'></td><td align='left'>robe</td><td align='left'></td><td align='left'>pet</td><td align='left'></td><td align='left'>Pete</td></tr> +<tr><td align='left'>man</td><td align='left'></td><td align='left'>mane</td><td align='left'></td><td align='left'>din</td><td align='left'></td><td align='left'>dine</td><td align='left'></td><td align='left'>dim</td><td align='left'></td><td align='left'>dime</td></tr> +<tr><td align='left'>cap</td><td align='left'></td><td align='left'>cape</td><td align='left'></td><td align='left'>fin</td><td align='left'></td><td align='left'>fine</td><td align='left'></td><td align='left'>spin</td><td align='left'></td><td align='left'>spine</td></tr> +<tr><td align='left'>hid</td><td align='left'></td><td align='left'>hide</td><td align='left'></td><td align='left'>mop</td><td align='left'></td><td align='left'>mope</td><td align='left'></td><td align='left'>kit</td><td align='left'></td><td align='left'>kite</td></tr> +<tr><td align='left'>hop</td><td align='left'></td><td align='left'>hope</td><td align='left'></td><td align='left'>plum</td><td align='left'></td><td align='left'>plume</td><td align='left'></td><td align='left'>rip</td><td align='left'></td><td align='left'>ripe</td></tr> +<tr><td align='left'>tub</td><td align='left'></td><td align='left'>tube</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>cub</td><td align='left'></td><td align='left'>cube</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'><ins class='correction' title="Original reads clut">cut</ins></td><td align='left'></td><td align='left'>cute</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>tun</td><td align='left'></td><td align='left'>tune</td></tr> +</table></div> + +<p>Call attention to the vowel digraphs in the same way: ea, ai, oa, ay.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>deaf</td><td align='left'></td><td align='left'>seat</td><td align='left'></td><td align='left'>bean</td></tr> +<tr><td align='left'>neat</td><td align='left'></td><td align='left'>leaves</td><td align='left'></td><td align='left'>meat</td></tr> +<tr><td align='left'>heat</td><td align='left'></td><td align='left'>peach</td><td align='left'></td><td align='left'>lean</td></tr> +<tr><td align='left'>please</td><td align='left'></td><td align='left'>eagle</td><td align='left'></td><td align='left'>clean</td></tr> +<tr><td align='left'>eat</td><td align='left'></td><td align='left'>seam</td><td align='left'></td><td align='left'>teach</td></tr> +<tr><td align='left'>mean</td><td align='left'></td><td align='left'>stream</td><td align='left'></td><td align='left'>glean</td></tr> +<tr><td align='left'>read</td><td align='left'></td><td align='left'>squeal</td><td align='left'></td><td align='left'>wean</td></tr> +</table></div> + +<p>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 +<span class='pagenum'><a name="Page_26" id="Page_26">[Pg 26]</a></span> +the auditory image of long "e." When the child meets the +exceptions the context must be relied on to aid him.</p> + +<p>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.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>rain</td><td align='left'></td><td align='left'>chain</td><td align='left'></td><td align='left'>faith</td><td align='left'></td><td align='left'>daisy</td></tr> +<tr><td align='left'>wait</td><td align='left'></td><td align='left'>main</td><td align='left'></td><td align='left'>paint</td><td align='left'></td><td align='left'>daily</td></tr> +<tr><td align='left'>nail</td><td align='left'></td><td align='left'>brain</td><td align='left'></td><td align='left'>faint</td><td align='left'></td><td align='left'>plainly</td></tr> +<tr><td align='left'>pail</td><td align='left'></td><td align='left'>drain</td><td align='left'></td><td align='left'>snail</td><td align='left'></td><td align='left'>waist</td></tr> +<tr><td align='left'><ins class='correction' title="Duplicate">pain</ins></td><td align='left'></td><td align='left'>claim</td><td align='left'></td><td align='left'>frail</td><td align='left'></td><td align='left'>complain</td></tr> +<tr><td align='left'><ins class='correction' title="Duplicate">pain</ins></td><td align='left'></td><td align='left'>train</td><td align='left'></td><td align='left'>praise</td><td align='left'></td><td align='left'>sailor</td></tr> +<tr><td align='left'>aim</td><td align='left'></td><td align='left'>plain</td><td align='left'></td><td align='left'>quail</td><td align='left'></td><td align='left'>raise</td></tr> +<tr><td align='left'>maid</td><td align='left'></td><td align='left'>braid</td><td align='left'></td><td align='left'>sprain</td><td align='left'></td><td align='left'>trail</td></tr> +<tr><td align='left'>mail</td></tr> +</table></div> + +<p>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.</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>coat</td><td align='left'></td><td align='left'>toast</td><td align='left'></td><td align='left'>roar</td></tr> +<tr><td align='left'>load</td><td align='left'></td><td align='left'>goat</td><td align='left'></td><td align='left'><ins class='correction' title="Duplicate">roam</ins></td></tr> +<tr><td align='left'>float</td><td align='left'></td><td align='left'>road</td><td align='left'></td><td align='left'>moan</td></tr> +<tr><td align='left'>toad</td><td align='left'></td><td align='left'><ins class='correction' title="Duplicate">roam</ins></td><td align='left'></td><td align='left'>throat</td></tr> +<tr><td align='left'>oar</td><td align='left'></td><td align='left'>boat</td><td align='left'></td><td align='left'>oat meal</td></tr> +<tr><td align='left'>croak</td><td align='left'></td><td align='left'>soar</td><td align='left'></td><td align='left'>foam</td></tr> +<tr><td align='left'>loaf</td><td align='left'></td><td align='left'>soap</td><td align='left'></td><td align='left'>coarse</td></tr> +<tr><td align='left'>loaves</td><td align='left'></td><td align='left'>groan</td><td align='left'></td><td align='left'>board</td></tr> +<tr><td align='left'>goal</td><td align='left'></td><td align='left'>boast</td><td align='left'></td><td align='left'>cloak</td></tr> +<tr><td align='left'>coach</td><td align='left'></td><td align='left'>poach</td><td align='left'></td><td align='left'>roast</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>say</td><td align='left'></td><td align='left'>day</td><td align='left'></td><td align='left'>may</td><td align='left'></td><td align='left'>gay</td></tr> +<tr><td align='left'>hay</td><td align='left'></td><td align='left'>play</td><td align='left'></td><td align='left'>slay</td><td align='left'></td><td align='left'>pray</td></tr> +<tr><td align='left'>lay</td><td align='left'></td><td align='left'>clay</td><td align='left'></td><td align='left'>dray</td><td align='left'></td><td align='left'>gray</td></tr> +<tr><td align='left'>nay</td><td align='left'></td><td align='left'>bray</td><td align='left'></td><td align='left'>way</td><td align='left'></td><td align='left'>stay</td></tr> +<tr><td align='left'>pay</td><td align='left'></td><td align='left'>tray</td><td align='left'></td><td align='left'>sway</td><td align='left'></td><td align='left'>spray</td></tr> +<tr><td align='left'>ray</td><td align='left'></td><td align='left'><ins class='correction' title="Duplicate">stray</ins></td><td align='left'></td><td align='left'>jay</td><td align='left'></td><td align='left'><ins class='correction' title="Duplicate">stray</ins></td></tr> +</table></div></div> + + + +<p><span class='pagenum'><a name="Page_27" id="Page_27">[Pg 27]</a></span></p> +<p class='center'>LONG VOWEL PHONOGRAMS</p> + +<p>(These lists are for rapid pronunciation drills.)</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> c ame</td><td align='right'></td><td align='right'>f ade</td><td align='right'></td><td align='right'>f ace</td><td align='right'></td><td align='right'>sh ape</td></tr> +<tr><td align='right'> l ame</td><td align='right'></td><td align='right'>m ade</td><td align='right'></td><td align='right'>l ace</td><td align='right'></td><td align='right'>gr ape</td></tr> +<tr><td align='right'> g ame</td><td align='right'></td><td align='right'>w ade</td><td align='right'></td><td align='right'>p ace</td><td align='right'></td><td align='right'>m ate</td></tr> +<tr><td align='right'> n ame</td><td align='right'></td><td align='right'>bl ade</td><td align='right'></td><td align='right'>r ace</td><td align='right'></td><td align='right'>d ate</td></tr> +<tr><td align='right'> s ame</td><td align='right'></td><td align='right'>gr ade</td><td align='right'></td><td align='right'>br ace</td><td align='right'></td><td align='right'>f ate</td></tr> +<tr><td align='right'> t ame</td><td align='right'></td><td align='right'>sh ade</td><td align='right'></td><td align='right'>Gr ace</td><td align='right'></td><td align='right'>g ate</td></tr> +<tr><td align='right'>bl ame</td><td align='right'></td><td align='right'>sp ade</td><td align='right'></td><td align='right'>pl ace</td><td align='right'></td><td align='right'>h ate</td></tr> +<tr><td align='right'>fl ame</td><td align='right'></td><td align='right'>gl ade</td><td align='right'></td><td align='right'>sp ace</td><td align='right'></td><td align='right'>K ate</td></tr> +<tr><td align='right'>sh ame</td><td align='right'></td><td align='right'>tr ade</td><td align='right'></td><td align='right'>tr ace</td></tr> +</table></div></div> + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> c age</td><td align='right'></td><td align='right'>b ake</td><td align='right'></td><td align='right'>s ale</td><td align='right'></td><td align='right'>l ate</td></tr> +<tr><td align='right'> p age</td><td align='right'></td><td align='right'>c ake</td><td align='right'></td><td align='right'>b ale</td><td align='right'></td><td align='right'>r ate</td></tr> +<tr><td align='right'> r age</td><td align='right'></td><td align='right'>l ake</td><td align='right'></td><td align='right'>p ale</td><td align='right'></td><td align='right'>cr ate</td></tr> +<tr><td align='right'> s age</td><td align='right'></td><td align='right'>m ake</td><td align='right'></td><td align='right'>t ale</td><td align='right'></td><td align='right'>gr ate</td></tr> +<tr><td align='right'> w age</td><td align='right'></td><td align='right'>r ake</td><td align='right'></td><td align='right'>sc ale</td><td align='right'></td><td align='right'>pl ate</td></tr> +<tr><td align='right'>st age</td><td align='right'></td><td align='right'>s ake</td><td align='right'></td><td align='right'>st ale</td><td align='right'></td><td align='right'>sk ate</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>t ake</td><td align='right'></td><td align='right'>wh ale</td><td align='right'></td><td align='right'>st ate</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>w ake</td><td align='right'></td><td align='right'>g ale</td><td align='right'></td><td align='right'>g ave</td></tr> +<tr><td align='right'> c ane</td><td align='right'></td><td align='right'>dr ake</td><td align='right'></td><td align='right'>d ale</td><td align='right'></td><td align='right'>s ave</td></tr> +<tr><td align='right'> l ane</td><td align='right'></td><td align='right'>fl ake</td><td align='right'></td><td align='right'>c ape</td><td align='right'></td><td align='right'>c ave</td></tr> +<tr><td align='right'> m ane</td><td align='right'></td><td align='right'>qu ake</td><td align='right'></td><td align='right'>t ape</td><td align='right'></td><td align='right'>p ave</td></tr> +<tr><td align='right'> p ane</td><td align='right'></td><td align='right'>sh ake</td><td align='right'></td><td align='right'>cr ape</td><td align='right'></td><td align='right'>r ave</td></tr> +<tr><td align='right'> v ane</td><td align='right'></td><td align='right'>sn ake</td><td align='right'></td><td align='right'>dr ape</td><td align='right'></td><td align='right'>w ave</td></tr> +<tr><td align='right'>cr ane</td><td align='right'></td><td align='right'>st ake</td><td align='right'></td><td align='right'>scr ape</td><td align='right'></td><td align='right'>br ave</td></tr> +<tr><td align='right'>pl ane</td><td align='right'></td><td align='right'>br ake</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>gr ave</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sh ave</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sl ave</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>st ave</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>cr ave</td></tr> +</table></div> +<p><span class='pagenum'><a name="Page_28" id="Page_28">[Pg 28]</a></span></p> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>b e</td><td align='right'></td><td align='right'>h eed</td><td align='right'></td><td align='right'>s eek</td></tr> +<tr><td align='right'>h e</td><td align='right'></td><td align='right'>s eed</td><td align='right'></td><td align='right'>m eek</td></tr> +<tr><td align='right'>m e</td><td align='right'></td><td align='right'>w eed</td><td align='right'></td><td align='right'>w eek</td></tr> +<tr><td align='right'>w e</td><td align='right'></td><td align='right'>r eed</td><td align='right'></td><td align='right'>ch eek</td></tr> +<tr><td align='right'>sh e</td><td align='right'></td><td align='right'>bl eed</td><td align='right'></td><td align='right'>cr eek</td></tr> +<tr><td align='right'>th e</td><td align='right'></td><td align='right'>br eed</td><td align='right'></td><td align='right'>sl eek</td></tr> +<tr><td align='right'> tr ee</td><td align='right'></td><td align='right'>gr eed</td><td align='right'></td><td align='right'>p eek</td></tr> +<tr><td align='right'>s ee</td><td align='right'></td><td align='right'>sp eed</td><td align='right'></td><td align='right'>Gr eek</td></tr> +<tr><td align='right'>b ee</td><td align='right'></td><td align='right'>st eed</td><td align='right'></td><td align='right'>f eet</td></tr> +<tr><td align='right'> th ee</td><td align='right'></td><td align='right'>fr eed</td><td align='right'></td><td align='right'>b eet</td></tr> +<tr><td align='right'> fl ee</td><td align='right'></td><td align='right'>f eel</td><td align='right'></td><td align='right'>m eet</td></tr> +<tr><td align='right'> kn ee</td><td align='right'></td><td align='right'>p eel</td><td align='right'></td><td align='right'>fl eet</td></tr> +<tr><td align='right'> fr ee</td><td align='right'></td><td align='right'>h eel</td><td align='right'></td><td align='right'>gr eet</td></tr> +<tr><td align='right'>thr ee</td><td align='right'></td><td align='right'>r eel</td><td align='right'></td><td align='right'>sh eet</td></tr> +<tr><td align='right'> gl ee</td><td align='right'></td><td align='right'>kn eel</td><td align='right'></td><td align='right'>sl eet</td></tr> +<tr><td align='right'> sk ee</td><td align='right'></td><td align='right'>st eel</td><td align='right'></td><td align='right'>str eet</td></tr> +<tr><td align='right'> d eed</td><td align='right'></td><td align='right'>wh eel</td><td align='right'></td><td align='right'>sw eet</td></tr> +<tr><td align='right'> n eed</td></tr> +<tr><td align='right'> f eed</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> p eep</td><td align='right'></td><td align='right'>d eem</td></tr> +<tr><td align='right'> d eep</td><td align='right'></td><td align='right'>s eem</td></tr> +<tr><td align='right'> k eep</td><td align='right'></td><td align='right'>t eem</td></tr> +<tr><td align='right'>ch eep</td><td align='right'></td><td align='right'>br eeze</td></tr> +<tr><td align='right'> w eep</td><td align='right'></td><td align='right'>fr eeze</td></tr> +<tr><td align='right'>cr eep</td><td align='right'></td><td align='right'>sn eeze</td></tr> +<tr><td align='right'>sh eep</td><td align='right'></td><td align='right'>squ eeze</td></tr> +<tr><td align='right'>sl eep</td><td align='right'></td><td align='right'>wh eeze</td></tr> +<tr><td align='right'>st eep</td></tr> +<tr><td align='right'>sw eep</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>d eer</td><td align='right'></td><td align='right'>m ice</td><td align='right'></td><td align='right'>pr ide</td><td align='right'></td><td align='right'>kn ife</td></tr> +<tr><td align='right'> ch eer</td><td align='right'></td><td align='right'>n ice</td><td align='right'></td><td align='right'>gl ide</td><td align='right'></td><td align='right'>str ife</td></tr> +<tr><td align='right'> qu eer</td><td align='right'></td><td align='right'>r ice</td><td align='right'></td><td align='right'>gu ide</td><td align='right'></td><td align='right'>h igh</td></tr> +<tr><td align='right'> sh eer</td><td align='right'></td><td align='right'>pr ice</td><td align='right'></td><td align='right'>sl ide</td><td align='right'></td><td align='right'>s igh</td></tr> +<tr><td align='right'> st eer</td><td align='right'></td><td align='right'>sl ice</td><td align='right'></td><td align='right'>str ide</td><td align='right'></td><td align='right'>n igh</td></tr> +<tr><td align='right'> sn eer</td><td align='right'></td><td align='right'>sp ice</td><td align='right'></td><td align='right'>d ie</td><td align='right'></td><td align='right'>th igh</td></tr> +<tr><td align='right'> gr een</td><td align='right'></td><td align='right'>tr ice</td><td align='right'></td><td align='right'>t ie</td><td align='right'></td><td align='right'>l ight</td></tr> +<tr><td align='right'> qu een</td><td align='right'></td><td align='right'>tw ice</td><td align='right'></td><td align='right'>l ie</td><td align='right'></td><td align='right'>m ight</td></tr> +<tr><td align='right'> pr een</td><td align='right'></td><td align='right'>r ide</td><td align='right'></td><td align='right'>d ied</td><td align='right'></td><td align='right'>r ight</td></tr> +<tr><td align='right'>scr een</td><td align='right'></td><td align='right'>s ide</td><td align='right'></td><td align='right'>dr ied</td><td align='right'></td><td align='right'>br ight</td></tr> +<tr><td align='right'>w een</td><td align='right'></td><td align='right'>h ide</td><td align='right'></td><td align='right'>fr ied</td><td align='right'></td><td align='right'>f ight</td></tr> +<tr><td align='right'>spl een</td><td align='right'></td><td align='right'>t ide</td><td align='right'></td><td align='right'>sp ied</td><td align='right'></td><td align='right'>n ight</td></tr> +<tr><td align='right'>s een</td><td align='right'></td><td align='right'>w ide</td><td align='right'></td><td align='right'>l ife</td><td align='right'></td><td align='right'>s ight</td></tr> +<tr><td align='right'>k een</td><td align='right'></td><td align='right'>br ide</td><td align='right'></td><td align='right'>w ife</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>f ife</td></tr> +</table></div></div> +<p><span class='pagenum'><a name="Page_29" id="Page_29">[Pg 29]</a></span></p> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>t ight</td><td align='right'></td><td align='right'>f ind</td><td align='right'></td><td align='right'>t ire</td></tr> +<tr><td align='right'>fr ight</td><td align='right'></td><td align='right'>m ind</td><td align='right'></td><td align='right'>w ire</td></tr> +<tr><td align='right'>sl ight</td><td align='right'></td><td align='right'>b ind</td><td align='right'></td><td align='right'>f ire</td></tr> +<tr><td align='right'>kn ight</td><td align='right'></td><td align='right'>r ind</td><td align='right'></td><td align='right'>h ire</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>w ind</td><td align='right'></td><td align='right'>m ire</td></tr> +<tr><td align='right'> l ike</td><td align='right'></td><td align='right'>bl ind</td><td align='right'></td><td align='right'>sp ire</td></tr> +<tr><td align='right'> d ike</td><td align='right'></td><td align='right'>gr ind</td><td align='right'></td><td align='right'>squ ire</td></tr> +<tr><td align='right'> p ike</td></tr> +<tr><td align='right'> h ike</td><td align='right'></td><td align='right'>f ine</td><td align='right'></td><td align='right'>k ite</td></tr> +<tr><td align='right'> t ike</td><td align='right'></td><td align='right'>d ine</td><td align='right'></td><td align='right'>b ite</td></tr> +<tr><td align='right'> sp ike</td><td align='right'></td><td align='right'>m ine</td><td align='right'></td><td align='right'>m ite</td></tr> +<tr><td align='right'>str ike</td><td align='right'></td><td align='right'>n ine</td><td align='right'></td><td align='right'>qu ite</td></tr> +<tr><td align='right'>p ine</td><td align='right'></td><td align='right'>sm ite</td></tr> +<tr><td align='right'>p ile</td><td align='right'></td><td align='right'>v ine</td><td align='right'></td><td align='right'>sp ite</td></tr> +<tr><td align='right'>t ile</td><td align='right'></td><td align='right'>br ine</td><td align='right'></td><td align='right'>spr ite</td></tr> +<tr><td align='right'>m ile</td><td align='right'></td><td align='right'>sh ine</td><td align='right'></td><td align='right'>wh ite</td></tr> +<tr><td align='right'>N ile</td><td align='right'></td><td align='right'>sp ine</td><td align='right'></td><td align='right'>wr ite</td></tr> +<tr><td align='right'>f ile</td><td align='right'></td><td align='right'>sw ine</td></tr> +<tr><td align='right'> sm ile</td><td align='right'></td><td align='right'>th ine</td><td align='right'></td><td align='right'>f ive</td></tr> +<tr><td align='right'> st ile</td><td align='right'></td><td align='right'>tw ine</td><td align='right'></td><td align='right'>h ive</td></tr> +<tr><td align='right'> wh ile</td><td align='right'></td><td align='right'>wh ine</td><td align='right'></td><td align='right'>d ive</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>l ive</td></tr> +<tr><td align='right'>d ime</td><td align='right'></td><td align='right'>r ipe</td><td align='right'></td><td align='right'>dr ive</td></tr> +<tr><td align='right'>l ime</td><td align='right'></td><td align='right'>p ipe</td><td align='right'></td><td align='right'>str ive</td></tr> +<tr><td align='right'>t ime</td><td align='right'></td><td align='right'>w ipe</td><td align='right'></td><td align='right'>thr ive</td></tr> +<tr><td align='right'> ch ime</td><td align='right'></td><td align='right'>sn ipe</td></tr> +<tr><td align='right'> sl ime</td><td align='right'></td><td align='right'>tr ipe</td><td align='right'></td><td align='right'>m y</td></tr> +<tr><td align='right'> pr ime</td><td align='right'></td><td align='right'>str ipe</td><td align='right'></td><td align='right'>b y</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>fl y</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>cr y</td></tr> +</table></div></div> +<p><span class='pagenum'><a name="Page_30" id="Page_30">[Pg 30]</a></span></p> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>dr y</td><td align='right'></td><td align='right'>c old</td><td align='right'></td><td align='right'>b one</td><td align='right'></td><td align='right'>ch ose</td></tr> +<tr><td align='right'>fr y</td><td align='right'></td><td align='right'>s old</td><td align='right'></td><td align='right'>dr one</td><td align='right'></td><td align='right'>th ose</td></tr> +<tr><td align='right'>pr y</td><td align='right'></td><td align='right'>b old</td><td align='right'></td><td align='right'>ph one</td><td align='right'></td><td align='right'>cl ose</td></tr> +<tr><td align='right'>sh y</td><td align='right'></td><td align='right'>m old</td><td align='right'></td><td align='right'>sh one</td><td align='right'></td><td align='right'>w ove</td></tr> +<tr><td align='right'>sk y</td><td align='right'></td><td align='right'>t old</td><td align='right'></td><td align='right'>thr one</td><td align='right'></td><td align='right'>dr ove</td></tr> +<tr><td align='right'>sl y</td><td align='right'></td><td align='right'>f old</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>gr ove</td></tr> +<tr><td align='right'>sp y</td><td align='right'></td><td align='right'>g old</td><td align='right'></td><td align='right'>r ope</td><td align='right'></td><td align='right'>cl ove</td></tr> +<tr><td align='right'>spr y</td><td align='right'></td><td align='right'>h old</td><td align='right'></td><td align='right'>h ope</td><td align='right'></td><td align='right'>st ove</td></tr> +<tr><td align='right'>st y</td><td align='right'></td><td align='right'>sc old</td><td align='right'></td><td align='right'>d ope</td></tr> +<tr><td align='right'>tr y</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sl ope</td><td align='right'></td><td align='right'>h oe</td></tr> +<tr><td align='right'>wh y</td><td align='right'></td><td align='right'>h ole</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>t oe</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>p ole</td><td align='right'></td><td align='right'>c ore</td><td align='right'></td><td align='right'>J oe</td></tr> +<tr><td align='right'>r obe</td><td align='right'></td><td align='right'>m ole</td><td align='right'></td><td align='right'>m ore</td><td align='right'></td><td align='right'>f oe</td></tr> +<tr><td align='right'> gl obe</td><td align='right'></td><td align='right'>s ole</td><td align='right'></td><td align='right'>p ore</td><td align='right'></td><td align='right'>w oe</td></tr> +<tr><td align='right'>r ode</td><td align='right'></td><td align='right'>st ole</td><td align='right'></td><td align='right'>t ore</td></tr> +<tr><td align='right'>j oke</td><td align='right'></td><td align='right'>wh ole</td><td align='right'></td><td align='right'>w ore</td><td align='right'></td><td align='right'>d oor</td></tr> +<tr><td align='right'>p oke</td><td align='right'></td><td align='right'>r oll</td><td align='right'></td><td align='right'>s ore</td><td align='right'></td><td align='right'>fl oor</td></tr> +<tr><td align='right'>w oke</td><td align='right'></td><td align='right'>tr oll</td><td align='right'></td><td align='right'>ch ore</td></tr> +<tr><td align='right'> br oke</td><td align='right'></td><td align='right'>str oll</td><td align='right'></td><td align='right'>sh ore</td><td align='right'></td><td align='right'>m ow</td></tr> +<tr><td align='right'> ch oke</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sn ore</td><td align='right'></td><td align='right'>r ow</td></tr> +<tr><td align='right'> sm oke</td><td align='right'></td><td align='right'>c olt</td><td align='right'></td><td align='right'>st ore</td><td align='right'></td><td align='right'>s ow</td></tr> +<tr><td align='right'> sp oke</td><td align='right'></td><td align='right'>b olt</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>b ow</td></tr> +<tr><td align='right'>str oke</td><td align='right'></td><td align='right'>j olt</td><td align='right'></td><td align='right'>t orn</td><td align='right'></td><td align='right'>bl ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>v olt</td><td align='right'></td><td align='right'>w orn</td><td align='right'></td><td align='right'>sl ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sh orn</td><td align='right'></td><td align='right'>sn ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>h ome</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>cr ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>t one</td><td align='right'></td><td align='right'>r ose</td><td align='right'></td><td align='right'>fl ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>st one</td><td align='right'></td><td align='right'>n ose</td><td align='right'></td><td align='right'>gl ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>h ose</td><td align='right'></td><td align='right'>gr ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>p ose</td><td align='right'></td><td align='right'>kn ow</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>sh ow</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'> thr ow</td><td align='right'></td><td align='right'>t ube</td><td align='right'></td><td align='right'>bl ue</td></tr> +<tr><td align='right'>s own</td><td align='right'></td><td align='right'>c ube</td><td align='right'></td><td align='right'>d ue</td></tr> +<tr><td align='right'> bl own</td><td align='right'></td><td align='right'>m ule</td><td align='right'></td><td align='right'>h ue</td></tr> +<tr><td align='right'> gr own</td><td align='right'></td><td align='right'>f ume</td><td align='right'></td><td align='right'>c ue</td></tr> +<tr><td align='right'> fl own</td><td align='right'></td><td align='right'>pl ume</td><td align='right'></td><td align='right'>gl ue</td></tr> +<tr><td align='right'>thr own</td><td align='right'></td><td align='right'>J une</td><td align='right'></td><td align='right'>fl ue</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>t une</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>c ure</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>p ure</td></tr> +</table></div></div> + +<p><span class='pagenum'><a name="Page_31" id="Page_31">[Pg 31]</a></span> +The Diphthongs oi, oy, ou, ow.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='right'>oi</td><td align='right'></td><td align='right'>oy</td><td align='right'></td><td align='right'>m ound</td><td align='right'></td><td align='right'>ow</td></tr> +<tr><td align='right'>b oil</td><td align='right'></td><td align='right'>b oy</td><td align='right'></td><td align='right'>gr ound</td><td align='right'></td><td align='right'>c ow</td></tr> +<tr><td align='right'>s oil</td><td align='right'></td><td align='right'>j oy</td><td align='right'></td><td align='right'>c ount</td><td align='right'></td><td align='right'>n ow</td></tr> +<tr><td align='right'>t oil</td><td align='right'></td><td align='right'>t oy</td><td align='right'></td><td align='right'>m ount</td><td align='right'></td><td align='right'>h ow</td></tr> +<tr><td align='right'>c oil</td><td align='right'></td><td align='right'>R oy</td><td align='right'></td><td align='right'>h our</td><td align='right'></td><td align='right'>b ow</td></tr> +<tr><td align='right'> br oil</td><td align='right'></td><td align='right'>tr oy</td><td align='right'></td><td align='right'>fl our</td><td align='right'></td><td align='right'><ins class='correction' title="Scan unclear, possibly pr ow">br ow</ins></td></tr> +<tr><td align='right'> sp oil</td><td align='right'></td><td align='right'><ins class="correction" title="Probably intended to be one row down">ou</ins></td><td align='right'></td><td align='right'>h ouse</td><td align='right'></td><td align='right'>f owl</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>m ouse</td><td align='right'></td><td align='right'>h owl</td></tr> +<tr><td align='right'> v oice</td><td align='right'></td><td align='right'>l oud</td><td align='right'></td><td align='right'>bl ouse</td><td align='right'></td><td align='right'>gr owl</td></tr> +<tr><td align='right'>ch oice</td><td align='right'></td><td align='right'>cl oud</td><td align='right'></td><td align='right'>p out</td><td align='right'></td><td align='right'>sc owl</td></tr> +<tr><td align='right'>c oin</td><td align='right'></td><td align='right'>pr oud</td><td align='right'></td><td align='right'>sh out</td><td align='right'></td><td align='right'>d own</td></tr> +<tr><td align='right'>j oin</td><td align='right'></td><td align='right'>c ouch</td><td align='right'></td><td align='right'>sp out</td><td align='right'></td><td align='right'>g own</td></tr> +<tr><td align='right'> j oint</td><td align='right'></td><td align='right'>p ouch</td><td align='right'></td><td align='right'>spr out</td><td align='right'></td><td align='right'>t own</td></tr> +<tr><td align='right'> p oint</td><td align='right'></td><td align='right'>s ound</td><td align='right'></td><td align='right'>st out</td><td align='right'></td><td align='right'>br own</td></tr> +<tr><td align='right'> n oise</td><td align='right'></td><td align='right'>b ound</td><td align='right'></td><td align='right'>tr out</td><td align='right'></td><td align='right'>cl own</td></tr> +<tr><td align='right'> m oist</td><td align='right'></td><td align='right'>r ound</td><td align='right'></td><td align='right'>m outh</td><td align='right'></td><td align='right'>cr own</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>f ound</td><td align='right'></td><td align='right'>s outh</td><td align='right'></td><td align='right'>dr own</td></tr> +<tr><td align='right'></td><td align='right'></td><td align='right'>w ound</td><td align='right'></td><td align='right'></td><td align='right'></td><td align='right'>fr own</td></tr> +</table></div> + + + +<p class='center'>DIGRAPHS</p> + +<p>(For rapid pronunciation drills.)</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>sh</td><td align='left'></td><td align='left'>ch</td><td align='left'></td><td align='left'>th</td><td align='left'></td><td align='left'>wh</td><td align='left'></td><td align='left'>th</td></tr> +<tr><td align='left'>sh eep</td><td align='left'></td><td align='left'>ch ick</td><td align='left'></td><td align='left'>bath</td><td align='left'></td><td align='left'>wh en</td><td align='left'></td><td align='left'>then</td></tr> +<tr><td align='left'>sh ell</td><td align='left'></td><td align='left'>ch ild</td><td align='left'></td><td align='left'>both</td><td align='left'></td><td align='left'>wh y</td><td align='left'></td><td align='left'>they</td></tr> +<tr><td align='left'>sh y</td><td align='left'></td><td align='left'>ch air</td><td align='left'></td><td align='left'>doth</td><td align='left'></td><td align='left'>wh ere</td><td align='left'></td><td align='left'>these</td></tr> +<tr><td align='left'>sh ore</td><td align='left'></td><td align='left'>ch ill</td><td align='left'></td><td align='left'>mirth</td><td align='left'></td><td align='left'>wh ich</td><td align='left'></td><td align='left'>those</td></tr> +<tr><td align='left'>sh ine</td><td align='left'></td><td align='left'>ch erry</td><td align='left'></td><td align='left'>worth</td><td align='left'></td><td align='left'>wh at</td><td align='left'></td><td align='left'>the</td></tr> +<tr><td align='left'>sh ow</td><td align='left'></td><td align='left'>ch ildren</td><td align='left'></td><td align='left'>birth</td><td align='left'></td><td align='left'>wh ile</td><td align='left'></td><td align='left'>thy</td></tr> +<tr><td align='left'>sh e</td><td align='left'></td><td align='left'>ch urch</td><td align='left'></td><td align='left'>tooth</td><td align='left'></td><td align='left'>wh ose</td><td align='left'></td><td align='left'>that</td></tr> +<tr><td align='left'>sh all</td><td align='left'></td><td align='left'>ch ase</td><td align='left'></td><td align='left'>loth</td><td align='left'></td><td align='left'>wh ite</td><td align='left'></td><td align='left'>this</td></tr> +<tr><td align='left'>sh ould</td><td align='left'></td><td align='left'>ch est</td><td align='left'></td><td align='left'>girth</td><td align='left'></td><td align='left'>wh ale</td><td align='left'></td><td align='left'>thus</td></tr> +<tr><td align='left'>sh ake</td><td align='left'></td><td align='left'>ch ange</td><td align='left'></td><td align='left'>thin</td><td align='left'></td><td align='left'>wh eat</td><td align='left'></td><td align='left'>thine</td></tr> +<tr><td align='left'>sh ame</td><td align='left'></td><td align='left'>ch alk</td><td align='left'></td><td align='left'>thick</td><td align='left'></td><td align='left'>wh eel</td><td align='left'></td><td align='left'>there</td></tr> +<tr><td align='left'>sh ape</td><td align='left'></td><td align='left'>ch ain</td><td align='left'></td><td align='left'>think</td><td align='left'></td><td align='left'>wh ack</td><td align='left'></td><td align='left'>their</td></tr> +<tr><td align='left'>sh are</td><td align='left'></td><td align='left'>ch ance</td><td align='left'></td><td align='left'>throat</td><td align='left'></td><td align='left'>wh ip</td><td align='left'></td><td align='left'>them</td></tr> +<tr><td align='left'>sh ark</td><td align='left'></td><td align='left'>ch arge</td><td align='left'></td><td align='left'>thorn</td><td align='left'></td><td align='left'>wh irl</td><td align='left'></td><td align='left'>though</td></tr> +<tr><td align='left'>sh arp</td><td align='left'></td><td align='left'>ch ap</td><td align='left'></td><td align='left'>three</td><td align='left'></td><td align='left'>wh et</td><td align='left'></td><td align='left'>thou</td></tr> +<tr><td align='left'>sh awl</td><td align='left'></td><td align='left'>ch apel</td><td align='left'></td><td align='left'>third</td><td align='left'></td><td align='left'>wh ey</td></tr> +<tr><td align='left'>sh ed</td><td align='left'></td><td align='left'>ch apter</td><td align='left'></td><td align='left'>thaw</td><td align='left'></td><td align='left'>wh isper</td></tr> +<tr><td align='left'>sh ear</td><td align='left'></td><td align='left'>ch arm</td><td align='left'></td><td align='right'></td><td align='right'></td><td align='left'>wh istle</td></tr> +<tr><td align='left'>sh epherd</td><td align='left'></td><td align='left'>ch eck</td></tr> +</table></div> + + +<hr style="width: 65%;" /> +<p><span class='pagenum'><a name="Page_32" id="Page_32">[Pg 32]</a></span></p> + +<h3><a name="THIRD_YEAR" id="THIRD_YEAR"></a>THIRD YEAR</h3> + + + +<p><i>I. Rules or Reasons for Sounds</i>.</p> + +<p>(The effect of the position of the letter upon its sound.)</p> + + + +<p><i>II. Effect of "r" Upon Vowels</i>.</p> + + + +<p><i>III. Equivalents</i>.</p> + + + +<p><i>IV. Teach Vowel Sounds Other Than Long and Short Sounds, by Analyzing +Known Words and Phonograms</i>.</p> + +<p>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.</p> + +<p>(The rules for sounds apply to the individual syllables in words of more +than one syllable as well as to monosyllables.)</p> + + + +<p class='center'>HOW TO DISTINGUISH BETWEEN VOWELS AND CONSONANTS</p> + +<p>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.</p> + +<p>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.</p> + + + +<p class='center'>PHONICS AND LANGUAGE</p> + +<p>When the vowels and consonants can be distinguished, pupils can be +taught the use of the articles "a" and "an".</p> + +<p>"An" is used before words beginning with vowels; "a" before words +beginning with consonants. Lists of words +<span class='pagenum'><a name="Page_33" id="Page_33">[Pg 33]</a></span> +are placed on the board to be +copied, and the proper article supplied.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>apple</td><td align='left'></td><td align='left'>ball</td></tr> +<tr><td align='left'>stem</td><td align='left'></td><td align='left'>eye</td></tr> +<tr><td align='left'>peach</td><td align='left'></td><td align='left'>owl</td></tr> +<tr><td align='left'>orange</td><td align='left'></td><td align='left'>flower</td></tr> +<tr><td align='left'>table</td><td align='left'></td><td align='left'>uncle</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'>ink-stand</td></tr> +</table></div> + +<p>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."</p> + +<p> +<i>The</i> apple is on the table.<br /> +The peach is ripe.<br /> +The flower and <i>the</i> orange are for you.<br /> +<i>The</i> owl has bright eyes.<br /> +<i>The</i> ice is smooth and hard.<br /> +Grandfather sits in <i>the</i> arm chair.<br /> +Is <i>the</i> envelope sealed?<br /> +<i>The</i> old man leans on the cane.<br /> +</p> + + +<p class='center'>RULES OR REASONS FOR SOUNDS</p> + +<p>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.</p> + +<p>While there are but twenty-six letters in the English alphabet there are +forty-four elementary sounds in the English language.</p> + +<p>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."</p> + +<p>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 +<span class='pagenum'><a name="Page_34" id="Page_34">[Pg 34]</a></span> +given. Lists of words may be marked by the pupils as a +dictation exercise.</p> + +<p>The above use of <i>diacritical marks</i> 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.</p> + +<p><i>Teach that the sound of the letter depends upon its position in the +word, and not upon the diacritical marks</i>.</p> + + + +<p class='center'>REASONS FOR SOUNDS</p> + +<p>1. When there is one vowel in the word and it is at the last, it is +long.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>me</td><td align='left'></td><td align='left'>he</td><td align='left'></td><td align='left'>my</td><td align='left'></td><td align='left'>sky</td></tr> +<tr><td align='left'>be</td><td align='left'></td><td align='left'>the</td><td align='left'></td><td align='left'>by</td><td align='left'></td><td align='left'>cry</td></tr> +<tr><td align='left'>we</td><td align='left'></td><td align='left'>she</td><td align='left'></td><td align='left'>fly</td><td align='left'></td><td align='left'>try</td></tr> +</table></div> + +<p>2. One vowel in the word, not at the last, is short; as, mat, nest, +pond.</p> + +<p>(Refer to short vowel lists to test this rule.)</p> + +<p>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 <ins class="correction" title="Original reads mark">marks</ins> the long and silent vowels as the reason for +the sound is given.)</p> + +<p>Children mark these words and give reason: game, kite, make, coat, meat, +wait.</p> + +<p>After rules (1 to 3) are clearly developed, apply them by marking and +pronouncing these words and giving reasons.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>coat</td><td align='left'></td><td align='left'>man</td><td align='left'></td><td align='left'>neat</td></tr> +<tr><td align='left'>he</td><td align='left'></td><td align='left'>nine</td><td align='left'></td><td align='left'>box</td></tr> +<tr><td align='left'>sun</td><td align='left'></td><td align='left'>feel</td><td align='left'></td><td align='left'>kite</td></tr> +<tr><td align='left'>she</td><td align='left'></td><td align='left'>run</td><td align='left'></td><td align='left'>me</td></tr> +<tr><td align='left'>take</td><td align='left'></td><td align='left'>we</td><td align='left'></td><td align='left'>seam</td></tr> +<tr><td align='left'>heat</td><td align='left'></td><td align='left'>bit</td><td align='left'></td><td align='left'>tan</td></tr> +<tr><td align='left'>bite</td><td align='left'></td><td align='left'>mad</td><td align='left'></td><td align='left'>made</td></tr> +<tr><td align='left'>take</td><td align='left'></td><td align='left'>cape</td><td align='left'></td><td align='left'>the</td></tr> +<tr><td align='left'>mane</td><td align='left'></td><td align='left'>cap</td><td align='left'></td><td align='left'>lake</td></tr> +</table></div> + +<p>Rule 4.</p> + +<p><span class='pagenum'><a name="Page_35" id="Page_35">[Pg 35]</a></span> +When double consonants occur, the last is silent; tel<i>l</i>, bac<i>k</i>.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>back</td><td align='left'></td><td align='left'>bell</td><td align='left'></td><td align='left'>kill</td><td align='left'></td><td align='left'>dress</td><td align='left'></td><td align='left'>duck</td></tr> +<tr><td align='left'>Jack</td><td align='left'></td><td align='left'>fell</td><td align='left'></td><td align='left'>till</td><td align='left'></td><td align='left'>Jess</td><td align='left'></td><td align='left'>tack</td></tr> +<tr><td align='left'>pack</td><td align='left'></td><td align='left'>Nell</td><td align='left'></td><td align='left'>fill</td><td align='left'></td><td align='left'>less</td><td align='left'></td><td align='left'>press</td></tr> +<tr><td align='left'>lack</td><td align='left'></td><td align='left'>Bell</td><td align='left'></td><td align='left'>pill</td><td align='left'></td><td align='left'>neck</td><td align='left'></td><td align='left'>luck</td></tr> +<tr><td align='left'>sack</td><td align='left'></td><td align='left'>sell</td><td align='left'></td><td align='left'>will</td><td align='left'></td><td align='left'>Bess</td><td align='left'></td><td align='left'>still</td></tr> +<tr><td align='left'>tack</td><td align='left'></td><td align='left'>tell</td><td align='left'></td><td align='left'>hill</td><td align='left'></td><td align='left'>block</td><td align='left'></td><td align='left'>stick</td></tr> +<tr><td align='left'>shall</td><td align='left'></td><td align='left'>well</td><td align='left'></td><td align='left'>mill</td><td align='left'></td><td align='left'>peck</td><td align='left'></td><td align='left'>trill</td></tr> +<tr><td align='left'>shell</td><td align='left'></td><td align='left'>yell</td><td align='left'></td><td align='left'>rock</td><td align='left'></td><td align='left'>clock</td><td align='left'></td><td align='left'>struck</td></tr> +</table></div> + +<p>Rule 5.</p> + +<p>T before ch is silent: ca<i>t</i>ch.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>hatch</td><td align='left'></td><td align='left'>switch</td><td align='left'></td><td align='left'>ditch</td></tr> +<tr><td align='left'>match</td><td align='left'></td><td align='left'>stretch</td><td align='left'></td><td align='left'>pitch</td></tr> +<tr><td align='left'>latch</td><td align='left'></td><td align='left'>thatch</td><td align='left'></td><td align='left'>stitch</td></tr> +<tr><td align='left'>patch</td><td align='left'></td><td align='left'>sketch</td><td align='left'></td><td align='left'>fetch</td></tr> +<tr><td align='left'>hitch</td><td align='left'></td><td align='left'>scratch</td><td align='left'></td><td align='left'>match</td></tr> +<tr><td align='left'>watch</td><td align='left'></td><td align='left'>snatch</td><td align='left'></td><td align='left'>crutch</td></tr> +</table></div> + +<p>Rule 6.</p> + +<p>N before g, the sound of ng (<ins class="translit" title="n with macron below">ṉ</ins>): sing, also n before +k—<ins class="translit" title="n with macron below">ṉ</ins>g,—i<ins class="translit" title="n with macron below">ṉ</ins>k.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>bang</td><td align='left'></td><td align='left'>song</td><td align='left'></td><td align='left'>lank</td></tr> +<tr><td align='left'>rang</td><td align='left'></td><td align='left'>long</td><td align='left'></td><td align='left'>bank</td></tr> +<tr><td align='left'>sang</td><td align='left'></td><td align='left'>strong</td><td align='left'></td><td align='left'>sank</td></tr> +<tr><td align='left'>hang</td><td align='left'></td><td align='left'>thing</td><td align='left'></td><td align='left'>tank</td></tr> +<tr><td align='left'>wink</td><td align='left'></td><td align='left'>cling</td><td align='left'></td><td align='left'>sung</td></tr> +<tr><td align='left'>sink</td><td align='left'></td><td align='left'>swing</td><td align='left'></td><td align='left'>lung</td></tr> +<tr><td align='left'>think</td><td align='left'></td><td align='left'>sing</td><td align='left'></td><td align='left'>swung</td></tr> +<tr><td align='left'>brink</td><td align='left'></td><td align='left'>sting</td><td align='left'></td><td align='left'>stung</td></tr> +</table></div> + +<p>Rule 7.</p> + +<p>Initial k before n is silent—<i>k</i>nife.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>knee</td><td align='left'></td><td align='left'>knew</td><td align='left'></td><td align='left'>know</td></tr> +<tr><td align='left'>knack</td><td align='left'></td><td align='left'>knot</td><td align='left'></td><td align='left'>knock</td></tr> +<tr><td align='left'>knob</td><td align='left'></td><td align='left'>knell</td><td align='left'></td><td align='left'>knife</td></tr> +<tr><td align='left'>knelt</td><td align='left'></td><td align='left'>known</td><td align='left'></td><td align='left'>kneel</td></tr> +</table></div> + +<p>Rule 8.</p> + +<p>Initial w before r is silent—<i>w</i>rite.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>wry</td><td align='left'></td><td align='left'>wren</td><td align='left'></td><td align='left'>written</td></tr> +<tr><td align='left'>wring</td><td align='left'></td><td align='left'>wreak</td><td align='left'></td><td align='left'>wrist</td></tr> +<tr><td align='left'>wrong</td><td align='left'></td><td align='left'>wrote</td><td align='left'></td><td align='left'>wriggle</td></tr> +<tr><td align='left'>write</td><td align='left'></td><td align='left'>wretch</td><td align='left'></td><td align='left'>wrench</td></tr> +<tr><td align='left'>wrap</td><td align='left'></td><td align='left'>wreath</td><td align='left'></td><td align='left'>writing</td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_36" id="Page_36">[Pg 36]</a></span> +Rule 9.</p> + +<p>Initial g before n is silent—<i>g</i>naw.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>gnat</td><td align='left'></td><td align='left'>gnarl</td><td align='left'></td><td align='left'>gnu</td></tr> +<tr><td align='left'>gnaw</td><td align='left'></td><td align='left'>gneiss</td><td align='left'></td><td align='left'>gnome</td></tr> +</table></div> + +<p>Rule 10.</p> + +<p>C before e, i or y is soft.—cent, city, cypress.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>face</td><td align='left'></td><td align='left'>cent</td><td align='left'></td><td align='left'>nice</td></tr> +<tr><td align='left'>lace</td><td align='left'></td><td align='left'>cell</td><td align='left'></td><td align='left'>price</td></tr> +<tr><td align='left'>place</td><td align='left'></td><td align='left'>ice</td><td align='left'></td><td align='left'>slice</td></tr> +<tr><td align='left'>race</td><td align='left'></td><td align='left'>rice</td><td align='left'></td><td align='left'>twice</td></tr> +<tr><td align='left'>Grace</td><td align='left'></td><td align='left'>mice</td><td align='left'></td><td align='left'>cypress</td></tr> +<tr><td align='left'>cylinder</td><td align='left'></td><td align='left'>cyclone</td></tr> +</table></div> + +<p>(Hard c is found before a, o, and u or a consonant.)</p> + +<p>Rule 11.</p> + +<p>G before e, i or y is soft,—gentle, giant, gypsy. (Get and give are +common exceptions.)</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>age</td><td align='left'></td><td align='left'>gentle</td><td align='left'></td><td align='left'>gem</td></tr> +<tr><td align='left'>cage</td><td align='left'></td><td align='left'>gin</td><td align='left'></td><td align='left'>gypsy</td></tr> +<tr><td align='left'>page</td><td align='left'></td><td align='left'>gill</td><td align='left'></td><td align='left'>giraffe</td></tr> +<tr><td align='left'>rage</td><td align='left'></td><td align='left'>ginger</td><td align='left'></td><td align='left'>wage</td></tr> +<tr><td align='left'>sage</td><td align='left'></td><td align='left'>giant</td><td align='left'></td><td align='left'>gipsy</td></tr> +</table></div> + +<p>Exercise—Pronounce and mark the following words, and tell whether they +contain the soft or hard sounds of g.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>go</td><td align='left'></td><td align='left'>gay</td><td align='left'></td><td align='left'>gate</td><td align='left'></td><td align='left'>globe</td></tr> +<tr><td align='left'>dog</td><td align='left'></td><td align='left'>bag</td><td align='left'></td><td align='left'>garden</td><td align='left'></td><td align='left'>glass</td></tr> +<tr><td align='left'>gentle</td><td align='left'></td><td align='left'>cage</td><td align='left'></td><td align='left'>general</td><td align='left'></td><td align='left'>forge</td></tr> +<tr><td align='left'>geese</td><td align='left'></td><td align='left'>gather</td><td align='left'></td><td align='left'>wagon</td><td align='left'></td><td align='left'>glove</td></tr> +<tr><td align='left'>gem</td><td align='left'></td><td align='left'>game</td><td align='left'></td><td align='left'>George</td><td align='left'></td><td align='left'>forget</td></tr> +<tr><td align='left'>germ</td><td align='left'></td><td align='left'>Gill</td><td align='left'></td><td align='left'>Grace</td><td align='left'></td><td align='left'>grain</td></tr> +</table></div> + +<p>Note effect of final e on hard g.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>rag</td><td align='left'></td><td align='left'>rage</td><td align='left'></td><td align='left'>sag</td><td align='left'></td><td align='left'>sage</td></tr> +<tr><td align='left'>wag</td><td align='left'></td><td align='left'>wage</td><td align='left'></td><td align='left'>stag</td><td align='left'></td><td align='left'>stage</td></tr> +</table></div> + +<p>Rule 12.</p> + +<p>I before gh—i is long and gh silent—ni<i>gh</i>t.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>light</td><td align='left'></td><td align='left'>right</td><td align='left'></td><td align='left'>fight</td></tr> +<tr><td align='left'>night</td><td align='left'></td><td align='left'>bright</td><td align='left'></td><td align='left'>fright</td></tr> +<tr><td align='left'>sight</td><td align='left'></td><td align='left'>high</td><td align='left'></td><td align='left'>slight</td></tr> +<tr><td align='left'>might</td><td align='left'></td><td align='left'>thigh</td><td align='left'></td><td align='left'>flight</td></tr> +<tr><td align='left'>tight</td><td align='left'></td><td align='left'>sigh</td><td align='left'></td><td align='left'>plight</td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_37" id="Page_37">[Pg 37]</a></span> +Rule 13.</p> + +<p>Final y in words of more than one syllable is short,—cherry.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>dainty</td><td align='left'></td><td align='left'>pity</td><td align='left'></td><td align='left'>ferry</td></tr> +<tr><td align='left'>plainly</td><td align='left'></td><td align='left'>city</td><td align='left'></td><td align='left'>lightly</td></tr> +<tr><td align='left'>rainy</td><td align='left'></td><td align='left'>naughty</td><td align='left'></td><td align='left'>berry</td></tr> +<tr><td align='left'>daisy</td><td align='left'></td><td align='left'>thirty</td><td align='left'></td><td align='left'>merry</td></tr> +<tr><td align='left'>daily</td><td align='left'></td><td align='left'>dreary</td><td align='left'></td><td align='left'>cherry</td></tr> +</table></div> + +<p>Rule 14.</p> + +<p>Final e in words of more than one syllable is silent.—gentl<i>e</i>, +Nelli<i>e</i>.</p> + +<p>Rule 15.</p> + +<p>Effect of r upon vowels.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='center'><ins class="translit" title="er below tilde">er̃</ins></td><td align='left'></td><td align='center'><ins class="translit" title="ir below tilde">ir̃</ins></td><td align='left'></td><td align='center'><ins class="translit" title="or below tilde">or̃</ins></td><td align='left'></td><td align='center'><ins class="translit" title="ur below tilde">ur̃</ins></td></tr> +<tr><td align='left'>her</td><td align='left'></td><td align='left'>bird</td><td align='left'></td><td align='left'>work</td><td align='left'></td><td align='left'>urn</td></tr> +<tr><td align='left'>fern</td><td align='left'></td><td align='left'>sir</td><td align='left'></td><td align='left'>word</td><td align='left'></td><td align='left'>turn</td></tr> +<tr><td align='left'>term</td><td align='left'></td><td align='left'>stir</td><td align='left'></td><td align='left'>worm</td><td align='left'></td><td align='left'>hurt</td></tr> +<tr><td align='left'>herd</td><td align='left'></td><td align='left'>girl</td><td align='left'></td><td align='left'>world</td><td align='left'></td><td align='left'>purr</td></tr> +<tr><td align='left'>jerk</td><td align='left'></td><td align='left'>first</td><td align='left'></td><td align='left'>worst</td><td align='left'></td><td align='left'>burn</td></tr> +<tr><td align='left'>ever</td><td align='left'></td><td align='left'>chirp</td><td align='left'></td><td align='left'>worth</td><td align='left'></td><td align='left'>churn</td></tr> +<tr><td align='left'>serve</td><td align='left'></td><td align='left'>whirl</td><td align='left'></td><td align='left'>worse</td><td align='left'></td><td align='left'>burst</td></tr> +<tr><td align='left'>perch</td><td align='left'></td><td align='left'><ins class='correction' title="Original reads hirst">thirst</ins></td><td align='left'></td><td align='left'>worship</td><td align='left'></td><td align='left'>church</td></tr> +<tr><td align='left'>kernel</td><td align='left'></td><td align='left'>fir</td><td align='left'></td><td align='left'>worthy</td><td align='left'></td><td align='left'>curve</td></tr> +<tr><td align='left'>verse</td><td align='left'></td><td align='left'>firm</td><td align='left'></td><td align='left'>worry</td><td align='left'></td><td align='left'>curb</td></tr> +<tr><td align='left'>verb</td><td align='left'></td><td align='left'>third</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>fur</td></tr> +<tr><td align='left'>germ</td><td align='left'></td><td align='left'>birth</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>blur</td></tr> +<tr><td align='left'>herb</td><td align='left'></td><td align='left'>birch</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>curd</td></tr> +<tr><td align='left'>stern</td><td align='left'></td><td align='left'>thirty</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>curl</td></tr> +</table></div> + + + +<p>OTHER EQUIVALENTS</p> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='center' colspan='3'>a=e</td><td align='left'></td><td align='center' colspan='3'><ins class="translit" title="a with breve">ȃ</ins>=<ins class="translit" title="e with breve">ȇ</ins></td></tr> +<tr><td align='left'>they</td><td align='left'></td><td align='left'>eight</td><td align='left'></td><td align='left'>care</td><td align='left'></td><td align='left'>heir</td></tr> +<tr><td align='left'>obey</td><td align='left'></td><td align='left'>weight</td><td align='left'></td><td align='left'>bare</td><td align='left'></td><td align='left'>their</td></tr> +<tr><td align='left'>prey</td><td align='left'></td><td align='left'>freight</td><td align='left'></td><td align='left'>fare</td><td align='left'></td><td align='left'>there</td></tr> +<tr><td align='left'>weigh</td><td align='left'></td><td align='left'>neigh</td><td align='left'></td><td align='left'>hair</td><td align='left'></td><td align='left'>where</td></tr> +<tr><td align='left'>sleigh</td><td align='left'></td><td align='left'>veins</td><td align='left'></td><td align='left'>fair</td><td align='left'></td><td align='left'>stair</td></tr> +<tr><td align='left'>reign</td><td align='left'></td><td align='left'>whey</td><td align='left'></td><td align='left'>chair</td><td align='left'></td><td align='left'>pear</td></tr> +<tr><td align='left'>skein</td><td align='left'></td><td align='left'>rein</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>pair</td></tr> +</table></div></div> +<p><span class='pagenum'><a name="Page_38" id="Page_38">[Pg 38]</a></span></p> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='center' colspan='3'>a=<ins class="translit" title="o with breve">ŏ</ins></td><td align='left'></td><td align='center' colspan='3'>a=<ins class="translit" title="o with inverted breve">ȏ</ins></td><td align='left'></td><td align='center' colspan='3'>au=aw=ou</td></tr> +<tr><td align='left'>what</td><td align='left'></td><td align='left'>not</td><td align='left'></td><td align='left'>call</td><td align='left'></td><td align='left'>nor</td><td align='left'></td><td align='left'>haul</td><td align='left'></td><td align='left'>ought</td></tr> +<tr><td align='left'>was</td><td align='left'></td><td align='left'>odd</td><td align='left'></td><td align='left'>raw</td><td align='left'></td><td align='left'>for</td><td align='left'></td><td align='left'>fault</td><td align='left'></td><td align='left'>bought</td></tr> +<tr><td align='left'>watch</td><td align='left'></td><td align='left'>cot</td><td align='left'></td><td align='left'>want</td><td align='left'></td><td align='left'>corn</td><td align='left'></td><td align='left'>cause</td><td align='left'></td><td align='left'>sought</td></tr> +<tr><td align='left'>wasp</td><td align='left'></td><td align='left'>got</td><td align='left'></td><td align='left'>walk</td><td align='left'></td><td align='left'>cord</td><td align='left'></td><td align='left'>pause</td><td align='left'></td><td align='left'>caw</td></tr> +<tr><td align='left'>wash</td><td align='left'></td><td align='left'>hop</td><td align='left'></td><td align='left'>salt</td><td align='left'></td><td align='left'>short</td><td align='left'></td><td align='left'>caught</td><td align='left'></td><td align='left'>saw</td></tr> +<tr><td align='left'>drop</td><td align='left'></td><td align='left'>dog</td><td align='left'></td><td align='left'>hall</td><td align='left'></td><td align='left'>storm</td><td align='left'></td><td align='left'>naught</td><td align='left'></td><td align='left'>paw</td></tr> +<tr><td align='left'>spot</td><td align='left'></td><td align='left'>fog</td><td align='left'></td><td align='left'>draw</td><td align='left'></td><td align='left'>horse</td><td align='left'></td><td align='left'>naughty</td><td align='left'></td><td align='left'>draw</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>talk</td><td align='left'></td><td align='left'>morn</td><td align='left'></td><td align='left'>thought</td><td align='left'></td><td align='left'>thaw</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='center' colspan='3'>ou=ow</td><td align='left'></td><td align='center' colspan='3'><ins class="translit" title="ew with combining macron above">ew̅</ins>=<ins class="translit" title="u with macron">ū</ins></td></tr> +<tr><td align='left'>our</td><td align='left'></td><td align='left'>how</td><td align='left'></td><td align='left'>dew</td><td align='left'></td><td align='left'>due</td></tr> +<tr><td align='left'>out</td><td align='left'></td><td align='left'>now</td><td align='left'></td><td align='left'>few</td><td align='left'></td><td align='left'>hue</td></tr> +<tr><td align='left'>hour</td><td align='left'></td><td align='left'>cow</td><td align='left'></td><td align='left'>mew</td><td align='left'></td><td align='left'>blue</td></tr> +<tr><td align='left'>flour</td><td align='left'></td><td align='left'>bow</td><td align='left'></td><td align='left'>new</td><td align='left'></td><td align='left'>June</td></tr> +<tr><td align='left'>trout</td><td align='left'></td><td align='left'>plow</td><td align='left'></td><td align='left'>Jew</td><td align='left'></td><td align='left'>tune</td></tr> +<tr><td align='left'>shout</td><td align='left'></td><td align='left'>owl</td><td align='left'></td><td align='left'>pew</td><td align='left'></td><td align='left'>plume</td></tr> +<tr><td align='left'>mouth</td><td align='left'></td><td align='left'>growl</td><td align='left'></td><td align='left'>hue</td><td align='left'></td><td align='left'><ins class='correction' title="Original reads ure">pure</ins></td></tr> +<tr><td align='left'>sound</td><td align='left'></td><td align='left'>brown</td><td align='left'></td><td align='left'>glue</td><td align='left'></td><td align='left'>flute</td></tr> +<tr><td align='left'>mouse</td><td align='left'></td><td align='left'>crowd</td></tr> +<tr><td align='left'>ground</td><td align='left'></td><td align='left'>flower</td></tr> +<tr><td align='left'>house</td><td align='left'></td><td align='left'>drown</td></tr> +</table></div></div> + +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='center' colspan='5'>ew=<ins class="translit" title="oo below combining macron">oo̅</ins>=o=<ins class="translit" title="u above diaresis">ṳ</ins></td><td align='left'></td><td align='center' colspan='5'>o=oo=<ins class="translit" title="u above diaresis">ṳ</ins></td></tr> +<tr><td align='left'>grew</td><td align='left'></td><td align='left'>do</td><td align='left'></td><td align='left'>poor</td><td align='left'></td><td align='left'>rude</td><td align='left'></td><td align='left'>wolf</td><td align='left'></td><td align='left'><ins class='correction' title="Original unclear reads: woo'">wool</ins></td></tr> +<tr><td align='left'>chew</td><td align='left'></td><td align='left'>you</td><td align='left'></td><td align='left'>soon</td><td align='left'></td><td align='left'>rule</td><td align='left'></td><td align='left'>could</td><td align='left'></td><td align='left'>foot</td></tr> +<tr><td align='left'>crew</td><td align='left'></td><td align='left'>to</td><td align='left'></td><td align='left'>noon</td><td align='left'></td><td align='left'>tool</td><td align='left'></td><td align='left'>would</td><td align='left'></td><td align='left'>good</td></tr> +<tr><td align='left'>brew</td><td align='left'></td><td align='left'>shoe</td><td align='left'></td><td align='left'>whom</td><td align='left'></td><td align='left'>school</td><td align='left'></td><td align='left'>should</td><td align='left'></td><td align='left'>hood</td></tr> +<tr><td align='left'>drew</td><td align='left'></td><td align='left'>prove</td><td align='left'></td><td align='left'>food</td><td align='left'></td><td align='left'>spool</td><td align='left'></td><td align='left'>woman</td><td align='left'></td><td align='left'>wood</td></tr> +<tr><td align='left'>threw</td><td align='left'></td><td align='left'>broad</td><td align='left'></td><td align='left'>whose</td><td align='left'></td><td align='left'>roof</td><td align='left'></td><td align='left'>shook</td><td align='left'></td><td align='left'>stood</td></tr> +<tr><td align='left'>screw</td><td align='left'></td><td align='left'>moon</td><td align='left'></td><td align='left'>tomb</td><td align='left'></td><td align='left'>broom</td><td align='left'></td><td align='left'>crook</td><td align='left'></td><td align='left'>pull</td></tr> +<tr><td align='left'>strew</td><td align='left'></td><td align='left'>goose</td><td align='left'></td><td align='left'>stoop</td><td align='left'></td><td align='left'>roost</td><td align='left'></td><td align='left'>hook</td><td align='left'></td><td align='left'>bush</td></tr> +<tr><td align='left'>shrewd</td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>took</td><td align='left'></td><td align='left'>full</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>brook</td><td align='left'></td><td align='left'>put</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>book</td><td align='left'></td><td align='left'>puss</td></tr> +<tr><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'></td><td align='left'>look</td></tr> +</table></div></div> +<p><span class='pagenum'><a name="Page_39" id="Page_39">[Pg 39]</a></span></p> +<div class='padding'> +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='center' colspan='3'>o=<ins class="translit" title="u with breve">ŭ</ins></td><td align='left'></td><td align='center' colspan='3'>oy=oi</td></tr> +<tr><td align='left'>come</td><td align='left'></td><td align='left'>fun</td><td align='left'></td><td align='left'>boy</td><td align='left'></td><td align='left'>oil</td></tr> +<tr><td align='left'>none</td><td align='left'></td><td align='left'>gun</td><td align='left'></td><td align='left'>joy</td><td align='left'></td><td align='left'>soil</td></tr> +<tr><td align='left'>son</td><td align='left'></td><td align='left'>run</td><td align='left'></td><td align='left'>Roy</td><td align='left'></td><td align='left'>voice</td></tr> +<tr><td align='left'>dove</td><td align='left'></td><td align='left'>sup</td><td align='left'></td><td align='left'>toy</td><td align='left'></td><td align='left'>spoil</td></tr> +<tr><td align='left'>love</td><td align='left'></td><td align='left'>cup</td><td align='left'></td><td align='left'>troy</td><td align='left'></td><td align='left'>joint</td></tr> +<tr><td align='left'>some</td><td align='left'></td><td align='left'>sun</td><td align='left'></td><td align='left'>join</td><td align='left'></td><td align='left'>point</td></tr> +<tr><td align='left'>ton</td><td align='left'></td><td align='left'>hum</td><td align='left'></td><td align='left'>coin</td><td align='left'></td><td align='left'>choice</td></tr> +<tr><td align='left'>won</td><td align='left'></td><td align='left'>drum</td><td align='left'></td><td align='left'><ins class='correction' title="Duplicate">noise</ins></td><td align='left'></td><td align='left'><ins class='correction' title="Duplicate">noise</ins></td></tr> +<tr><td align='left'>does</td><td align='left'></td><td align='left'>plum</td><td align='left'></td><td align='left'>toil</td><td align='left'></td><td align='left'>moist</td></tr> +<tr><td align='left'>touch</td><td align='left'></td><td align='left'>nut</td></tr> +<tr><td align='left'>glove</td><td align='left'></td><td align='left'>shut</td></tr> +<tr><td align='left'>month</td><td align='left'></td><td align='left'>much</td></tr> +<tr><td align='left'>none</td><td align='left'></td><td align='left'>must</td></tr> +</table></div></div> + + + +<hr style="width: 65%;" /> +<h3><a name="FOURTH_YEAR" id="FOURTH_YEAR"></a>FOURTH YEAR</h3> + + + +<p>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.</p> + + + +<p>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.</p> + + + +<p>III. Teach the use of the dictionary.</p> + +<p>(1) See that every child owns, if possible, one of the new dictionaries, +in which unphonetic words are respelled phonetically.</p> + +<p>(2) See that all know the alphabet in order.</p> + +<p>(3) Pupils practice finding names in the telephone directory, catalogs, +reference books, etc.</p> + +<p>(4) Practice arranging lists of words in alphabetical order, as in the +following dictation exercise.</p> + +<p>Rewrite these words in the order in which they would occur in the +dictionary.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>chance</td><td align='left'></td><td align='left'>value</td></tr> +<tr><td align='left'>alarm</td><td align='left'></td><td align='left'>hurdle</td></tr> +<tr><td align='left'>green</td><td align='left'></td><td align='left'>evergreen</td></tr> +<tr><td align='left'>window</td><td align='left'></td><td align='left'>feather</td></tr> +<tr><td align='left'>indeed</td><td align='left'></td><td align='left'>leave</td></tr> +<tr><td align='left'>sapwood</td><td align='left'></td><td align='left'>monkey</td></tr> +<tr><td align='left'>bruise</td><td align='left'></td><td align='left'>kernel</td></tr> +<tr><td align='left'>double</td><td align='left'></td><td align='left'>jelly</td></tr> +</table></div> + +<p><span class='pagenum'><a name="Page_40" id="Page_40">[Pg 40]</a></span> +Also lists like these:—a step more difficult.</p> + + +<div class='center'> +<table border="0" cellpadding="4" cellspacing="0" summary="wordlist"> +<tr><td align='left'>arbor</td><td align='left'></td><td align='left'>angry</td></tr> +<tr><td align='left'>alarm</td><td align='left'></td><td align='left'>after</td></tr> +<tr><td align='left'>artist</td><td align='left'></td><td align='left'>age</td></tr> +<tr><td align='left'>afford</td><td align='left'></td><td align='left'>apron</td></tr> +<tr><td align='left'>apple</td><td align='left'></td><td align='left'>appear</td></tr> +<tr><td align='left'>athletic</td><td align='left'></td><td align='left'>approve</td></tr> +<tr><td align='left'>assist</td><td align='left'></td><td align='left'>answer</td></tr> +<tr><td align='left'>always</td><td align='left'></td><td align='left'>anchor</td></tr> +</table></div> + +<p>After teaching the alphabetical order, with dictionary in hand, have the +pupil trace the word to its letter, then to its page.</p> + +<p>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.)</p> + +<p>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 <ins class='correction' title="Original reads gramatical">grammatical</ins> uses, derivation, etc., and come to regard the +dictionary as one of his commonest tools, as necessary as other books of +reference.</p> + +<p>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 <i>what +to read</i>, as well as <i>how to read</i>. 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."</p> + +<p>Moreover that teacher does her pupils the most important and lasting +service who develops in them not only <i>an appreciation of good +literature</i>, but <i>the habit of reading it</i>.</p> + + + + + + + + +<pre> + + + + + +End of Project Gutenberg's How to Teach Phonics, by Lida M. 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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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