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diff --git a/old/69672-0.txt b/old/69672-0.txt deleted file mode 100644 index 8eed5d1..0000000 --- a/old/69672-0.txt +++ /dev/null @@ -1,4117 +0,0 @@ -The Project Gutenberg eBook of The summers readers, by Maud Summers - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world 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. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: The summers readers - Manual, first lessons in reading - -Author: Maud Summers - -Release Date: December 31, 2022 [eBook #69672] - -Language: English - -Produced by: hekula03, Jwala Kumar Sista and the Online Distributed - Proofreading Team at https://www.pgdp.net (This book was - produced from images made available by the HathiTrust - Digital Library.) - -*** START OF THE PROJECT GUTENBERG EBOOK THE SUMMERS READERS *** - - - Transcriber's Notes - - 1. Cover-page modified by the transcriber. - - 2. Typographical errors and hyphenation inconsistencies were silently - corrected. - - 3. The text version is coded for italics and other mark-ups i.e., - (a) Italics/Underline are indicated thus _italic_; - (b) Bold are indicated thus =Bold=; - (c) Smallcaps thus +Caps+; and - (d) Images are indicated as [Illustration: (with narration...)] - - * * * * * - - - - - _THE SUMMERS READERS_ - - MANUAL - FIRST LESSONS IN READING - - BY - MAUD SUMMERS - - [Illustration: Copyright-company-logo] - - FRANK D. BEATTYS AND COMPANY - NEW YORK - - - - - Copyright, 1908, by - +FRANK D. BEATTYS AND COMPANY - NEW YORK+ - - - THE DE VINNE PRESS - - - - - CONTENTS. - - - Chapter Page - - +PART I.+ - - LEARNING TO READ 3 - - 1. The Fundamental Principles in Learning to Read. - - 2. Elements of Reading: - - (a) The Thought Element. - - (b) The Symbol Element. - - (c) The Phonic Element. - - 3. Methods of Teaching Reading. - - 4. Summary. - - - +PART II.+ - - FIRST HALF YEAR: FIRST STEP 21 - - 1. Ear Training Exercises. - - 2. Preliminary Blackboard Lessons. - - - +PART III.+ - - FIRST HALF YEAR: SECOND STEP 49 - - 1. Blackboard Lessons and Primer. - - 2. Phonic Lessons: - - (a) The Consonant Sounds. - - (b) Phonograms derived from Words used - in the Primer. - - (c) Word Drill. - - - +PART IV.+ - - SECOND HALF YEAR: THIRD STEP 75 - - 1. Reading from the First Reader. - - 2. Phonic Lessons: - - (a) The Vowel Sounds. - - (b) Equivalent Vowel Sounds. - - (c) Word Drill. - - - +PART V.+ - - THIRD HALF YEAR: FOURTH STEP 99 - - 1. Reading from the Second Reader. - - 2. Phonic Lessons: - - (a) Initial and Final Syllables taught as - Phonograms. - - (b) Word Drill. - - 3. Later Work. - - * * * * * - - CONSONANT SOUNDS 112 - - VOWEL SOUNDS 113 - - - - - PREFACE. - - -The Summers series of Readers consists of a Primer, a First Reader, -and a Second Reader, closely articulated for the purpose of teaching -beginners to read, and a Manual of Instruction intended to give -teachers a full knowledge of the elements involved in the process -of learning to read, and definite, practical guidance for daily -classroom work. - -The whole purpose and essence of reading is the communication of -ideas. It is the thought--the impression--rather than the form--the -expression--which gives value to what is read. With this fact in mind -the subject-matter has been chosen with special reference to primal -social activities in history and contemporaneous society significant -of the race development, as the securing of food, shelter, and -clothing. But this subject-matter must touch the child personally if -it is to be of value in learning to read. It must appear for him in -the form of action, rhythm, stories, observation, plays and games, if -the symbols of reading are to be fraught with meaning for him. What -is of interest to the child, and what is of value to society, have -both been kept in mind in selecting and arranging the literature of -childhood used in this series of readers. - -This Manual of Instruction provides for three half years of work. -Foreign children, or those of slower development, will require a -longer time. In that event, the lessons in the Manual will suggest -the _order_, not the time. - -In learning to read, two lines of work are to be developed at -separate periods each day. Reading lessons and Phonic lessons in -orderly sequence are given in the Manual of Instruction. - -Helpful suggestions for this series of readers have come from many -sources. The author wishes to acknowledge especial indebtedness to -Edgar Dubs Shimer, Ph.D., District Superintendent, New York City, for -valuable criticism; to Grant Karr, Ph.D., Teacher of the Principles -of Education and Director of Observation in the Training School for -Teachers, New York City, for suggestions concerning the statement -of the unity of language; to Miss Alice H. Damon, A.B., Supervising -Principal of the Primary Department, State Normal School, Potsdam, -N. Y., for assistance in preparing the Manual of Instruction; -and to Miss Caroline A. Yale, Ph.D., Principal of Clarke School, -Northampton, Mass., for the use of the chart of consonant sounds. - - - - - +PART I.+ - - LEARNING TO READ. - - - 1. The Fundamental Principles in Learning to Read. - 2. Elements of Reading: - (a) The Thought Element. - (b) The Symbol Element. - (c) The Phonic Element. - 3. Methods of Teaching Reading. - 4. Summary. - - - 1. - - THE FUNDAMENTAL PRINCIPLES - IN LEARNING TO READ. - - -=Language Defined.= Language is the conventional means by which man -communicates his thoughts. It is a complex unity composed of thought -and symbol, spoken or written. Because it is the means by which -different minds are identified in thought, it becomes an essential -factor in social organization. - -=Symbolism.= In a wider sense all means of social communication, -material and pictorial expressions, as well as spoken and written -words, may be called language. Thought, through symbol, to thought, -is the whole social process of language, spoken and written, for -every meaning has a symbol and every symbol has a meaning. - -=The Problem in Learning to Read.= The problem in teaching reading -is to bring the symbol and its meaning into vital unity in the mind -of the learner. Hence it is necessary that the teacher distinguish -clearly between these elements. When the thought and the symbol have -become so united that each is essential to the other, the problem of -learning to read has been solved. - -=Fundamental Principles.= There are three chief fundamental -principles involved in the process of learning to read, namely: - - _First. Images._ The thought aspect of language depends upon clear - and vivid images. This is so important that unless children have - such images they cannot master the symbols which represent them. One - purpose of nature study, handicraft, and art is to give children - these images. - - _Second. Wholes to Parts._ In acquiring knowledge the mind moves from - the vague whole to the parts and then back again to the clarified - whole. An understanding of the parts gives a fuller meaning to the - whole. The mind analyzes in order to reach a better synthesis. When - we wish to make known to a child a coat, for instance, we do not show - him separately the sleeves, the lapels, the pockets, the buttons. We - hold up the whole garment and say, "Here is a coat." It is necessary - to do the same in teaching reading. Give the child first an image of - the whole situation which he is to think himself into, and then come - to the details to make the whole clear. - - _Third. Self-Activity._ The child is an active, creative agent, - vitally concerned in adjusting himself to his physical and spiritual - environment. Self-activity manifests itself in some external form, - which in language is the symbol of the self-active thought. Success - in teaching reading depends upon the amount of self-active response - the symbol awakens in the thought of the child. - -These three fundamental principles, namely, clear and vivid images, -whole situations, and self-activity in the form of response and -interest on the part of the child, should be kept in the foreground -in teaching reading. - - - 2. - - ELEMENTS IN LEARNING TO READ. - - -Since language is composed of thought, symbol, and sound, the main -elements to be considered in learning to read are the thought, the -symbol, and the phonic elements. - - - THE THOUGHT ELEMENT. - -=The Purpose of the Thought Element.= The problem of elementary -reading is to establish a permanent association between the written -or the printed symbols and the thoughts which they represent. The -thought is all-important; it is the vitalizing element in learning to -read. In learning to talk the child associates the meaning with the -spoken symbol; in learning to read he associates a thought content -with a sight symbol. The strength of the association depends in each -case upon the worth the thought has for the child; hence the great -necessity of giving especial attention to the thought element in -learning to read. - -=Action Sentences.= A sentence is the unit of language and the -life-giving factor in the process of learning to read. It is -important, therefore, that in the beginning the child should form -the habit of grasping sentences. In the first reading lessons it is -necessary to find subjects which interest the child and furnish clear -mental pictures. Children are interested in actions. They like to -move and will read for the purpose of performing an action. Action -sentences appeal to all children, because that which a child does -makes a deep impression and involves large self-activity. - -=Nursery Rhymes.= Children are so influenced by rhythm that it is -impossible to train them aright without giving due consideration -to this form of expression. There are many interesting complete -rhymes and poems that are valuable for reading lessons. In content -the poetry of childhood should contain familiar images, tinged with -enough of mystery to give that subtle mingling of sense and nonsense -which stirs the imagination of the child and also relates him to the -actual world in which he lives. The Mother Goose melodies fulfil -these conditions, but it is the rhythm far more than the thought that -attracts the child. Have the children learn the rhymes by ear and -recite them with no thought other than that they are to be enjoyed. -Incidentally, they will afford valuable exercise in pronunciation, -articulation, and tone modulation, if the teacher is careful -about these matters, for children are great imitators. Later the -children will read these rhymes and poems with great pleasure, thus -associating a valuable thought content with its printed symbol in a -way that will make the association abiding. - -=Stories.= Children express in action, and ultimately in character, -the influences which they receive from stories. Therefore, stories -containing true and good ideals should be selected. Children -appreciate and love what appeals to the best and the highest in -them. Nursery rhymes, fables, fairy lore, and classic myth should -be used. They have nourished the race, and will also feed the soul -life of the individual child. The outer form varies with the age and -the country, but the inner meaning is of the spirit and will outlast -the centuries. Every teacher should, therefore, carefully cultivate -the art of story-telling. It is far better to present a story orally -than to read it from a book. If it is told, the teacher can adapt it -to the needs of her classes, and by the magnetism of voice, eye, and -personality awaken an abiding love for good literature. At a later -period the child will enjoy reading these same stories in the reading -books of the first and second grades. - -=Observation Lessons.= Observation and description should precede -reading in the early lessons. The teacher may write on the blackboard -simple sentences based upon these observations and descriptions. -Anything in the environment of the home or the school which interests -the child should be utilized. Encourage the children to observe their -household pets and to tell the other children about them. Whatever -the child makes in the time devoted to handicraft, or observes in -the nature lessons, or plays in the recreation period may be used as -material for reading lessons. Color is so intimately connected with -the emotional life that its value and importance should be recognized. - - - THE SYMBOL ELEMENT. - -=Use.= All thought which rises to the plane of self-consciousness -is communicated by means of a material, a pictorial, or a lingual -symbol. The thought element and the symbol element are two sides of -the same thing, namely, language. They form the _impression_ and -_expression_ of language, and hence of social communication and -identity. - -=Kinds of Symbols.= There are two kinds of symbols which must be -mastered in learning to read, namely, the vocal and the graphic, -appealing respectively to the ear and to the eye. These symbols are -made by the voice and the hand, and are recognized by the ear and the -eye. They must always be regarded in the light of that which they -represent in connection with elementary reading, whether used in -receiving or expressing thought. This thought must be kept clearly -in mind in silent and oral reading, in word repetition, and in word -drill. It will aid also in the spelling and the phonic work of the -children. - - THE PHONIC ELEMENT. - -=Definition.= The phonic element deals with articulate sounds and the -letters or the symbols which represent them. Here, as elsewhere in -learning to read, the unity between meaning and symbol--impression -and expression--must be kept clearly in mind. The spoken symbol -implies training in pronunciation, enunciation, articulation, -inflection, and all that makes for clear understanding and agreeable -oral expression of thought. Ear and voice, eye and hand, are tools -which must be trained to work with automatic perfection as the means -in communicating thought. - -=Purpose.= The purpose of the phonic lesson is the association of a -sound with its written or printed symbol, so that the child will be -able to get and to express the sound when the symbol is presented to -him. The sight symbol and the sound symbol should be so thoroughly -associated that immediately upon the presentation of either one of -them the other will appear in consciousness. - -=Ear and Voice Training.= It is of the utmost importance that -children be given a broad experience with sound in the way of ear -and voice training exercises for a few weeks before the formal study -of phonics is begun. These exercises may be carried on in connection -with the thought development in learning to read and in the music -work. In the nature work the children should be trained to listen to -bird note, insect hum, and other sounds of nature. Story-telling is -most helpful in this ear training. It should begin in the first grade -and continue through the entire elementary school period. The reading -of poems aloud should be a regular part of the school program, not -only to stimulate the imagination, but also to give the enjoyment -that comes from the cadence of rhythmic language and to train the -ear to make fine discriminations. Ear training and voice culture are -so intimately related that it is impossible to cultivate one without -cultivating the other, for they sustain to each other the vital -relation of impression and expression. - -=Phonic Facts.= The question of the exact number of elementary -sounds in the English language is still unsettled. This Manual is -based on the belief that there are forty-five elementary sounds in -the English language, twenty vowel sounds and twenty-five consonant -sounds. The difficulty in mastering the phonic element in learning -to read English is greatly increased because some of the elementary -sounds are represented by two letters, as _th_ in _thin_, _ea_ in -_head_; and some sounds are represented by two or more symbols, -as _e_ in _her_, _u_ in _turn_, and _i_ in _firm_. It is neither -necessary nor desirable that little children should learn all the -equivalent symbols; nor is it considered wise to give to children all -of the forty-five elementary sounds. Forty is the number taught in -the phonic lessons of this Manual. Use has determined the order of -presentation. - - 1. _Vowel Sounds._ The vowels are always pure sound. They express - the emotions and are the rhythmic, musical element which gives - language its beauty. There are many equivalent spellings for the - twenty elementary vowel sounds in the English language. Those most - frequently used are found on page 113; the others will be learned - unconsciously as the child develops. See page 113 for a scientific - arrangement of the vowel sounds. - - 2. _Consonant Sounds._ The consonants limit and define sound. Of the - twenty-five elementary consonant sounds, ten have no vocal quality - whatever. They are commonly known as breath sounds--_f, h, k, p, - s, t, ch, sh, th, wh_. With the exception of _h_, every one of - these breath sounds has its corresponding vocal sound: - - f vocalized becomes v - - p " " b - - t " " d - - th (thin) " " th (then) - - wh " " w - - k " " g - - s " " z - - ch " " j - - sh " " zh - -See p. 112 for a scientific arrangement of the consonant sounds. - - 3. _Phonograms_. In all the phonic lessons used in this Manual a - _phonogram is the symbol of a sound group_, usually composed of - a single vowel sound combined with a single consonant sound. For - example, _ing_ in _s-ing_ is a phonogram, but in _see-ing_ it is a - syllable. - -=Diacritical Marks.= Useless phonograms are a burden rather than a -help; therefore the child should learn only those which he actually -uses. For this reason it is not advisable to use diacritical marks -during the earlier stages of learning to read. They make the symbol -complex and cumbersome, and at the same time their need and great -value do not become apparent until the child begins to use the -dictionary, say, in the fourth school year. In the earlier stages -of learning to read, symbols acquire meaning by being constantly -associated with their respective sounds and thoughts. Habits of -pronunciation are formed by always attaching the same sound values -to letters and groups of letters. When a child forms an image of a -word burdened with diacritical marks, he must later form an image -of the word without these. When children are taught to look for -diacritical marks their imaging power is centered upon the markings -of the words instead of the thoughts for which these words stand; -hence it takes longer to get the thought, and as a consequence they -are apt to be slow readers. Rapid readers are usually thoughtful -readers, because they have the power to grasp quickly a large number -of words and to interpret them in mental pictures. - -=Phonic Drill.= Phonic drill and reading are distinct processes and -should be taught at different periods of the day during the first -two years of school. The purpose of the elementary reading lesson is -to associate permanently the thought and the symbols which represent -it, so that the thought can be gained from the written or printed -language. The purpose of the elementary phonic lesson is to associate -permanently sounds and the characters which represent them, so that -new words can be readily recognized. Both processes are necessary -in teaching reading, but phonic lessons should be relegated to a -subsidiary place so that they may not become an impediment to the -main purpose. - -=Phonic Method.= In the phonic method sight words are analyzed -into their elements, which are then combined in new relations to -form new words. These new combinations of familiar elements in new -relations are recognized again and again, until the association -grows permanent, and so new words are acquired. Consonant sounds are -recognized as initial, final, and medial. Next the phonogram element -is analyzed into its vowel and consonant sounds. By means of familiar -symbols the child has the power to pronounce new words. A knowledge -of individual symbols is the foundation upon which the sight -recognition of words rests; hence the necessity of rapid and varied -drills. - -The method suggested in this Manual for phonic lessons is as follows: - - 1. Separate sight words into their consonant sounds and phonograms. - - 2. Separate phonograms into their consonant and vowel sounds. - - 3. Associate these sound elements with their symbols. - - 4. Combine the sound elements to form new words (Phonic Synthesis). - - 5. Teach initial and final syllables as phonograms. - - - 3. - - METHODS OF TEACHING READING. - -Methods of learning to read are the result of bringing the different -thought, symbol, and phonic elements into combination and active -co-operation. The process is organic and all these features must be -kept in mind. There are two kinds of reading, silent and oral. - -=Silent Reading.= Silent reading is the personal, individual way of -getting thought from the printed page. The teacher must lead the -pupil to see that the sentences have meaning. From the very first the -teacher should never lose sight of this fundamental principle and -should train the child into the habit of interpreting the printed -page into mental pictures. A good method of conducting the reading -lesson is the following: - -Let each child read the entire lesson silently to get the thought -(whole to parts). When the child does not recognize a word and -cannot get it from the context or the sound elements, tell him what -it is, in as simple a way as he would be told about a new object in -the home. When he has finished reading the child may show that he -is ready to give the thought. The teacher requests a pupil to give -in his own language what he has just read. It will then be seen -how vivid his images are of what he has read and how fully it has -appealed to him. At the same time, his expressing it in his own words -will exercise his self-activity. It is not wise in the beginning to -correct imperfect language to any great extent, for the reason that -the child's attention is liable to be diverted from the main thought -to some detail of the medium of expression. This is disastrous and -will tend to make him unnatural in both his thinking and feeling. It -destroys his appreciation for the whole, blurs his images, and takes -away the chief motive for reading. - -In learning to read the child begins with the image of some story, -which he particularizes and clarifies by the thoughts in the -sentences and the ideas in the words. He masters the word elements in -this way, as a unity of meaning and symbol, which gives significance -to the sentence and to the story as a whole. Thus the power of -getting thought from the printed page develops. - -=Oral Reading.= Oral reading is the process of interpreting thought -from the printed page and imparting it to another by means of -the voice. Silent reading should always precede oral reading, so -that the child may get the thought before he attempts to give it. -Silent reading is the power to translate the words into thoughts or -emotions. Oral reading goes a step further and gives these thoughts -and emotions audible expression and awakens them in another. Silent -reading is a necessity; oral reading is an accomplishment. Oral -reading is another way of telling a story. It implies the ability -to awaken one's thoughts in another's mind. It lacks the freedom of -expression usual in story-telling, for it demands power to interpret -and transmit thought almost simultaneously. - -There are many ways of conducting an oral reading lesson. Two methods -are given for illustration: - - _A_ - - 1. The development of new words. - 2. The silent reading of the complete story. - 3. Oral reproduction of the complete story. - 4. Oral reading of the complete story. - - _B_ - - 1. The development of new words. - 2. Silent reading of paragraphs. - 3. Oral reproduction of paragraphs. - 4. Oral reading of paragraphs, then of the whole. - -These methods differ only in the breadth and scope of the image of -the whole that the child is to think through at one time. - -Freedom of expression usually accompanies the reading of interesting -thought. The child will usually use natural, clear tones in reading, -as he does in talking, if he understands what he reads. Many children -read poorly because they neither understand nor feel any meaning in -the words. Both gesture and language will be spontaneous if prompted -by right thinking and right feeling. The dramatic presentation of a -story, however crude, becomes a great aid. - -=Word Repetition.= Many repetitions of words, phrases, and sentences -are necessary in mastering the symbol. It is quite possible to have -a repetition of words with an ever-changing variety in valuable -thought. This variety holds the interest of the children and at -the same time accustoms the eye to the repeated symbol. The symbol -elements in the action sentences, observation lessons, nursery -rhymes, and stories must be repeated many times, but, to preserve -interest in them and to increase their meaning, the greatest care -must be taken in the selection and the presentation of the thought -element. If the teacher of elementary reading can master this part of -her work, her success is well-nigh assured. - - - SPELLING. - -=Notion and Purpose.= Spelling is a finer analysis of the process of -learning to read and hence involves all the elements of learning to -read. The problem in learning to spell is to associate permanently -the smallest symbols of the word, the letters, oral and written, -with their appropriate meanings. In oral spelling the impression is -received through the ear; the expression is by means of the voice. -In written spelling the impression is received through the eye; the -expression is by means of the hand. Because written spelling occupies -a much larger place in life through the need of communicating ideas -by means of writing, it should receive more attention in language -teaching than oral spelling. The training of the eye and the hand -is, therefore, more important in learning to spell than the training -of the ear and the voice, although oral spelling sometimes helps by -bringing in the auditory and the vocal memory to assist the visual -and the manual. In the beginning children should learn to spell by -_writing_, not as a drill in penmanship, but for the purpose of -calling attention to the form of the word. - -=Elements.= Spelling is a complex and difficult art and requires (a) -training in elementary sounds and their symbols, or phonic drill; -(b) training of eye and hand in forming the letters of a word, or -written spelling; (c) training of ear and voice in naming the letters -of a word, or oral spelling. Sound, form, and name of letters must be -inseparably associated, so that they will become necessary elements -in the vital combination of symbol and meaning in the word. - -=Method.= In the method pursued the teacher writes _Sing._, for -instance, upon the blackboard, with capital letter and period to -indicate that it is the expression of a complete thought. The teacher -then erases the word and requests the children to write it. Review -this word at the next lesson and add a new one. Next the teacher -writes _I can sing. Can you sing?_, and similar sentences, upon the -blackboard, and proceeds in the same manner. As the work progresses -the children should image a new sentence at each lesson, and in -addition should be able to write from dictation several review -sentences. In the early lessons the children should write at the -blackboard, or use unruled paper and soft lead pencils with dull -points. A clear image of the symbol will aid the child in writing it. -This makes it essential that the teacher write a legible hand. - -=Word Drill.= Drill upon the words learned is necessary to mechanize -ear, voice, eye, and hand in the reading process so that the child -may be left free to attend to the subject-matter. Have the children -pronounce, write, and spell the unfamiliar words found in the reading -lesson. Insist upon exact pronunciation and a natural, pleasing -modulation of the voice. Later the children should use these same -words in spoken and written sentences. After children have learned -the names of the letters, both oral and written spelling should be -used, since they are correlative processes. Oral spelling often -deepens the impression and makes the image more permanent. - - - THE ALPHABET. - -The alphabet should be taught in serial order, because of its use in -reading card catalogs, dictionaries, etc. The alphabet characters -have been learned in the phonic drill by associating the sounds -with the letters as the children require them to master words, but -not consecutively. The A B C's, however, in their old-fashioned -significance, should be a part of the child's knowledge when he -enters the second grade. - - - SUMMARY. - -In the process of learning to read, certain elements are brought -together and associated in vital organic unity in accordance with -broad general principles. These the teacher must keep constantly -in mind if she is to succeed. Reading, like all language, is a -combination of thought and symbol. The thought gives the meaning -and is the _reason_ for reading, while the symbol is only the tool -and instrument of the thought. Care must be taken to see (a) that -the child forms clear images of what he is reading; and (b) that he -obeys the fundamental law of mind of proceeding from wholes to parts. -By holding these principles in full view and giving the thought -element the leading place, the symbol and phonic elements will fall -into their proper place in accomplishing the purpose of elementary -reading, namely, the association of the symbol and its meaning in a -vital unity. - - - - - +PART II.+ - - FIRST HALF YEAR: - FIRST STEP. - - -Two lines of work are to be developed at separate periods each day. - - 1. Ear Training Exercises. - 2. Preliminary Blackboard Lessons. - - - EAR TRAINING EXERCISES. - -=Directions.= 1. The purpose of ear training is to familiarize the -child with the elementary sounds in the language, so that he may have -accurate sound images before associating them with the corresponding -symbols. - -2. Give the sounds of the letters, not the names. Teach the -letter-names later in the Phonic Lessons. Give the sounds softly but -distinctly. A loud, harsh voice makes purity of sound impossible. - -3. Cultivate the attentive ear in children. Teach them to hear, and -then to image, the song of the birds, the patter of the rain, the -sound of the wind, the hum of the bee, the puff of the locomotive and -other familiar sounds. - -4. The rhymes and poems are suggestive, not final. The teacher may -choose others if they better meet her need. Those selected from song -literature have a tone quality that will interest children and prove -helpful in training the ear. Read the poems aloud in a well modulated -voice, with clear articulation, that the children may become -sensitive to the beauty of the human voice. - -5. Ear training should precede the formal study of phonics for a few -weeks. The exact time required cannot be arbitrarily named, because -it depends not only upon the ability of the class but also upon the -teaching power of the one in charge. From six to eight weeks, with -daily periods ten or fifteen minutes in length, will accomplish good -results. - - I. - -Consonant sounds are taught by phonic analysis of words, and not -by any artificial device. Ear training exercises are helpful as a -preparation for this work. Let the first sounding be done _by the -teacher_ and have the children perform the actions as she slightly -separates the sound elements. In this way the ear soon becomes -accustomed to the formation of words from their phonic elements. -_Ex.:_ - - John may r-un. - Mary may j-ump. - You may h-op, Frank. - - * * * * * - - Mary may bring me a b-ook. - John may put the b-ook on the t-able. - William, please bring the fl-ag. - Frank may wave the fl-ag. - -_Caution._ There should be no abruptness about such an exercise. -The slight separation and the gentle prolonging are sufficient to -keep the children listening and interested. Avoid giving to separate -consonants, sounds which they do not possess. - - II. - -=Slow Pronunciation of Names.= Children are interested in their own -names; if they pronounce these slowly they will begin to distinguish -sounds. The teacher first pronounces her own name as the children -watch, making prominent the initial sound. She then calls upon -different children to pronounce their names. _Ex.:_ A child named -Mary says: "My name is M-ary," emphasizing the sound "M." Another -says, "My name is R-obert," emphasizing the sound "R," etc. - - III. - -=Singing Games.= The old-fashioned singing games, such as "Here We Go -Round the Mulberry Bush," "London Bridge," "Looby Loo," etc., will -delight the children and are excellent exercises for ear training. -(See _Folk Songs and Games_ by Marie Ruef Hofer.) - - IV. - -=Phonic Game.= _What is it?_ A child acts as leader and stands in the -front of the room. The children in their seats question him until the -supply of rhymes is exhausted. _Ex.:_ - - Leader: I'm thinking of something that rhymes with _top_. - Child: Is it chop? - Leader: It is not chop. - Child: Is it hop? - Leader: It is hop. - -_Object_. Grouping of words with like phonograms and final consonants. - - V. - -=Phonic Game.= _Guess._ Ask a child to leave the room. Children -in their seats choose a word. When the child returns he either acts -out the word he has in mind or describes it. _Ex.:_ - - _Action._ - -We are thinking of something that rhymes with _bat_. - - Is it this? (Child guessing puts on a hat.) - No. It is not hat. - Is it this? (Child guessing pats his head.) - No. It is not pat. - Is it this? (Child guessing says _Meow_.) - Yes. It is cat. - Is it a pretty color? - It is not red. - Is it something we sleep in? - It is not bed. - Is it a boy's name? - Yes. It is Ned. - - VI. - -=Phonic Game.= _Hide and Seek._ Teacher gives the first rhyme. -She then calls upon a child to give a rhyme using the same initial -letter. This child then calls upon another child. Continue in this -way until the rhymes are exhausted. _Ex.:_ - - I am in _run_. - I am not in _Sun_. - - I am in _rug_. - I am not in _bug_. - - I am in _rose_. - I am not in _nose_. - -_Object_--Grouping of words with like initial consonants. - -_Caution_--Be careful to articulate the initial and final consonants -distinctly. - - - A LIST OF RHYMES AND POEMS. - -The teacher may read the following rhymes and poems to the -children in connection with the Ear Training Exercises. - - +THE MELODIES OF MOTHER GOOSE.+ - - Three Little Kittens. - Hey, Diddle, Diddle. - Baa, Baa, Black Sheep. - Peter Piper. - One, Two, Buckle My Shoe. - I Saw a Ship a-sailing. - - +SONG LITERATURE FROM THE+ _Modern Music Primer_. - - The Fireman Frederick Manley. - The Journey's End " " - The Humming Bird " " - The Reason Why " " - The Woodpecker " " - - +SONG LITERATURE FROM+ _Small Songs for Small Singers_. - - Mr. Duck and Mr. Turkey W. H. Neidlinger. - Tiddledy-winks and Tiddledy-wee " " - Tick-Tock " " - - "The Drum," by Eugene Field. - _Book: "Poems of Childhood."_ - - "Who Stole the Bird's Nest?" by Lydia Maria Child. - _Book: "Child Life," (Selections) John G. Whittier (Ed.)._ - - "Robert of Lincoln," by William Cullen Bryant. - _Book: Whittier's "Child Life."_ - - "The Clucking Hen," from _"Aunt Effie's Rhymes."_ - _Book: Whittier's "Child Life."_ - - - PRELIMINARY BLACKBOARD LESSONS. - - (Time, about eight weeks.) - -=Directions.=1. This Manual contains thirty Preliminary Blackboard -Lessons. The purpose is to associate thought and symbol. These -preliminary lessons anticipate the first twenty-nine pages in the -Primer but do not exactly reproduce the text. By means of the -blackboard work the pupil accumulates a small initial vocabulary -which enables him to read the lessons in the Primer with no fear or -uncertainty of the text. - -2. There is no exact limit to the number of Preliminary Blackboard -Lessons that should be taught. Those given in the Manual indicate the -order of development, not the time. American children will master -the lessons given in from six to eight weeks. Foreign children will -require a little more time, since they must learn to associate -thought with both the spoken and the written symbol. When children -read lessons written on the blackboard with ease, put the Primer in -their hands. - - - I. - -The teacher writes the action sentence _Run._ on the blackboard in a -clear, distinct hand. The initial capital and the period at the end -are consistently used, so that from the beginning the children are -accustomed to them. After writing the word the teacher expresses the -action by running. If her dignity will not permit her to do this, -she may bring in a child from the second or third grade and ask him -to perform whatever action is indicated by the word written upon the -board. The word is not spoken at this time; the child discovers -the meaning from the action. The whole purpose of the teacher is -to associate the thought expressed by the action with its written -symbol. Let this word remain on the board; write it in a larger -hand near the place where the word was first written. Again let the -teacher or child perform the act. Select another board; write the -word in a smaller hand. Again express the thought in action. The -class will watch this with deep interest. Some member of the class -will soon associate the written word with the action, and will stand -upon the first round of the ladder leading to the interpretation of -thought from written symbols. - -The reason for writing the word in a larger and a smaller hand, and -especially in different places on the blackboard, is to prevent -local association. Then, too, the change of place will intensify the -child's interest and attention. - -Make the reading lesson short and repeat it at intervals during the -day. If fifteen minutes is the time set apart for reading, divide -this into three five-minute periods. The lesson period should be -lengthened as the work advances. - - II. III. IV. - -On each succeeding day, and in the same manner, teach - - Hop. - Jump. - Sing. - -Teach one word a day and review those previously taught. Write the -words on the blackboard a number of times arranged irregularly, and -have frequent short drills upon them. - -These four verbs, _Run_, _Hop_, _Jump_, and _Sing_, have been found -by practical experience to be very good ones for the beginning -lessons. They will occur again and again in the later stories about -animals and pets. They are also used in the stories about the plays -and games which children delight to reproduce in the reading lesson. - - V. - - REVIEW. - -Three methods of presenting a reading lesson are suggested: - - _A_ - - 1. The teacher writes an action word on the blackboard. - - 2. The teacher asks a child to perform the action. - - 3. The child looks at the blackboard and reads the word. -(This is the beginning of oral reading.) - - _B_ - - 1. The teacher asks a child to perform any action he - chooses. - - 2. The teacher asks another child to tell what the first one - did. - - 3. The teacher writes the action word on the blackboard. - - _C_ - - 1. One child tells another what action to perform. - - 2. The child performs the action. - - 3. The teacher writes the word on the blackboard. - -Many devices will suggest themselves to the progressive teacher -if she clearly understands that the purpose of the lesson is to -associate the thought with its written or printed symbol. If the -child, after observing a word written on the blackboard, expresses -the thought in action, he shows that he has read it. - - VI. - - _and._ - -The teacher writes sentences like the following on the blackboard: - - Run and jump. - Jump and run. - Run and hop. - Hop and run. - Run and jump and hop. - Jump and hop and run. - -Endless combinations may be made with these words, giving constant -change of thought while repeating the words. It is quite possible in -this way to have word repetition with variety of thought. - -Each time a sentence is written on the blackboard the process is as -follows: - - First: Observe the words. (Silent reading.) - Second: Express the thought in action. - Third: Pronounce the words. (Oral reading.) - -Some children grasp the sentence form as unconsciously as they do -the word form. If they fail to do so, teach the use of the capital -letter. - -Vary the lesson by introducing the names of children in the class, -thus: - - Run and jump, Mary. - John, hop and jump. - - VII. - - _I can._ - -The phrase _I can_ is next introduced. Write upon the blackboard the -sentence _I can run_. Read it to the children. Have a child perform -the action and then read the sentence aloud. Proceed in this way with -other action sentences. Group the sentences in various ways and have -frequent reviews. - - I can sing. - I can hop. - I can run and jump. - I can jump and hop. - I can hop, and run, and jump. - -The reading process consists of three steps: - - First: Silent reading. - Second: The thought expressed in action. - Third: Oral reading. - -After teaching the sentence as a whole, it should be analyzed into -words. For instance, ask a child to pass to the blackboard and point -to _I can_ as many times as he finds it written. Point to _run_, etc. -This may be varied by asking a child to underscore or erase the words -that are alike. - - VIII. - - _Rover_. - -Household pets, anything and everything that is familiar to a child -and in which he is interested, will serve as material for reading -lessons. Rover is a universal name for a dog and hence is arbitrarily -used for illustrative purposes in these lessons. If Dash happens to -be a better name known to the child, use that. Sentences like the -following will suggest themselves: - - Rover can run. - Rover can jump. - Rover can run and jump. - I can hop. - Rover and I can run. - - IX. - - _Kitty_. - -Kittens are a never failing source of interest to children. At -a suggestion from the teacher the children themselves will give -sentences like the following: - - Kitty can jump. - Kitty can run. - Kitty and I can run. - Kitty and I can jump. - Kitty and Rover can run and jump. - -The teacher writes these sentences upon the blackboard as they are -given to her by the different children. She then calls upon other -children to read them. A child may pretend that she is Kitty and -dramatize the action. This dramatic instinct is universal in children -and should be recognized throughout the school life. - - X. - - _You._ - -The question form is easily learned and should be introduced in the -early lessons. Combine familiar words in new relations: - - Can you run? - Can you sing? - You can jump. - Can Kitty hop? - Can you hop and sing? - - XI. XII. XIII. XIV. XV. XVI. XVII. - -Write upon the blackboard in a vertical row several _I see_ -sentences. Have the children read them. Erase _I see_ in each -sentence, leaving _Rover_, _Kitty_, _you_. Again, place several _I -see_ sentences upon the blackboard. Erase _Rover_, _Kitty_, _you_, -leaving _I see_, _I see_, _I see_. Erase _I_, leaving the single word -_see_. - -Continue in this way with the phrases _I can see_, _I have_, _I -like_, _I love_. - -Children are interested in home life, therefore introduce the words -_father_, _mother_, _brother_, _sister_, _baby_ in the early lessons. - -Teach the articles _a_, _an_, _the_ in connection with their nouns in -order to secure natural expression. - -Review these words in new sentences which combine familiar words in -new relations. _Ex.:_ - - XI. XII. - - _I see._ _I can see._ - - I see Rover. I can see Rover jump. - I see Kitty. I can see Kitty run. - I see you. I can see you run and jump. - - XIII. XIV. - - _The bird._ _I have; a dog._ - - Can you see the bird? I have a bird. - The bird can hop. I have a dog. - The bird can sing. I have a kitty. - The bird can jump. Have you a bird? - Can the bird jump? Have you a kitty? - Have you a dog? - - XV. XVI. XVII. - - _I like; to._ _I love; mother; father; baby_ - - - I like Rover. I love Mother. - I like Kitty. I love Father. - I like to sing. I love you. - I like to run. Mother loves Baby. - I like to see the bird hop. Baby loves Kitty. - I like to see a dog jump. I love Mother and Father. - I like to see Rover run. - - XVIII. - -Children are interested in their own names, hence they will quickly -learn to associate the spoken name with its written symbol. Write -upon the blackboard the sentence, _Catch the ball_, ----. (Teacher, -supply the name of a child in the room.) Erase the name and replace -it with a different one. Continue in this way with other names. _Ex.:_ - - Catch the ball, John. - ----, catch the ball. - Roll the ball, ----. - Mary, roll the ball to ----. - ----, run to ----. - ----, hop to ----. - - XIX. - -From this time on it will add to the interest if the sentences are so -connected that they tell a story. The following method has been found -helpful: - -Suppose a bird has been observed. The children have something to say -and this serves as material for a reading lesson. First one child and -then another expresses his thought about the bird. The teacher writes -the easiest of these sentences upon the blackboard, the result being -somewhat as follows: - - I see a bird. - It is a blue bird. - The blue bird can sing. - The blue bird can hop. - -The teacher asks the children to read silently the entire story. As -soon as each child is ready he may rise and turn his back to the -blackboard. He then gives the thought in his own language. _Ex.:_ - - I see a blue bird. - The blue bird can sing and hop. - -Call upon different children to express the thought, and accept any -condensation of language which shows this power. The purpose in -asking the child to interpret the whole story in his own language is -to show that he has the _thought_. - -The children are now ready to analyze the story into sentences. A -good device is to cover the story with a curtain provided for the -purpose. Raise the curtain and ask the children to observe, let us -say, the third sentence. Cover this and ask a child to give the exact -language. _Ex.:_ - - The blue bird can sing. - -If he cannot do so, raise the curtain again and let him observe. -Continue in this way with the other sentences, showing them to the -children in an irregular order. The purpose of this is to show that -the children not only have the thought as a whole, but that they know -the words in each sentence. - -By this method children are trained to read groups of words at a -glance. They observe the sentence as a whole, image it as a whole, -and read it as a whole. Comprehension of the thought leads to freedom -of expression. In consequence, pupils will not be heard pronouncing -disconnected words in unnatural, artificial tones. - -The development of the lesson is as follows: - - First: Children observe and express. - - Second: The teacher writes this expression on the blackboard. - When a story of three or four sentences is complete - the order of interpretation is as follows: - - First: Children observe and image. (Silent reading.) - - Second: Each child in turn expresses the whole thought. - - Third: The children read each sentence. (Oral reading.) - -Color appeals to all children. Frequent use of it should be made -in describing birds, flowers, and animals in the first reading lessons. -The following are suggestive lessons containing such words as _big_, -_little_, _pretty_, and adjectives of color. - - _pretty; my; white._ - - I have a pretty kitty. - My kitty is white. - Kitty can run and jump. - I like my pretty white kitty. - - - _big; little; black._ - - Rover is a big, black dog. - I love a little, white kitty. - Rover likes my little kitty. - Rover and Kitty run and jump. - -Vary the work at this point by teaching the word are and putting some -of the stories in the second person. Children will enjoy reading or -talking to an imaginary Rover or Kitty. _Ex.:_ - - I see you, Rover. - You are my big, black dog. - You can run and jump. - I like you, Rover. - - XX. - - SUMMARY. - - Run. I can Rover big and - Jump. I see Kitty little to - Hop. I have bird pretty my - Sing. I like a dog blue the - I love mother white - catch father black - are ball - -With this limited vocabulary the teacher is able to formulate many -sentences. - - XXI. - -Write upon the blackboard descriptions given by the children of -grandma, father, mother, baby, or other members of the family. This -will train them to observe closely and to image clearly. (Proceed as -in Lesson XIX.) - - I have a baby brother. - He has brown eyes. - He can laugh. - He can walk. - His name is Robert. - -If necessary, let several development lessons precede the story in -order to emphasize certain aspects of thought or particular words. - - 1. - - My name is Helen. - My name is Mary. - My name is John. Etc. - - 2. - - Baby brother can laugh. - Baby brother can cry. - Baby brother can walk. - Baby brother can pat-a-cake. Etc. - - XXII. - -Let each child describe his own home. Write one of these descriptions -on the blackboard, somewhat as follows: - - We live in a house. - It is a white house. - It is made of wood. - It has a yard. - - XXIII. - -In the language lesson show pictures of the home life of children of -other lands. Have the children observe, image, and describe these -pictures. Later, write a description of one of the pictures on the -blackboard as a reading lesson. - - 1. - - This is a little Indian boy. - He lives in a wigwam. - It is made of skins. - It is by the blue sea-water. - - 2. - - This is a little Eskimo girl. - She lives in the North. - It is very cold. - Her house is made of snow and ice. - -Whenever it is necessary, precede the story with one or more -development lessons. - - XXIV. - -Select a little girl with bright dress and attractive coloring to -stand before the class. Ask the children to observe, and then to -close their eyes and image the child. Tell the little girl to step -into the dressing room or behind a screen and have the children -describe her. Express from the image, not from the object. The -teacher writes the description on the blackboard, somewhat as follows: - - 1. - - Mary is a little girl. - She has blue eyes. - She has brown hair. - She has a blue dress. - - 2. - -Omit the observation and write upon the blackboard a description of a -boy or a girl in the room. Supply a name and have one of the children -locate the boy or girl. _Ex.:_ - - I see a boy. - He has black eyes. - He has black hair. - He has a red tie. - Name the boy,----. - - XXV. - -Nature lessons, handicraft lessons, playthings, games, and everything -which appeals to the interest of the children may be used as material -for the reading lessons. _Ex.:_ - - This is John's kite. - It is a big kite. - It is a red kite. - John made the kite. - He can fly his kite. - - XXVI. - -Let the girls having something brown about them impersonate brown -birds. _Ex.:_ Brown eyes; brown ribbons; brown dresses. Have them -read the sentences silently and then perform the action. By a gentle -movement of the arms the birds are represented as flying. - - Play you are brown birds, girls. - Fly, pretty brown birds. - Sing, pretty brown birds. - -Let the boys having something black about them impersonate -blackbirds. _Ex.:_ Black shoes; black clothing; black eyes. - - Play you are blackbirds, boys. - Hop, little blackbirds. - Fly, little blackbirds. - -Adapt the following lesson to suit the conditions by changing either -the name or the color. _Ex.:_ If there is a little girl in the room -with a red ribbon whose name is not _Mary_, substitute the real name. - - Play you are a redbird, Mary. - You have a red ribbon. - You may sing, pretty redbird. - - XXVII. - -Experience proves that a rapid and easy way for children to learn to -read is by means of nursery rhymes and simple poems. The method of -presenting a rhyme is as follows: - -Have the children learn the rhyme by ear and repeat it aloud. Write -the rhyme _Two Little Blackbirds_, on the board. (See Primer, page -23. In order that recognition may take place when the same rhymes -are seen in print, carefully copy the arrangement of the text as -found in the Primer.) Draw a pointer slowly under each line as the -children repeat the rhyme. Do this several times until they begin to -associate the spoken symbol with the written symbol. Children will -soon recognize the elements most prominent. - -After teaching the rhyme as a whole, analyze it into parts. Write -lines, phrases, and words in different places on the blackboard. Have -the children observe, image, and find these in the rhyme. _Ex.:_ _Two -little blackbirds_; _upon a hill_; _one was named_; _fly away_; _come -again_. - -Ask a child to find all the words that are alike. _Ex.:_ _Jack_; -_Jill_; _named_; _fly_; _come_; _again_; etc. Ask another child to -find and name all the words he knows. Let volunteers find lines, -phrases, and words called for by other children who see them. In -some such way as this every symbol can be brought to the child's -consciousness. - -When the children are familiar with the words comprising the rhyme -they are ready to read sentences and stories using these same words -in new relations. Keep the rhyme on the blackboard for reference. -When in doubt about a word let the child find it himself by repeating -the rhyme until he reads that word. - - * * * * * - -A summary of the steps involved: - - 1. Memorize the rhyme in order to acquire the thought. - - 2. Associate this thought with the written symbols. - - 3. Separate the rhyme into sentences, phrases, and words. - - 4. Combine these parts in new wholes; that is, in new sentences - and stories. - -One essential principle in learning to read is that the thought shall -be familiar and interesting. The purpose of the elementary reading -lesson is to associate old thought with a new symbol. - -This same rhyme may be modified and used as a game. Select two -children with blue ribbons, dresses, suits, or neckties, to -impersonate bluebirds. Substitute their names and write the rhyme on -the board as follows: - - Two little bluebirds - Sat upon a hill, - One was named Helen, - The other named Mary. - - Fly away, Helen, - Fly away, Mary. - Come again, Helen. - Come again, Mary. - -Have the two bluebirds read the words from the blackboard, run to a -corner of the room, and stoop down to dramatize the words "sat upon a -hill." At the words "fly away" the little birds run around the room -with outstretched arms to imitate the flying motion. At the words -"come again" they should return to their original position. This -exercise gives repetition of words with variety of thought. - - XXVIII. - - Rock-a-by, baby, - In the tree-top. - When the wind blows - The cradle will rock. - When the bough breaks - The cradle will fall, - Down will come baby, - Cradle and all. - -Memorize the rhyme. Children like to express thought in action, -therefore when memorizing the rhyme let them hold imaginary babies in -their arms and gently rock them to the rhythm of the words. - -Write the rhyme on the blackboard. Write the lines, phrases, and -words elsewhere on the blackboard. Let the children observe these and -find them in the rhyme. _Rock-a-by_; _In the tree-top_; _When the -wind blows_; _When the bough breaks_; etc. - -Find the words that are alike, _baby_; _cradle_; _when_; _the_; -_will_; etc. - - -Action Sentences Based on the Rhyme. - -Write upon the blackboard the sentence, _Bring me the doll_. Have the -children read it silently. Ask a child to perform the action, and -then read the sentence aloud. Continue in this way with other action -sentences. - - Play rock-a-by, baby. - Make a cradle. - Rock the cradle. - Sing to the baby. - Sing rock-a-by, baby. - -A real doll and cradle may be used and the following sentences -be expressed in action: - - Bring me the doll. - Bring me the cradle. - Put the doll in the cradle. - Rock the cradle. - Sing to the doll. - Sing rock-a-by, baby. - -Teach _bring_, _put_, _make_, and other new verbs as sight words and -use them in preliminary development lessons. _Ex.:_ - - Bring me the ball. - Bring me the bell. Etc. - - * * * * * - - Put the ball on the table. - Put the bell on the table. Etc. - -_Kindergarten Finger Play_ furnishes excellent _action_ upon which -to base the use of the word _make_. _Ex.:_ - - Make baby's ball. - Make baby's cradle. - Make baby's hammer. Etc. - - XXIX. - -=See-Saw.= (Primer, page 24.) Children like to recite to appropriate -action. Rhythmic movement may be taught with the "See-Saw" rhyme as -follows: While repeating the first two lines sink to a squatting -position and rise again two times. While repeating the second line -bend alternately to the right and left three times. Repeat these -motions with the third and fourth lines. - - XXX. - -=The Transition from Script to Print.= It is impossible to give a -fixed rule stating the time when the child should pass from the -blackboard script to the book. This varies with the age and ability -of the pupils. The observant teacher knows when to place printed -material in the hands of the child by the readiness and ease with -which he reads from the blackboard. It will be necessary to write the -first lessons in the Primer on the blackboard for the children to -observe the resemblance between that which is written upon the board -and that which is printed in the book. Every primary teacher should -_write a clear, legible hand_. - - * * * * * - -+NOTE+:--"_The Old Woman and Her Pig_," "_The House that Jack -Built_," or other nursery rhymes involving much repetition of -language, will be found helpful for supplementary blackboard lessons. - - - - - +Part III.+ - - FIRST HALF YEAR: - SECOND STEP. - - -1. Blackboard Lessons and Primer. - -2. Phonic Lessons: - - (a) The Consonant Sounds. - - (b) Phonograms derived from Words used - in the Primer. - - (c) Word Drill. - - - - BLACKBOARD LESSONS AND PRIMER. - - (Time, about twelve weeks.) - -=Directions.= 1. There are seventeen rhymes and simple poems in the -Primer. The vocabulary is based on the words found in these rhymes -and poems. Have the children memorize each rhyme. Write it upon the -blackboard and teach the elements as in previous exercises. (See page -43, Part II, Lesson XXVII.) - -2. Continue the blackboard lessons along with the reading of the -Primer. If necessary, precede a lesson in the book with one or more -development lessons on the blackboard. (See page 39, Part II, Lesson -XXI.) - -3. The enjoyment of poetry must be recognized as a legitimate part -of the child's development. To meet this need a Supplementary List -of Poems is given to be read in connection with the Primer lessons. -Wherever possible the poems have been chosen from books of selected -poems, because these are usually more accessible. - -=Reading from the Primer.= Page 31, Paragraph 1. Ask a child to read -the words spoken by Robin Redbreast; ask another child to read the -words spoken by Pussy Cat; ask a third child to read the descriptive -portions of the lesson. - -Paragraph 2. Have the children read the sentences silently and -observe the picture on the opposite page. Answer the directions aloud. - -Proceed in the same way with paragraph 2, on page 32. - -Page 43. While reciting the second part of each stanza have the -children imitate the action named. This may also be played as a -"Singing Game." (See _Songs, Games and Rhymes_ by Eudora Lucas -Hailmann.) - -Page 45. Paragraph 1--Read the questions silently and answer them -aloud. Proceed in the same way with similar lessons throughout the -Primer. - -Paragraph 2. Observation Game: Place a nut or some other object in -a box. Let the children observe this for an instant only. Use for a -blackboard lesson as follows: - - 1. Teacher, write question upon the blackboard. - 2. Children, read the question silently. - 3. Children, answer the question aloud. - -The following is a suggestive method for the reading lesson on Page -45, paragraph 2. Ask two children to read the lesson as a dialogue. -_Ex.:_ - - First Child: "Is it a red ball?" - Second Child: "No. It is not a red ball." Etc. - -Page 48. Rhythmic movement may accompany this lesson. Have four -children cross right hands to form a windmill. Turn in time while -repeating the rhyme _Blow, Wind! Blow!_ Another windmill motion may -be taught as follows: - -Two children stand back to back. Extend the arms and move them -alternately up and down with a gentle fanning motion. Have the -children in their seats recite the rhyme _Blow, Wind! Blow!_ - -Page 62. Tap rhythmically with the finger tips upon the desk in -imitation of the rain while reciting the poem, _Rain_. - -Page 72. Ask several children to pass around the room. Ask a little -boy to lift his cap as he passes by his friends and to greet them by -saying, "How do you do, Mary?" Ask a little girl to _bow_ to a friend -as she passes by and to say, "How do you do,----?" (See game "Going -Walking" in _Popular Folk Games and Dances_ by Marie Ruef Hofer.) Use -the words, "Good morning," if this form of greeting is preferred. -Explain to the children that the name is added as a mark of courtesy. - -Page 80. The blackboard lessons may be extended by adding other -animals. _Ex.:_ - - 1. With a "Moo! Moo!" here, etc.----cows. - 2. With a "Quack! Quack!" here, etc.----ducks. - 3. With a "Bow-wow!" here, etc.----dogs. - - LIST OF POEMS. - -The teacher may read the following poems to the children in -connection with the reading lessons in the Primer as indicated by the -pages. - - 11 "Twenty Froggies," by George Cooper. - _Book: "Pinafore Palace," (Selections) Wiggin & - Smith (Eds.)._ - - 26 "When Little Baby Bye-bye Goes." (Author unknown.) - _Book: "Pinafore Palace."_ - - 33 "The Secret." (Author unknown.) - _Book: "Songs of the Tree-Top and Meadow," (Selections) - McMurry & Cook (Eds.)._ - - 49 "The Wind," by Robert Louis Stevenson. - _Book: "A Child's Garden of Verses."_ - - 57 "Alice's Supper," by Laura E. Richards. - _Book: "St. Nicholas, Vol. V."_ - - 59 "Twinkle, Twinkle, Little Star." (Author unknown.) - _Book: "Songs of the Tree-Top and Meadow."_ - - 63 "Who Likes the Rain?" by Clara Doty Bates. - _Book: "Pinafore Palace."_ - - 65 "The Elf and the Dormouse," by Oliver Herford. - _Book: "The Posy Ring," (Selections) Wiggin & - Smith (Eds.)._ - - 66 "Thank You, Pretty Cow," by Jane Taylor. - _Book: "The Posy Ring."_ - - 71 "Little Gustava," by Celia Thaxter. - _Book: "Poems for Children."_ - - 103 "Little Jack Frost." (Author unknown.) - _Book: "Pinafore Palace."_ - - 104 "The Snow-Bird's Song," by F. C. Woodworth. - _Book: "Pinafore Palace."_ - - 107 "Bye, Baby, Night is Come," by Mary Mapes Dodge. - _Book: "Rhymes and Jingles."_ - - - PHONIC LESSONS. - - (Time, about twelve weeks.) - -=Directions.= 1. There are twenty-five elementary consonant sounds. -The purpose of the phonic lessons is to associate these consonant -sounds with the letters representing them, and to become accustomed -to the use of phonograms based upon words in the Primer. Word -recognition should become automatic. See page 112 for a scientific -arrangement of the consonant sounds. - -2. All of the blackboard work should be written, not printed. The -child reproduces by a more or less unconscious imitation the written -forms which he sees upon the blackboard. - -3. The lessons indicate the order; the time will vary with the -ability of the children and must be determined by the teacher. - - I. - - _r un_. - -Begin with the word _run_. This is a part of the child's vocabulary, -having been learned in the early reading lessons. Appeal is made -first to the ear, then to the eye. The teacher conducts the lesson as -follows: - -The Ear. - - 1. Pronounce _run_ easily and naturally. - - 2. Give the sounds separately, thus: _r-un_. - - 3. Again pronounce the word. Call upon the children collectively - and individually to do the same. - -The Eye. - - 1. Write the word _run_ on the blackboard. - - 2. Cover the _un_ and have the _r_ sounded. - - 3. Cover the _r_ and have the _un_ sounded. - - 4. Uncover the whole word and ask the children to put the - two sounds together to make the word, _run_. - -If the children cannot do this the teacher may do it for them, making -the sound _r_ prominent. The ability to blend one sound with another -should not be a difficult phase of the work. The teacher's attitude -toward blending is the influence which makes it hard or easy for the -child. - -To associate the sound _r_ with its written symbol the following -method is suggested: - -The teacher writes _r_ upon the blackboard, giving the sound, not the -name. She then calls upon the children collectively and individually -to give the sound. - - * * * * * - -_Teacher_: Close your eyes, children. Can you see how _r_ looks? -(Give the sound, not the name.) Watch me make it again. - -Teacher writes _r_ slowly several times, then erases the work. -Children observe, image, and then write _r_ upon the blackboard or -upon paper. If a mistake is made have the child erase, again observe -the teacher as she makes the letter, then write it a second time. - - II. - - _f._ - -Teach the word _fun_ in the same manner that _run_ was taught in -Lesson I. Write on the blackboard: - - _r un_ - _f un_ - -Cover first one part and then the other, sounding each element. - -Write _f_, _r_, _un_, on the blackboard a number of times, arranged -irregularly. Review daily, adding new consonants and phonograms as -they are taught. - - III. - - _s ing._ - -1. Separate both the spoken and the written word _sing_ into the -phonic elements: - - (a) _s_ consonant sound. - - (b) _ing_ phonogram or sound group. - -2. Associate each sound element with its written symbol. - -3. Combine the consonants _r_, _f_, _s_, and the phonograms _un_, -_ing_, to form new words: - - r un s ing r ing s un - s un r ing r un s ing - - IV. - -=Phonic Drill.= Phonic Drill upon words from the Primer will each day -follow two lines: - - I. A list of words to be separated into sounds (Phonic Analysis). - - II. A list of familiar sounds to be combined in new relations to - form words (Phonic Synthesis). - -Phonic Drill upon phonograms and the consonant sounds may be -given in two ways: - - 1. Combine different consonant sounds with the same phonogram. - - 2. Combine different phonograms with the same consonant - sound. - -For convenience the first is called a _Phonic Series_; the second is -called a _Word List_. - -=Phonic Series.= Combine _f_, _r_, _s_, with _at_ to form this phonic -series. Review the _un_ series of words. - -Develop the blend as follows: - -(a) Write _at_ on the blackboard and pronounce it. (The children will -recognize the word, having seen it many times in the reading lessons.) - -(b) Select a consonant, _r_ for example, and write it in front of -_at_. - -(c) Combine the two elements into a whole word without making more of -a separation than is necessary to explain the blending of the sounds. - -Prefix _f_ and _s_ in the same way. - -Write the _at_ and the _un_ series on the blackboard. - - r at r un - f at f un - s at s un - -Children pronounce the words. Cover first one part and then the -other, sounding each element. Review daily, adding new sound elements -as they are taught. As soon as possible refrain from assisting the -children by covering the parts. - - -=Word List.= Write upon the blackboard in a vertical row the words -beginning with _r_, from the Primer, pages 5-26. _Ex.:_ _Rover_, -_roll_, _rock_. Have the children pronounce them. Then erase _over_, -_oll_, _ock_, leaving only _r_, and let children make the sound. -Continue with words beginning with _f_ and _s_ in the same way. - -Again, write several words on the blackboard containing the phonogram -_at_. Erase _f_, _s_, _r_, leaving only _at_. - -Continue in the same way with the _un_ series and the _ing_ series. - - * * * * * - -Word List No. I. - - s ing r at f un - s at r ing f at - s un r un - -Retain this list on the blackboard for daily drill, rearranging the -order from time to time and adding new words as they are taught. The -lists for word drill are not final. Let use be the guide in deciding -the number of words to be taught. The analysis of these words into -their sound elements will determine the number of phonograms to -be taught. Proper drill upon both the phonic series and the word -lists leads to sight recognition of words, by means of their sound -elements. This is the purpose of phonic work. - -=Phonic Cards.= All drill work should train the mind to observe -accurately, to image vividly, and to express quickly. In every -exercise aim to secure, first, clear images; second, rapid work. It -interferes with normal growth and development to reverse this order. -To accomplish these ends, prepare a set of phonic cards each one -representing a separate sound or phonogram, and use for rapid sight -work after the board work has been given. Cut cards to a uniform size -of eight by six inches, out of heavy paper, and write with India ink -and a camel's hair brush. Stand in front of the class and call upon -the children in order. If the child cannot give the sound instantly, -call upon another. Children will work rapidly if they are trained to -do so. Review frequently and as the need arises prepare new cards. It -is quite possible to have repetition with a constant variety of new -material. - - V. - - _h op._ - -1. Write _hop_ on the blackboard and teach the sound elements -_h_ and _op_. - -2. Associate each sound with its symbol. - -3. Identify the sound _h_ in the sight words _have_, _has_, _here_, -_hill_. (Proceed as in Lesson IV.) - -4. Add _hop_ to Word List No. 1, and review daily, for a few -moments, at the close of each lesson. - - VI. - - _j._ - -1. Separate the sight words _Jack_, _Jill_, _jump_, into their sound -elements. - - (a) If any of the children in the class have names beginning - with _J_ add these to the list, as: John, Julia, Jones. - - (b) Use capital letters for proper names, small letters for - common ones. Meet each need by teaching that for which - there is a demand. - -2. Associate the sound _j_ with the letter. - -3. Combine _ill_, _ack_, _ump_, with the known consonant sounds to -form the phonic series: - - _ill_ _ack_ _ump_ - - r ill J ack j ump - f ill s ack h ump - s ill h ack - J ill r ack - h ill - - VII. - - _m._ - -1. Write _may_ on the blackboard and teach the sound elements -_m_ and _ay_. - -2. Associate each sound with its symbol. - -3. Identify _m_ in the sight words _Mary_, _my_, _me_, _mother_. - -4. Combine _ay_ with familiar consonant sounds to form the phonic -series: - - h ay - s ay - j ay - r ay - -5. Combine the sound _m_ with the phonograms _ill_, _op_, _at_, -previously taught. Add these to Word List No. 1 for review. - - VIII. - - _p_, initial; final. - -1. Initial _p_--the first sound heard in _pussy_, _play_, _pretty_. - -2. Final _p_--the last sound heard in _hop_, _up_, _jump_, _sleep_. - -3. Associate the sound _p_ with the letter. - -4. Combine _p_ with familiar phonograms to form the words _pat_, -_pack_, _pill_, _pop_, _pump_, _pay_. - -5. Add these words to Word List No. 1 and drill daily. Cultivate -rapid sight recognition of the sound elements. - - IX. - - _in, am, an, and._ - -It is assumed that the children know these phonograms, having learned -them as sight words in the reading lessons. If they fail to recognize -them, use _in_, _am_, _an_, _and_, in sentences and teach them again -as sight words. - -Blend familiar consonant sounds with these phonograms to form the new -phonic series. - - _in_ _am_ _an_ _and_ - - f in S am m an h and - s in h am f an s and - p in j am r an and - - X. - - SUMMARY. - -Consonants: - - _r_, _f_, _s_, _h_, _j_, _m_, _p_. - -Phonograms: - - _at_, _ack_, _am_, _an_, _and_, _ay_, - _ing_, _ill_, _in_, - _op_, - _un_, _ump_. - -Phonic Series. - - _at_ _ack_ _am_ _an_ _and_ _ay_ - - h at p ack j am m an h and j ay - m at r ack h am r an s and h ay - f at J ack S am f an and s ay - s at h ack p an p ay - r at s ack - - - _ing_ _ill_ _in_ _op_ _un_ _ump_ - - r ing m ill f in m op s un j ump - s ing h ill s in h op f un h ump - f ill p in p op r un p ump - t ill - s ill - -Word List No. II. - - rack sand ham hand mop pop Jack - ran say hill hop mill pan Jill - ray Sam hack may pill pack jump - fill sack hat man pat pin jay - fin sin hay mat pay pump jam - -+NOTE.+-- - - (a) As soon as the children can read the words arranged in - a series, take them irregularly. When they have power quickly - to perceive and blend the sound elements, refrain from covering - the parts. The goal is instant sight recognition. - - (b) Secure individual recitations. Concert work has its - place, but the object is individual power. - - (c) Note the words over which the children hesitate and - make these the basis of the next arrangement. - - (d) Frequently rearrange the phonic list. The object is not - to memorize the words, but to give the children the power to - read them by their sound elements. - - (e) Add the names of children in the class to the word lists - and analyze these into their sound elements. - - XI. - - Final _s_. - -Add _s_ to all the words in Word Lists Nos. I and II, where its use -will form a word. - -Write the simple form of the word on the blackboard and have it -pronounced. Write it again with the _s_ added, and have it pronounced -a second time. _Ex.:_ - - sing sing s - ring ring s - run run s - tree tree s - see see s - -It will be found helpful to have a card seven by nine inches, with -an _s_ written upon it. Hold this beside the words in the phonic -lists and have both the simple and the _s_ forms pronounced. Train -the children to observe quickly and to be mentally alert. - - XII. - - _t_, initial; final; medial. - - 1. Initial _t_--the first sound heard in _top_, _tell_. - - 2. Final _t_--the last sound heard in _it_, _at_. - - 3. Medial _t_--in _Kitty_, _pretty_, _little_. - - 4. Associate the sound _t_ with the letter. - - 5. Identify _t_ in the following sight words from the Primer, pages - 9-39: _to_, _town_, _tick-tock_, _tune_, _nest_, _not_, _nut_, _cat_. - - 6. Combine familiar consonant sounds with _it, ot_, to form the - phonic series: - - _it_ _ot_ - - s it h ot - h it p ot - p it t ot - - 7. Review the _at_ series, making prominent the sound _t_ final. - - XIII. - - _k_, _ck_, initial; final. - - 1. _K_ in _kitty_, _kite_, _keep_, _shook_, _look_, _bake_, _Kate_. - 2. _ck_ in _tick-tock_, _cluck_, _Jack_, _black_, _clock_, _rock_. - 3. Phonograms: _ick_, _ock_. - 4. Phonic Series: - - _ick_ _ock_ - - p ick r ock - t ick t ock - s ick d ock - D ick s ock - h ick ory - d ick ory - - 5. Add _king_, _kill_, also words in the phonic series to Word List - No. II, and review daily. - - XIV. - - _l_, initial; final; medial. - - 1. Initial _l_ in _like_, _look_. - 2. Final _l_ in _ball_, _hill_. - 3. Associate the sound _l_ with the letter. - 4. Identify sound _l_ in the following sight words from the Primer: - _like_, _little_, _ball_, _all_, _fall_, _doll_, _hill_, _Jill_, - _will_, _mill_, _roll_, _yellow_. - 5. Include the names of children in the room. _Ex.:_ _Lucy_, _Nellie_, - _Lilly_, _Paul_. - 6. Phonogram: _all_. - 7. Phonic Series: - - _all_ - - f all - h all - t all - - 8. Review the _ill_ series, making prominent final _l_. - - XV. - - _n_, initial; final; medial. - - 1. Analyze _not_ into the sound elements _n_, _ot_. - 2. Identify the sound _n_ in the sight words _no_, _nut_, _nest_, - _name_, _an_, _can_, _ran_, _in_, _on_, _run_, _hen_. - 3. Include names of children in the room: Ned, John, Anna, - Nan. - 4. Analyze _hen_ into the sound elements _h_, _en_. - 5. Phonogram: _en_. - 6. Phonic Series: - - _en_ - - m en - p en - h en - t en - - 7. Review the _an_, _in_, _un_ series, making prominent final _n_. - - XVI. - - _d_, initial; final. - - 1. Identify sound _d_ in the sight words _dog_, _do_, _doll_, _down_, - _dear_, _red_, _send_. - 2. Separate _red_ into the sound elements _r_, _ed_. - 3. Add _d_ to the phonogram _en_ taught in Lesson XV. - 4. Phonograms: _ed_, _end_. - 5. Phonic Series: - - _ed_ _end_ - - f ed s end - r ed m end - N ed l end - l ed t end - - 6. Word List: Add these words to Word List No. II. Arrange - irregularly and review daily. - - XVII. - - _pl_; _fr_; _tr_; _ee_. - -Blended consonants _pl_, _fr_, _tr_. (Blended consonants are made as -nearly as possible with one impulse of the voice.) - - 1. Identify the sounds _pl_, _fr_, _tr_, _ee_ in the words: - - plant tree frog see - play try from three - - 2. Combine _ee_ with final _p_, _d_, _m_, _n_, to form phonograms. - - 3. Phonic Series: - - _eep_ _eed_ _eem_; _een_ - - p eep s eed s eem - d eep f eed s een - k eep d eed k een - - - XVIII. - - _ing._ - -Write the simple form of the word upon the blackboard and have -it pronounced. Write it again with the syllable _ing_ added, and -have it pronounced a second time. _Ex.:_ - - sing sing ing go go ing - jump jump ing catch catch ing - ring ring ing play play ing - fly fly ing rock rock ing - see see ing blow blow ing - do do ing sleep sleep ing - - XIX. - - Apostrophe _s_ (_'s_) - -Teach the apostrophe ('_s_) by adding it to the names of children in -the room. Place upon the blackboard a group of sentences which the -children have given orally. _Ex.:_ - - This is Mary's sister. I see Jill's pail. - This is John's ball. I see Jack's kite. - This is Helen's hat. I see baby's kitten. - -Let the children read the sentences. As the children watch, erase -_This is_, _I see_, _I have_, etc., leaving the possessive form. Add -these words to Word List No. II. Rearrange the order and drill daily. - - XX. - - SUMMARY. - - 1. Consonants: _r_, _f_, _s_, _h_, _j_, _m_, _p_, _t_, _k_, _ck_, - _l_, _n_, _d_. - 2. Blended consonants: _pl_, _fr_, _tr_. - 3. Final _s_, apostrophe _s_, _ing_ (syllable). - 4. Phonograms: _at_, _ack_, _am_, _an_, _and_, _ay_, _all_. - _en_, _ed_, _end_, _ee_, _eep_, _eed_, _eem_, _een_. - _ing_, _ill_, _in_, _it_, _ick_. - _op_, _ot_, _ock_. - _un_, _ump_. - - 5. Word List No. III. - - tack rock lot popping Mary's not Fred's - tan rocks lock plot fall Nat's tray - tall rocking rings play falling Nan's track - ten red ringing plays fed day tree - tick Jill's Sam's playing feed deep trees - tock land sings saying fit deed sit - top lay singing mumps peep Dick's seeing - keep lend pack mend peeping dock sick - king Jack's pot men pumping dickory seed - kitten John's free need nun frog seen - - XXI. - - _b_; _bl_; _br_. - - 1. _b_ in _boy_, _big_, _bird_, _baby_, _ball_, _by_, _be_, _back_, - _but_, _baa_, _bake_, _bow_. - 2. _bl_ in _blue_, _black_, _blows_. - 3. _br_ in _breaks_, _brown_, _breast_, _bread_, _broom_, _umbrellas_. - 4. Phonogram: _ake_. - 5. Phonic Series: - - _ake_ - - m ake - r ake - l ake - b ake - - 6. Combine _b_, _br_, _bl_ with familiar phonograms to make the word - list _bun_, _bat_, _band_, _bin_, _ball_, _bee_, _bring_, _blot_, - _bump_, _block_. - - XXII. - - _g_; _gr_. - - 1. _g_ in _go_, _girl_, _egg_, _pig_, _gave_, _get_, _good_. - 2. _gr_ in _green_, _grass_, _grow_, _grunt_, _grandma_, _grandpa_, - _grind_. - 3. Phonograms: _ig_, _og_. - 4. Phonic Series: - - _ig_ _og_ - - f ig f og - j ig j og - d ig l og - b ig d og - p ig fr og - b og - -+NOTE.+-- - - In pronouncing the vocal consonants _b_, _d_, _g_, the voice - should be placed _well forward_. The vibrations for _b_ are _in the - lips_; for _d_ in the _point of the tongue_; for _g_ in the _back of - the tongue_. - - XXIII. - - _y_ (consonant). - - Consonant _y_ is always initial. - _y_ in _you_, _your_, _yes_, _yellow_. - -+NOTE.+-- - - _y_ (vowel) is given in the Manual, Part IV, page 88. - - XXIV. - - _w._ - - 1. _w_ the wind sound; it resembles _oo_ in _boot_. - 2. _w_ in _we_, _way_, _wind_, _will_, _went_, _waves_, _wash_, - _window_, _water_, _wool_, _weave_, _west_. - 3. Phonogram: _est_. - 4. Phonic Series: - - w est - r est - b est - n est - - 5. Word List: - - wing win weep wick will - will wall way wig wills - - XXV. - - _wh._ - - 1. _wh_ the blowing sound. - _w_ is vocal, while _wh_ is breath. - 2. _wh_ in _what_, _when_, _wheat_, _where_, _why_, _white_. - 3. Phonogram: _ite_. - 4. Phonic Series: _white_, _kite_, _bite_. - - XXVI. - - _th_ (vocal). - -The soft sound of _th_ is vocal; the hard sound is breath. - -_th_ (soft) in _that_, _this_, _there_, _they_, _them_. - -+NOTE.+-- - - It is not wise to teach two sounds for one symbol in the - early lessons. Vocal _th_ is taught first because it is the one more - frequently used in the Primer. See _th_ (breath) Part V, page 112. - - XXVII. - - _ch_, initial and final; _tch_, final. - - 1. _ch_ in _church_, _chick_, _chicken_, _chop_, _churn_, _rich_, - _such_, _much_. - 2. _tch_ in _catch_, _match_, _hatch_. - - XXVIII. - - _sh_, initial; final. - - 1. _sh_ in _she_, _ship_, _sheep_, _shook_, _wish_, _push_. - 2. Phonograms: _ook_, _ush_. - 3. Phonic Series: - - _ook_ _ush_ - - b ook m ush - t ook br ush - l ook h ush - br ook r ush - h ook - sh ook - - - XXIX. - - REVIEW. - - 1. Consonants: _r_, _f_, _s_, _h_, _j_, _m_, _p_, _t_. - _k-ck_, _l_, _n_, _d_, _b_, _g_. - _y_, _w_, _wh_, _th (soft)_, _ch_, _sh_. - - 2. Blended consonants: _pl_, _fr_, _tr_, _bl_, _br_, _gr_, _tch_. - - 3. Phonograms: _at_, _ack_, _am_, _an_, _and_, _ay_, _all_, _ake_. - _en_, _ed_, _end_, _ee_, _eep_, _eed_, _eem_, _een_, - _est_. - _ing_, _ill_, _in_, _it_, _ick_, _ig_, _ite_. - _op_, _ot_, _ock_, _og_, _ook_. - _un_, _ump_, _ush_. - - 4. Word List No. IV. - - bat bite wee brick than shook - back book weep bring then shed - band bump weed brook thing sheep - ball bumping wing brush thrush shop - bake best will brushing hatch shot - bed gay win grand match blot - bend got wick gray latch black - bill gun wig greed patch bleed - bit way Will's green catch block - big wake west that shake when - - - - - Part IV. - - SECOND HALF YEAR: - THIRD STEP. - - - 1. Reading from the First Reader. - - 2. Phonic Lessons: - - (a) The Vowel Sounds. - (b) Equivalent Vowel Sounds. - (c) Word Drill. - - - READING FROM THE FIRST READER. - - (Time, about twenty weeks.) - -=Directions=. 1. In the Primer, the First Reader, and the Second -Reader, the words of the vocabulary are arranged in the order in -which they first occur, and are grouped by pages in a word list -placed in the back of the book. Since teachers usually write -unfamiliar words upon the blackboard and develop them in a word drill -preceding the reading lesson, it has not been thought necessary to -place the new words at the beginning of each lesson. (See Spelling, -page 17. Also Word Drill, page 19.) - -2. If necessary precede a lesson in the First Reader with a -development lesson on the blackboard. (See page 39, Part II, Lesson -XXI.) - -3. A Supplementary List of Poems is given to be read in connection -with the lessons in the First Reader. Do not ask children to retell -the poems read aloud. To develop an appreciation of poetry is the -object. Children who have been accustomed to hearing poetry will read -and enjoy the poems in their readers as much as the stories. The -teacher's attitude toward poetry is the suggestion that influences. - - - THE FIRST READER. - -Page 7. Memorize the poem. Write it upon the blackboard and -teach the elements as in the Primer lessons based upon Nursery -Rhymes. (See page 43, Part II, Lesson XXVII.) - -Page 10. Teach as indicated above. - -Page 11. _Something to Tell._ Have the children read the questions -silently, and then answer them aloud. - -Page 12. This lesson was suggested by reading George Cooper's -poem, _Come, Little Leaves_. - -Page 96. This lesson was suggested by reading Frederick Manley's -poem, _The Journey's End_, in the _Modern Music Primer_. - -Page 102. This lesson was suggested by reading Frederick Manley's -poem, _The Woodpecker_, in the _Modern Music Primer_. - - LIST OF POEMS. - -The teacher may read the following poems to the children in -connection with the reading lessons in the First Reader as indicated -by the pages. - - 12 "Come, Little Leaves," by George Cooper. - _Book: "Pinafore Palace," (Selections) Wiggin & Smith (Eds.)._ - - 20 "The Little Doves." (Author unknown.) - _Book: "Pinafore Palace."_ - - 34 "The Crow's Children," by Phoebe Cary. - _Book: "Ballads for Little Folks."_ - - 44 "How the Leaves Came Down," by Susan T. Coolidge. - _Book: "Songs of the Tree-Top and Meadow," (Selections) - McMurry and Cook (Eds.)._ - - 54 "My Bed is a Boat," by Robert Louis Stevenson. - _Book: "A Child's Garden of Verses."_ - - 63 "The Water Mill." Aunt Effie's Rhymes. - _Book: "Child Life," (Selections) John G. Whittier (Ed.)._ - - 63 "The Johnny Cake." (Author unknown.) - _Book_: Whittier's "_Child Life."_ - - 78 "O Lady Moon," by Christina G. Rossetti. - _Book: "Sing-Song."_ - - 80 "An Old-Fashioned Rhyme," by Emilie Poulsson. - _Book: "In the Child's World."_ - - 94 "A Diamond or a Coal," by Christina G. Rossetti. - _Book: "Sing-Song."_ - - 102 "One, Two, Three," by Henry C. Bunner. - _Book: "The Posy Ring," (Selections) Wiggin & Smith (Eds.)._ - - 109 "The Sweet Red Rose," by Mary Mapes Dodge. - _Book: "Songs of the Tree-Top and Meadow."_ - - 115 "Nursery Song," by Mrs. Carter. - _Book: "Songs of the Tree-Top and Meadow."_ - - 118 "The Cow-Boy's Song," by Anna M. Wells. - _Book: "The Posy Ring."_ - - 128 "The Seed," by Kate L. Brown. - _Book: "Songs of the Tree-Top and Meadow."_ - - 137 "To a Honey Bee," by Alice Cary. - _Book: "Ballads for Little Folks."_ - - 139 "Over in the Meadow," by Olive A. Wadsworth. - _Book: Whittier's "Child Life."_ - - 149 "What Robin Told," by George Cooper. - _Book: "Songs of the Tree-Top and Meadow."_ - - 152 "A. Apple Pie," by Edward Lear. - _Book: "Pinafore Palace."_ - - PHONIC LESSONS. - - (Time, about twenty weeks.) - -=Directions.= 1. In Phonic Lessons, First Half Year, Second Step, the -child learned the consonant sounds and some of the common phonograms. -In the second half year phonograms are analyzed for the purpose of -recognizing the vowel sounds as elements. There are twenty elementary -vowel sounds. The purpose of the phonic lessons is to associate -these vowels with the symbols representing them. See page 113 for a -scientific arrangement of the vowel sounds. - - I. - - _a_ (short). - - 1. Separate _at_ into the sound elements _a_ and _t_. (Give the - sound, not the name.) - - 2. Associate the sound with the letter. - - 3. Combine _a_ (short) with the consonants _n_, _m_, _t_, _p_, _d_, - to form the phonograms _an_, _am_, _at_, _ap_, _ad_. - - 4. Analyze short words containing the sound of _a_ (short) into - phonic elements. (A knowledge of the elementary sounds is the - foundation upon which rests the power to recognize new words.) - - fan jam mat sad tap - f a n j a m m a t s a d t a p - - 5. Analyze the following words, making prominent _a_ (short): - _rat_, _Sam_, _pat_, _had_, _sat_, _thank_, _sang_, _ash_, _splash_. - - II. - - _a_ (long). - -Final _e_ causes the preceding vowel to take its _name_ instead -of its _sound_. Do not teach the rule, but its application. No -diacritical marks are necessary to indicate the short and long vowel -sounds. (Children quickly discover that the final _e_ changes the -preceding vowel from the sound to the name. This is true of almost -all words. When there is a phonetic exception it should be taught as -a sight word.) - - 1. Write _at_ on the blackboard and have it pronounced. Write _ate_ - beside it and have it pronounced. (The teacher may do this first - and have the children learn the force of _e_ by observation and - imitation.) _Ex.:_ _at ate_. - - 2. Combine different consonants and phonograms to illustrate - this principle. - - at ate an ane - f at f ate p an p ane - - am ame ap ape ad ade - S am s ame t ap t ape m ad m ade - - There are a few exceptions to this rule. _Ex.:_ _have_. Teach this - word to the child just as the name of any new sight word is told - him. - - 3. Analyze the following words, making prominent _a_ (long): _came_, - _name_, _take_, _same_, _taste_, _bake_, _cake_, _wake_, _spade_. - - III. - - _ay_ = _a_ (long). - - 1. _ay_ is an equivalent symbol for _a_ (long). - - 2. Analyze the following words: _hay_, _jay_, _say_, _stay_, _may_, - _way_, _day_, _lay_, _gray_, _play_. - - IV. - - _ai_ = _a_ (long). - - 1. _ai_ is an equivalent symbol for _a_ (long). - - 2. Combine _ai_ with consonants to form the phonograms _ail, ain, - ait, aid_. - - 3. Word List for analysis: - - hail chain train - pail pain stain - tail rain wait - fail raining waited - sail gain waiting - mail paid afraid - - V. - - _c_ (hard); _cr_; _cl_. - -_c_ (hard) and _k_ have the same sound. It is interesting to note -that _c_ is oftener found to begin words and _k_ to end them. - - 1. _c_ in _can_, _come_, _cat_, _cow_, _corn_, _coo_, _cold_. - - 2. _cr_ in _cradle_, _cream_. - - 3. _cl_ in _clip-clap_, _climbs_, _clock_, _cluck_. - - 4. Phonograms: _ow_, _own_, _old_. - - 5. Phonic Series: - - c ow t own t old - b ow br own g old - h ow d own f old - b ow-w ow fr own h old - - 6. Word List: - - camp came cling clay crook - camping can cluck clump crop - call cake clock creep crash - calls cook click creeping crush - called cow clam crack crown - cat cot clap cradle cream - - VI. - - _e_ (short). - - 1. Separate _red_ into the sound elements _r_ and _ed_. - - 2. Separate _ed_ into the sound elements _e_ and _d_. (Give sound, - not name.) - - The teacher should pronounce it first, and let the children - learn by imitation. Be careful to give the correct vowel sound. - - 3. Combine _e_ (short) with consonants to form the phonograms - _en_, _em_, _et_, _ell_, _eg_, _elf_, _elt_, _esh_. - - 4. Word List: - - pet yet leg fell sled - set met bell Nell's bed - wet let sell when red - net hem tell then melt - self them shell den end - shelf peg selling men ends - get beg telling hens threshers - getting begging well ten bench - - VII. - - _e_ (long); ee. - -Final _e_ takes its name when it is the only vowel in the word. -_Ex.:_ _he_, _she_, _we_, _me_, _be_. - -The sound of _ee_ is the same as the name of _e_. It is not necessary -to connect double letters artificially with a bar or mark of any -kind. Children soon learn that one sound is used for both letters. - -Combine _ee_ with the consonants used both as initials and finals to -build words. - - Phonic Series: - - _eet_ _eel_ _eed_ _eep_ - - b eet h eel f eed p eep - f eet f eel s eed k eep - sl eet p eel w eed sh eep - str eet st eel d eed w eep - sh eet wh eel n eed d eep - - Word List. - - feed sleeping deed keep teeth - need beef seed peeping he - seem speed deep keeping she - seems meet seen tree we - peep see sheep three me - sleep bee weep cheese be - - VIII. - - _ea_ = _e_ (long). - - 1. _ea_ is an equivalent symbol for _e_ (long). - - 2. Combine _ea_ with consonants to form the phonograms _eal_, _ean_, - _eam_, _ear_, _eap_, _eat_, _eave_. - - 3. Word List: - - meal reap lean weave teacher - seal read leap leave tear - bean lead leaping stream dear - seat eager heat please near - meat reaping heater teach hear - neat reaper wheat each hearing - - IX. - - _ed_ = _d_ (final). - -_ed_ = _d_ when added to a word ending in a _vocal_ consonant. - -_ed_ = _t_ when added to a word ending in a _breath_ consonant. - -Write the simple form of the word on the blackboard, and have -it pronounced. Write it again with the _ed_ added, and have it pronounced -a second time. Do not teach it as a separate sound. Call -attention to the difference in form and the corresponding difference -in sound. - - _ed_ = _t_ _ed_ = _d_ - - dress dressed play played - pass passed cover covered - dance danced live lived - wish wished call called - drop dropped roll rolled - - REVIEW. - - rain rains raining rained - jump jumps jumping jumped - tap taps tapping tapped - walk walks walking walked - look looks looking looked - pick picks picking picked - - X. - - _x._ - - 1. _x_ = _ks_ as in _milks_. _x_ is not one of the simple elementary - sounds. - - 2. _x_ in _ax_, _fox_, _six_, _next_, _Foxy_, _Loxy_, _wax_. - - XI. - - _i_ (short). - - 1. Separate _it_ into the sound elements _i_ and _t_. (Give sound, not - name.) - - 2. Combine _i_ (short) with consonants to form the phonograms _in_, - _im_, _ip_, _id_, _ib_, _it_, _ig_, _ill_, _iss_, _ish_, _ick_. - - 3. Word List: - - him tip-top dim fin with - lip sit lid wish kiss - hid sitting ill dish miss - bit whip chill wished brick - pin ship rill silver click - pinned dipping rip picked till - sick dipped rim mittens mitten - thick did spilled kittens written - pick dinner rib big pig - - -Give a short drill each day at the close of the lesson upon the -phonic list. - - XII. - - _i_ (long). - - 1. Teach _i_ (long) in the same manner in which _a_ (long) was - taught. (See page 81, paragraph II.) - - 2. Combine different consonants and phonograms to illustrate this - principle. - - it ite ip ipe id ide - b it b ite r ip r ipe r id r ide - - in ine im ime - p in p ine d im d ime - - 3. Word List: - - ice mite white line wise - mice chime ripe lime wiser - nice chide ride fire spring - side shine rides wire hive - beside wide riding rise five - mine wipe dime ripe pine - - XIII. - - _y_, vowel (short and long). - - 1. _y_ (short) has almost always the sound of _i_ (short). It is the - last sound heard in _Mary_, _baby_, _pretty_, _frosty_, _lady_. - - _y_ (long) is the same as _i_ (long). It is the last sound heard in - _my_, _fly_, _sky_, _by_, _dry_, _try_, _cry_. - - 2. Word List: - - happy nicely Hickory Dickory - sandy carry empty - fairy flying Blacky - Henny Penny crying Browny - Foxy Loxy myself Whitey - Ducky Lucky goodby sky - Turkey Lurkey drying frosty - - XIV. - - _igh._ - - 1. _igh_ is an equivalent symbol for _i_ (long). - - 2. _igh_ in _high_, _higher_, _flight_, _thigh_, _night_, _fight_, - _sight_, _bright_, _light_, _right_, _might_, _lightning_. - - XV. - - _v_, initial; final; medial. - - 1. _v_ in _violet_, _very_, _visit_, _love_, _weave_, _voice_, _every_. - - 2. Phonogram: _ave_. - - 3. Word List: gave, cave, pave, wave. - - XVI. - - _o_ (short). - - 1. Separate _on_ into the elements _o_ (short) and _n_. - - 2. Combine _o_ (short) with the final consonants _n_, _m_, _p_, _t_, - _b_, _d_, _ss_, _g_, to form phonograms, and with initial consonants - to form words. - - ot ob op - c ot r ob h op - - 3. Word List: (Let the children find other words in the Reader.) - - top pop softer - stop Tom longer - not lost knock - spot frost knocker - locked frosty knocking - off from knocked - rock stronger moss - flock logs toss - hopping lost chop - pot soft chopping - - XVII. - - _o_ (long). - - 1. Teach _o_ (long) in the same manner in which _a_ (long) was - taught. (See page 81, paragraph II.) - - 2. Combine different consonants and phonograms to illustrate - this principle: - - hop rob not mop - hope robe note mope - - 3. Word List: - - old rode bone - hole rose stove - hope mole smoke - those home alone - chose hoe spoke - note rope broke - nose more those - toe core shore - pole sore chore - - XVIII. - - _o_ (final); _oa_. - - 1. -_o_, _oa_ are equivalent symbols for _o_ (long). - - 2. _o_ in _go_, _so_, _no_. - - 3. Combine _oa_ with consonants, initial and final, to form - phonograms and words: _t_, _d_, _m_, _n_, _ch_, _k_, _r_, _l_, _f_. - - 4. _oa_ in _boat_, _load_, _loam_, _loaf_, _moan_, _coat_, _oak_, - _oats_, _roaming_, _coal_, _toad_, _road_, _loads_, _loan_, _roar_, - _oar_, _boards_. - - XIX. - - _z_. - -_z_ in _buzz_, _fuzz_, _fuzzy_, _lazy_, _dizzy_, _zish_, _size_, -_sized_, _buzzing_, _buzzed_. - - XX. - - _u_ (short). - - 1. Separate _up_ into the elements _u_ (short) and _p_. - - 2. Combine _i_ (short) with consonants to form the phonograms - _ut_, _ud_, _ub_, _um_, _un_, _urr_, _uff_, _uss_, _uzz_. - - 3. Word List: - - tub fuss cutting shut crust - cup buzz buds shutting bump - hug fuzzy syrup shutter bumping - bug push supper dug pumped - purr pushed hum hundred puff - fur pushing humming stuff puffed - dug cut - - XXI. - - _u_ (long). - - 1. Teach _u_ (long) in the same manner that _a_ (long) was taught. - - 2. Combine different consonants and phonograms to illustrate this - principle: - - tub cub plum us cut - tube cube plume use cute - - 3. Phonic List: _cure_, _pure_, _mute_, _amuse_, _use_, _used_, - _tune_, _tube_. - - XXII. - - _ew_ = _u_ (long). - - 1. _ew_ is an equivalent symbol for _u_ (long). - - 2. _ew_ in _new_, _blew_, _few_, _view_, _dew_. - - XXIII. - - _ur_ = _er_, _ir_. - - _r_ following _u_, _e_, _i_, usually gives the sound heard in _fur_, - _her_, _sir_. - - Word List: - - _ur_ _er_ _ir_ - - fur her sir - burn term bird - curl verse girl - nurse berth first - church dinner third - hurt supper skirt - - XXIV. - - _er_; _ers_ (as a syllable). - -Write the simple form on the blackboard, and have it pronounced. -Write it again with _er_ added, and have it pronounced. Write it -again with _ers_ added, and have it pronounced. - - farm farm er farm ers - mill mill er mill ers - bake bak er bak ers - mine min er min ers - -Identify _er_ in - - other father butter - mother sister water - brother flower pitter-patter - - XXV. - - _ng_ (the ringing sound). - - 1. _ng_ is one of the elementary sounds. - - 2. Combine _ng_ with the vowels _a_, _e_, _i_, _o_, _u_, to form the - phonograms _ang_, _eng_, _ing_, _ong_, _ung_. - - 3. Word List: - - sing wing ding along length - king spring dong rang strength - sung lungs song sang rung - sling sting long hang strung - swing string gong bang stung - - XXVI. - - _qu_ = _kwh_. - -_q_ is not one of the elementary sounds. - -_qu_ in _quack_, _queer_, _queen_, _quite_, _quail_, _squeeze_, _squash_. - - XXVII. - - _oo_ (short); _oo_ (long). - - 1. _oo_ (short) as in _cook_. - - Word List: - - book took - good hook - look brook - wood cook - foot cooking - - 2. _oo_ (long) as in _coo_. - - Word List: - - moon stoop broom root - room moo bloom too - fool cool goose tool - poor loom stool soon - spool noon roof spoon - - XXVIII. - - _aw_ = _all_, _or_. - - 1. _aw_ in _caw_, _draw_, _saw_, _claw_, _paw_, _straw_. - - 2. _all_ in _ball_, _hall_, _wall_, _fall_. - - 3. _or_ in _corn_, _horn_, _morn_, _morning_, _torn_. - - XXIX. - - _a_ (r), Italian. - -_ar_ in arm star car card hard - harm barn mark sharp starch - park yard start far spark - bark march jar ark lark - - XXX. - - _ow_ = _ou_. - - 1. _ow_ and _ou_ are equivalent symbols for the same sound. - - 2. _ou_ at the beginning or in the middle of a word becomes _ow_ - final. - - 3. _ou_ in our sour cloud found - mouse out ground round - around loud aloud spout - house sound about flour - - 4. _ow_ in cow how now bow - owl down drown brown - crown clown crowd growl - - XXXI. - - _oy_ = _oi_. - - 1. _oy_ and _oi_ are equivalent symbols for the same sound. - - 2. _oi_ at the beginning or in the middle of a word becomes _oy_ - final. - - 3. _oi_ in oil boil coin join - joint point voice toil - spoil noise soil broil - - 4. _oy_ in _boy_, _toy_, _joy_, _Roy_, _Troy_, _ahoy_. - - XXXII. - - _j_; _ge_; _dge_ (final). - - 1. _-ge_, _dge_, are equivalent symbols for _j_. - - 2. _-ge_ in _age_, _hinge_, _cage_, _page_, _sponge_, _fringe_. - - 3. _-dge_ in _edge_, _bridge_, _judge_, _Madge_. - - XXXIII. - - SUMMARY. - -=Phonic Lessons.= Third Step contains: - - 1. 17 vowel sounds: - - a, e, i, o, u (short) - a, e, i, o, u (long) - oo (short), oo (long), a (r), (Italian) - aw, ow, oy, ur. - - 2. Nine of these sounds have fifteen common equivalent symbols, - making a total of thirty-two vowel symbols. (See Table of Vowel - Sounds, page 113.) - -The three vowel sounds heard in _ask_, _air_, and _ore_ may be -omitted. Teach as sight words those used in the Summers -Readers; or if preferred, give a series drill. - -Two of these sounds have equivalent spellings. - - _air_ in _chair_, _care_, _wear_. - _ore_ as in _more_, _four_, _floor_, _torn_. - -The sound _ask_ has the simple spelling _a_. In this Manual _a_ -is the symbol for _a_ (short) as in _at_ unless changed by some -modifier as _final_, _r_, or another vowel. _Ex.:_ _at_, _aw_, _oa_, -_ea_. _Ex.:_ The following list gives the most common of these words: - - I. - - _air_ _are_ _ear_ - - chair care bear - fair bare tear - hair dare wear - pair fare pear - stair scare - - II. - - _ore_ _oor_ _orn_ _oar_ _our_ - - bore door torn roar four - core floor worn soar pour - more thorn - shore born - store - - III. - - _ask_ _ast_ _ance_ - - task fast dance - mask last lance - basket mast chance - - - - - - PART V. - - THIRD HALF YEAR: - FOURTH STEP. - - - 1. Reading from the Second Reader. - - 2. Phonic Lessons: - - (a) Initial and final syllables taught as - phonograms. - - (b) Word Drill. - - 3. Later Work. - - - INITIAL AND FINAL SYLLABLES. - - (Time, about twenty weeks.) - -=Directions.= 1. In the third half-year initial and final syllables -are taught as phonograms. This enables the child to read words -requiring an understanding of syllabication. - -2. The familiar consonant and vowel sounds previously learned are -constantly reviewed in the word lists given for phonic drill. These -are based largely upon the words used in the Primer, the First -Reader, and the Second Reader. The list may be increased by using, in -connection with familiar words, the prefixes and suffixes given in -the following lessons. - -3. New sight words which the child may meet in any reader should be -told him. - - I. - - _y_ _ies_ - par ty par ties - coun try coun tries - sto ry sto ries - car ry car ries - cher ry cher ries - ber ry ber ries - fai ry fai ries - brow ny brow nies - pen ny pen nies - pup py pup pies - - II. - - _ly_ _ful_ - near ly ug ly play ful won der ful - nice ly sad ly thank ful truth ful - mere ly hol ly beau ti ful barn ful - friend ly mer ri ly help ful field ful - quick ly hap pi ly use ful hand ful - - III. - - _ure_ _age_ - - pict ure vil lage - mixt ure mes sage - fig ure cab bage - past ure man age - rapt ure pack age - creat ure cot tage - - IV. - - _le_ _ous_ _tion_ - - cas tle gen tle won drous ques tion - cat tle un cle fa mous mo tion - nee dle bram ble joy ous sta tion - trem ble shut tle gor geous ac tion - wres tle trea dle va ca tion - ap ple - - V. - - _in_ _en_ _il_, _el_ - - in side chick en an vil - in vite sev en pen cil - in deed soft en trav el - in ven tion sweet en cam el - In di an wak en quar rel - rob in en joy - Mon da min - - VI. - - _ed_ _est_ - - end ed near est - faint ed old est - plant ed young est - lift ed har vest - fold ed mo lest - mend ed sick est - card ed dark est - - VII. - - _a_ _be_ _de_ _re_ _pre_ - - a side be come re cess - a sleep be came re ceive - a wake be fore re ply - a long be gan re ply ing - a fraid be gin ning pre pare - a live be long pre tend - a cross be side pre tend ing - a go be hind - a gainst de lay - a gain de lay ing - a round de light - de light ful - - VIII. - - _dis mis_ _ex_ _pro_ - - dis turb ex plain pro nounce - mis take ex plain ing pro long - mis tak en ex pect - ex pect ed - ex cuse - ex press - ex am ple - ex treme ly - - IX. - - _ap_ _ad_ _af_ - - ap pear ad mit af fec tion - ap pear ing ad mit ting af ter - ad mit ted - ad mit tance - ad dress - ad di tion - - X. - - _at_ _an ab_ - - at tic an i mal - at tract wom an - at tend ab sent - at ten tion - - XI. - - _ness_ _less_ _some_ - - cold ness weak ness end less some times - ill ness sick ness help less some thing - lame ness wil der ness home less lone some - like ness fear less moth er less hand some - near ness friend less fath er less win some - - XII. - - _ob_ _or_ _ph = f_ - - ob tain par lor Phil ip - ob tains mir ror el e phant - ob tained or gan pho to gra ph - ob tain ing or chard s phere - - XIII. - - SUMMARY. - - y ies ly ful ure - age le ous tion in - en il el ed est - a be de re pre - dis mis ex ap ad - af at an ab ob - ness less some or ph = f - - - SUPPLEMENTARY LIST OF POEMS. - -The teacher may read the following poems to the children in -connection with the reading lessons in the Second Reader. - - SEPTEMBER. - -"September," by Helen Hunt Jackson. _Book: Jackson's Poems._ -"Hiawatha's Childhood," by Henry W. Longfellow. _Book: Longfellow's - Poems._ - - Lines beginning: "By the shores of Gitchee Gumee" to - "called them 'Hiawatha's Brother's.'" - -Selections from Hiawatha's Fasting. - - The first day of his fasting. - - The fourth day of his fasting, lines beginning: "To-morrow - is the last day of your fasting." - - The seventh day of his fasting, lines beginning: "Day by - day did Hiawatha." - -"The Little Elf," by John Kendrick Bangs. - - _Book: "The Posy Ring," (Selections) Wiggin & - Smith (Eds.)._ - - OCTOBER. - -"The Mountain and the Squirrel," by Ralph Waldo Emerson. - - _Book: Emerson's Poems._ - -"Robin Redbreast," by William Allingham. - - _Book: "The Posy Ring."_ - -"Lullaby of the Iroquois," by E. Pauline Johnson. - - _Book: "Songs of the Tree-Top and Meadow," (Selections) - McMurry and Cook (Eds.)._ - -"Hiawatha's Sailing," by Henry W. Longfellow. - - _Book: Longfellow's Poems._ - - NOVEMBER. - -"The Story of a Seed," from _The Youth's Companion._ - - _Book: "Songs of the Tree-Top and Meadow."_ - -"Little Red Riding Hood," by John G. Whittier. - - _Book: Whittier's Poems._ - -"Selections from the Barefoot Boy," by John G. Whittier. - - _Book: Whittier's Poems._ - -"The Boy and the Sheep," by Ann Taylor. - - _Book: "The Posy Ring."_ - - DECEMBER. - -"Little Fir Trees," by Evaleen Stein. - - _Book: "St. Nicholas."_ - -"Why do Bells for Christmas Ring?" by Eugene Field. - - _Book: "Lullaby Land."_ - -"The Sugar-Plum Tree," by Eugene Field. - - _Book: "Lullaby Land."_ - -"A Visit from St. Nicholas," by Clement C. Moore. - - _Book: "Child Life," (Selections) John G. Whittier - (Ed.)._ - - JANUARY. - -"What the Wood Fire Said to the Little Boy," by Frank L. Stanton. - - _Book: "Songs of the Tree-Top and Meadow."_ - -"The Snow," from _The Youth's Companion._ - - _Book: "Songs of the Tree-Top and Meadow."_ - -"The Frost," by Hannah F. Gould. - - _Book: "The Posy Ring."_ - -"Talking in Their Sleep," by Edith M. Thomas. - - _Book: "Songs of the Tree-Top and Meadow."_ - - FEBRUARY. - -"The Village Blacksmith," by Henry W. Longfellow. - - _Book: Longfellow's Poems._ - -"From My Arm Chair," by Henry W. Longfellow. - - _Book: Longfellow's Poems._ - -"The Children's Hour," by Henry W. Longfellow. - - _Book: Longfellow's Poems._ - -"Time to Rise"; "Bed in Summer," by Robert Louis Stevenson. - - _Book: "A Child's Garden of Verses."_ - - MARCH. - -"The Windmill," by Henry W. Longfellow. - - _Book: Longfellow's Poems._ - -"The Wind," by Robert Louis Stevenson. - - _Book: "A Child's Garden of Verses."_ - -"My Shadow," by Robert Louis Stevenson. - - _Book: "A Child's Garden of Verses."_ - -"The Lost Doll," by Charles Kingsley. - - _Book: "The Posy Ring."_ - - APRIL. - -"The Brown Thrush," by Lucy Larcom. - - _Book: "Childhood Songs."_ - -"Wild Geese," by Celia Thaxter. - - _Book: "Poems for Children."_ - -"The Song of the Lilies," by Lucy Wheelock. - - _Book: "Songs of the Tree-Top and Meadow."_ - -"What is Pink?" by Christina G. Rossetti. - - _Book: "Sing-Song."_ - - MAY. - -"Baby Seed Song," by E. Nesbit. - - _Book: "The Posy Ring."_ - -"Calling the Violet," by Lucy Larcom. - - _Book: "Childhood Songs."_ - -"The Bluebird," by Emily Huntington Miller. - - _Book: "The Posy Ring."_ - -"Spring," by Celia Thaxter. - - _Book: "Poems for Children."_ - - JUNE. - -"Mabel on Midsummer Day," by Mary Howitt. - -"The Fairies of the Caldron-Low," by Mary Howitt. - -"The Fairy Folk," by Robert Bird. - - _Book: "The Posy Ring."_ - -"Seven Times One," by Jean Bigelow. - - _Book: "The Posy Ring."_ - - JULY. - -"Flag Song," by Mrs. Coonley-Ward. - - _Book: "Wilson's History Reader."_ - -"Independence Bell." (Author unknown.) - - _Book: "Williams's Choice Literature, Book II."_ - -"The Flag Goes By," from _The Youth's Companion._ - - _Book: "Songs of the Tree-Top and Meadow."_ - -"The Star-Spangled Banner," by Francis Scott Key. - - _Book: "Williams's Choice Literature, Book II."_ - - AUGUST. - -"The Song of the Crickets," by Emily Huntington Miller. - - _Book: "Songs of the Tree-Top and Meadow."_ - -"The Spider and the Fly," by Mary Howitt. - - _Book: "Songs of the Tree-Top and Meadow."_ - -"Wynken, Blynken and Nod," by Eugene Field. - - _Book: "Lullaby Land."_ - -"Old Gaelic Lullaby." (Author unknown.) - - _Book: "The Posy Ring."_ - - LATER WORK. - -After the third half year any series of readers may be used. The -literature of childhood, carefully selected and edited, should form -the subject-matter of these reading books. - -Phonic lessons based as far as possible upon the words found in the -readers should be practised daily during the first three years. This -later work does not differ from that of the preceding phonic lessons. - - - - - CONSONANT SOUNDS. - - - +BREATH SOUNDS.+ +VOCAL SOUNDS.+ - - h- - wh w- - p b m - t d n l r- - k g ng - f v - th th - s z - sh zh - ch j y- - {qu = kwh} - {x = ks } - - +EQUIVALENT SPELLINGS.+ - - c = k cat ge } = j age - ce } cent dge } bridge - ci } = s city ph = f elephant - cy } bicycle s = z is, has - -Based on Chart of Consonant Sounds used in Clarke School, -Northampton, Mass. - - 1. Two consonant sounds may be omitted from the phonic - work in the primary grades. - - (_a_) Omit the breath sound of _th_ as in _thin_, _thick_, - _thank_, since the vocal sound as in _this_, _then_, _they_ is more - often in the child's vocabulary. It will be confusing to have two - sounds for the same symbol. - - (_b_) The _zh_ sound as heard in _pleasure_, _measure_, - _treasure_, does not occur in the Summers Readers and therefore is - omitted. Let the symbol _s_ at first represent the breath sound as - in _sit_. - - 2. _p_, _b_, and _m_ are in a horizontal line indicating that - all are made by the same organs of speech. - - _t_, _d_, _n_, _l_, _r_, all have the point of the tongue as the - active organ and the upper gum as the passive organ in articulation. - - _q_ and _x_ are not elementary sounds. They are double breath - consonants. qu = kwh. x = ks. - - - - - VOWEL SOUNDS. - - - Short a at Short o hop - Long a-e ate Long o-e hope - Italian a(r) arm Short oo foot - aw saw Long oo food - air fair ow cow - a ask oy boy - Short e bed ore more - Long ee bee Short u us - Short i pin Long u-e use - Long i-e pine ur fur - - COMMON EQUIVALENT SPELLINGS. - - a-e = ay, ai day, train - ee = ea, -e each, me - i-e = -y, igh my, high - o-e = -o, oa so, coat - u-e = ew new, view - aw = all, or call, corn - ow = ou out, found - oy = oi boil - ur = er, ir her, sir - -Three vowel sounds may be omitted from the phonic work in the -primary grades. The sounds in _ask_, _fair_, and _more_ should be -used with accuracy by the teacher, since the child is at the most -imitative and impressionable stage. In the early phonic work it will -confuse the child if he is taught two sounds for the same symbol. In -this Manual the symbol _a_ means invariably _a_ (short) as in _cat_, -therefore such words as _ask_, _chance_, _after_ are taught through -the series idea. _Fair_, _hair_, _bore_, _more_ are taught in the -same manner. - - -[Illustration: publisher-logo] -[Illustration: back-cover] - -*** END OF THE PROJECT GUTENBERG EBOOK THE SUMMERS READERS *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg-tm electronic works to protect the PROJECT GUTENBERG-tm -concept and trademark. 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