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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 <a href="https://www.gutenberg.org">www.gutenberg.org</a>. 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. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Title: The summers readers</p> -<p style='display:block; margin-left:2em; text-indent:0; margin-top:0; margin-bottom:1em;'>Manual, first lessons in reading</p> -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Author: Maud Summers</p> -<p style='display:block; text-indent:0; margin:1em 0'>Release Date: December 31, 2022 [eBook #69672]</p> -<p style='display:block; text-indent:0; margin:1em 0'>Language: English</p> - <p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em; text-align:left'>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.)</p> -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK THE SUMMERS READERS ***</div> - -<div class="tnotes"> -<p class="center xlarge"><a id="Transcriber-Note"></a><span class="u">Transcriber's Notes</span></p> -<p>1. Cover-page modified by the transcriber.</p> -<p>2. Typographical errors and hyphenation inconsistencies were silently corrected.</p> -</div> - -<p><span class="pagenum" id="Page_i">[Pg i]</span></p> - - -<h1><span class="u small">THE SUMMERS READERS</span></h1> - -<p class="xxlarge center bold">MANUAL</p> -<p class="center">FIRST LESSONS IN READING</p> - -<p class="small center">BY</p> -<p class="center">MAUD SUMMERS</p> - -<div class="figcenter illowp74" id="i_titlelogo" style="max-width: 4.6875em;"> - <img class="w100" src="images/i_titlelogo.jpg" alt=""> -</div> -<p class="center">FRANK D. BEATTYS AND COMPANY<br> -NEW YORK</p> - -<p><span class="pagenum" id="Page_ii">[Pg ii]</span></p> - -<p class="center"> -Copyright, 1908, by<br> -<span class="smcap">Frank D. Beattys and Company<br> -New York</span><br> -<br> -<br> -THE DE VINNE PRESS<br> -</p> -<hr class="chap x-ebookmaker-drop"> - -<p><span class="pagenum" id="Page_iii">[Pg iii]</span></p> - -<div class="chapter"> -<h2 class="nobreak" id="CONTENTS">CONTENTS.</h2> -</div> - -<table> -<tbody> - -<tr><td class="tdl">Chapter</td> -<td class="tdc"></td> -<td class="tdr">Page</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><a href="#Part_I"><span class="smcap large bold">Part I.</span></a></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">LEARNING TO READ</td> -<td class="tdc"></td> -<td class="tdr">3</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">1. The Fundamental Principles in Learning to Read.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Elements of Reading:</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(a) The Thought Element.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(b) The Symbol Element.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(c) The Phonic Element.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">3. Methods of Teaching Reading.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">4. Summary.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><a href="#Part_II"><span class="smcap large bold">Part II.</span></a></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">FIRST HALF YEAR: FIRST STEP</td> -<td class="tdc"></td> -<td class="tdr">21</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">1. Ear Training Exercises.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Preliminary Blackboard Lessons.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><a href="#Part_III"><span class="smcap large bold">Part III.</span></a></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">FIRST HALF YEAR: SECOND STEP</td> -<td class="tdc"></td> -<td class="tdr">49</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">1. Blackboard Lessons and Primer.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Phonic Lessons:</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(a) The Consonant Sounds.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(b) Phonograms derived from Words used in the Primer.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(c) Word Drill.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><a href="#Part_IV"><span class="smcap large bold">Part IV.</span></a></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">SECOND HALF YEAR: THIRD STEP</td> -<td class="tdc"></td> -<td class="tdr">75</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">1. Reading from the First Reader.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Phonic Lessons:</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(a) The Vowel Sounds.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(b) Equivalent Vowel Sounds.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(c) Word Drill.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><a href="#Part_V"><span class="smcap large bold">Part V.</span></a></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">THIRD HALF YEAR: FOURTH STEP</td> -<td class="tdc"></td> -<td class="tdr">99</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">1. Reading from the Second Reader.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Phonic Lessons:</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(a) Initial and Final Syllables taught as Phonograms.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><span style="margin-left: 2em;">(b) Word Drill.</span></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">3. Later Work.</td> -<td class="tdr"></td></tr> - -<tr> - <td class="tdl" colspan="3"> - <hr class="dots"> - </td> -</tr> - -<tr><td class="tdl">CONSONANT SOUNDS</td> -<td class="tdc"></td> -<td class="tdr">112</td></tr> - -<tr><td class="tdl">VOWEL SOUNDS</td> -<td class="tdc"></td> -<td class="tdr">113</td></tr> - -</tbody> -</table> - -<hr class="chap x-ebookmaker-drop"> - -<p><span class="pagenum" id="Page_1">[Pg 1]</span></p> - -<div class="chapter"> -<h2 class="nobreak" id="PREFACE">PREFACE.</h2> -</div> - -<p>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.</p> - -<p>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.</p> - -<p>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 <i>order</i>, not the time.</p> - -<p><span class="pagenum" id="Page_2">[Pg 2]</span></p> - -<p>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.</p> - -<p>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.</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_3">[Pg 3]</span></p> - -<h2 class="nobreak" id="Part_I"><span class="smcap">Part I.</span></h2> -</div> - -<p class="center large">LEARNING TO READ.</p> - -<p> -1. The Fundamental Principles in Learning to Read.<br> -2. Elements of Reading:<br> -<span style="margin-left: 5em;">(a) The Thought Element.</span><br> -<span style="margin-left: 5em;">(b) The Symbol Element.</span><br> -<span style="margin-left: 5em;">(c) The Phonic Element.</span><br> -3. Methods of Teaching Reading.<br> -4. Summary.<br> -</p> - -<p><span class="pagenum" id="Page_4">[Pg 4]</span></p> - - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_5">[Pg 5]</span></p> - -<p class="center xlarge">1.</p> -</div> - -<p class="center large sb2">THE FUNDAMENTAL PRINCIPLES -IN LEARNING TO READ.</p> - - -<p><b>Language Defined.</b> 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.</p> - -<p><b>Symbolism.</b> 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.</p> - -<p><b>The Problem in Learning to Read.</b> 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.</p> - -<p><b>Fundamental Principles.</b> There are three chief fundamental -principles involved in the process of learning to read, namely:</p> - -<div class="blockquot"> - -<p><i><b>First. Images.</b></i> 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.</p> -</div> - -<p><span class="pagenum" id="Page_6">[Pg 6]</span></p> - -<div class="blockquot"> - -<p><i><b>Second. Wholes to Parts.</b></i> 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.</p> - -<p><i><b>Third. Self-Activity.</b></i> 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.</p> -</div> - -<p>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.</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_7">[Pg 7]</span></p> - -<p class="center xlarge">2.</p> -</div> - -<p class="center large sb2">ELEMENTS IN LEARNING TO READ.</p> - -<p>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.</p> - -<p class="center sa2 sb2">THE THOUGHT ELEMENT.</p> - -<p><b>The Purpose of the Thought Element.</b> 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.</p> - -<p><b>Action Sentences.</b> 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.</p> - -<p><span class="pagenum" id="Page_8">[Pg 8]</span></p> - -<p><b>Nursery Rhymes.</b> 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.</p> - -<p><b>Stories.</b> 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.</p> - -<p><span class="pagenum" id="Page_9">[Pg 9]</span></p> - -<p><b>Observation Lessons.</b> 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.</p> - - -<p class="center sa2 sb2">THE SYMBOL ELEMENT.</p> - -<p><b>Use.</b> 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 <i>impression</i> and <i>expression</i> -of language, and hence of social communication and identity.</p> - -<p><b>Kinds of Symbols.</b> 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.</p> - -<p><span class="pagenum" id="Page_10">[Pg 10]</span></p> - -<p class="center sa2 sb2">THE PHONIC ELEMENT.</p> - -<p><b>Definition.</b> 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.</p> - -<p><b>Purpose.</b> 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.</p> - -<p><b>Ear and Voice Training.</b> 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.</p> - -<p><span class="pagenum" id="Page_11">[Pg 11]</span></p> - -<p><b>Phonic Facts.</b> 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 <i>th</i> in <i>thin</i>, <i>ea</i> -in <i>head</i>; and some sounds are represented by two or more symbols, -as <i>e</i> in <i>her</i>, <i>u</i> in <i>turn</i>, and <i>i</i> in <i>firm</i>. 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.</p> - -<div class="blockquot"> - -<p>1. <i><b>Vowel Sounds.</b></i> 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.</p> - -<p><span class="pagenum" id="Page_12">[Pg 12]</span></p> - -<p>2. <i><b>Consonant Sounds.</b></i> 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—<i><b>f, h, k, p, s, t, ch, sh, th, wh</b></i>. With the -exception of <i><b>h</b></i>, every one of these breath sounds has its corresponding -vocal sound:</p> - -<table> -<tbody> -<tr> - <td class="tdl">f</td> - <td class="tdc"></td> - <td class="tdc">vocalized</td> - <td class="tdc">becomes</td> - <td class="tdl">v</td> -</tr> - -<tr> - <td class="tdl">p</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">b</td> -</tr> - -<tr> - <td class="tdl">t</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">d</td> -</tr> - -<tr> - <td class="tdl">th (thin)</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">th (then)</td> -</tr> - -<tr> - <td class="tdl">wh</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">w</td> -</tr> - -<tr> - <td class="tdl">k</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">g</td> -</tr> - -<tr> - <td class="tdl">s</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">z</td> -</tr> - -<tr> - <td class="tdl">ch</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">j</td> -</tr> - -<tr> - <td class="tdl">sh</td> - <td class="tdc"></td> - <td class="tdc">"</td> - <td class="tdc">"</td> - <td class="tdl">zh</td> -</tr> - -</tbody> -</table> - -</div> - -<p>See p. 112 for a scientific arrangement of the consonant sounds.</p> - -<div class="blockquot"> - -<p>3. <i><b>Phonograms</b></i>. In all the phonic lessons used in this -Manual a <i><b>phonogram is the symbol of a sound group</b></i>, usually -composed of a single vowel sound combined with a single -consonant sound. For example, <i><b>ing</b></i> in <i><b>s-ing</b></i> is a phonogram, -but in <i><b>see-ing</b></i> it is a syllable.</p> -</div> - -<p><b>Diacritical Marks.</b> 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<span class="pagenum" id="Page_13">[Pg 13]</span> -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.</p> - -<p><b>Phonic Drill.</b> 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.</p> - -<p><b>Phonic Method.</b> 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<span class="pagenum" id="Page_14">[Pg 14]</span> -which the sight recognition of words rests; hence the necessity of -rapid and varied drills.</p> - -<p>The method suggested in this Manual for phonic lessons is as -follows:</p> - -<div class="blockquot"> - -<p>1. Separate sight words into their consonant sounds and -phonograms.</p> - -<p>2. Separate phonograms into their consonant and vowel -sounds.</p> - -<p>3. Associate these sound elements with their symbols.</p> - -<p>4. Combine the sound elements to form new words (Phonic -Synthesis).</p> - -<p>5. Teach initial and final syllables as phonograms.</p> -</div> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_15">[Pg 15]</span></p> - -<p class="center xlarge">3.</p> -</div> - -<p class="center large sb2">METHODS OF TEACHING READING.</p> - -<p>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.</p> - -<p><b>Silent Reading.</b> 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:</p> - -<p>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<span class="pagenum" id="Page_16">[Pg 16]</span> -feeling. It destroys his appreciation for the whole, blurs his images, -and takes away the chief motive for reading.</p> - -<p>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.</p> - -<p><b>Oral Reading.</b> 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.</p> - -<p>There are many ways of conducting an oral reading lesson. Two -methods are given for illustration:</p> - - -<table> -<tbody> - -<tr><td class="tdl"></td> -<td class="tdc1"><i>A</i></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">1. The development of new words.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. The silent reading of the complete story.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">3. Oral reproduction of the complete story.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">4. Oral reading of the complete story.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc1"><i>B</i></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - - -<tr><td class="tdl"></td> -<td class="tdc">1. The development of new words.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Silent reading of paragraphs.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">3. Oral reproduction of paragraphs.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">4. Oral reading of paragraphs, then of the whole.</td> -<td class="tdr"></td></tr> - -</tbody> -</table> - -<p><span class="pagenum" id="Page_17">[Pg 17]</span></p> - -<p>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.</p> - -<p>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.</p> - -<p><b>Word Repetition.</b> 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.</p> - - -<p class="center sa2 sb2">SPELLING.</p> - -<p><b>Notion and Purpose.</b> Spelling is a finer analysis of the process -of learning to read and hence involves all the elements of learning<span class="pagenum" id="Page_18">[Pg 18]</span> -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 -<i>writing</i>, not as a drill in penmanship, but for the purpose of calling -attention to the form of the word.</p> - -<p><b>Elements.</b> 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.</p> - -<p><b>Method.</b> In the method pursued the teacher writes <i>Sing.</i>, 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>I can sing. Can you sing?</i>, 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<span class="pagenum" id="Page_19">[Pg 19]</span> -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.</p> - -<p><b>Word Drill.</b> 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.</p> - - -<p class="center sa2 sb2">THE ALPHABET.</p> - -<p>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.</p> - - -<p class="center sa2 sb2">SUMMARY.</p> - -<p>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 -<span class="pagenum" id="Page_20">[Pg 20]</span> -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 <i>reason</i> 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.</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_21">[Pg 21]</span></p> - -<h2 class="nobreak" id="Part_II"><span class="smcap">Part II.</span></h2> -</div> - -<p class="center xlarge sa2 sb2">FIRST HALF YEAR:<br> -FIRST STEP.</p> - -<p>Two lines of work are to be developed at separate periods each day.</p> - -<table> -<tbody> - -<tr><td class="tdl"></td> -<td class="tdc">1. Ear Training Exercises.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">2. Preliminary Blackboard Lessons.</td> -<td class="tdr"></td></tr> - -</tbody> -</table> - -<p><span class="pagenum" id="Page_22">[Pg 22]</span></p> - - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_23">[Pg 23]</span></p> - -<h2 class="nobreak" id="EAR_TRAINING_EXERCISES">EAR TRAINING EXERCISES.</h2> -</div> - - -<p><b>Directions.</b> 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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p><span class="pagenum" id="Page_24">[Pg 24]</span></p> - - -<p class="center sa2">I.</p> - -<p>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 <i>by the -teacher</i> 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.</p> - -<p><i>Ex.</i>:</p> - -<table> -<tbody> - -<tr><td class="tdl"></td> -<td class="tdc">John may r-un.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Mary may j-ump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">You may h-op, Frank.</td> -<td class="tdr"></td></tr> - -<tr> - <td class="tdl" colspan="3"><hr class="dots"></td> -</tr> - -<tr><td class="tdl"></td> -<td class="tdc">Mary may bring me a b-ook.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">John may put the b-ook on the t-able.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">William, please bring the fl-ag.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Frank may wave the fl-ag.</td> -<td class="tdr"></td></tr> - -</tbody> -</table> - -<p><i><b>Caution.</b></i> 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.</p> - - -<p class="center sa2">II.</p> - -<p><b>Slow Pronunciation of Names.</b> 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. <i>Ex.</i>: 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.</p> - -<p><span class="pagenum" id="Page_25">[Pg 25]</span></p> - - -<p class="center sa2">III.</p> - -<p><b>Singing Games.</b> 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 <i>Folk Songs and Games</i> by Marie Ruef Hofer.)</p> - - -<p class="center sa2">IV.</p> - -<p><b>Phonic Game.</b> <i>What is it?</i> 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. <i>Ex.</i>:</p> - -<blockquote> -<p> -Leader: I'm thinking of something that rhymes with <i>top</i>.<br> -<span style="margin-left: 2em;">Child: Is it chop?</span><br> -<span style="margin-left: 2em;">Leader: It is not chop.</span><br> -<span style="margin-left: 2em;">Child: Is it hop?</span><br> -<span style="margin-left: 2em;">Leader: It is hop.</span><br> -</p> -</blockquote> - -<p><i>Object</i>. Grouping of words with like phonograms and final consonants.</p> - - -<p class="center sa2">V.</p> - -<p><b>Phonic Game.</b> <i>Guess.</i> 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. <i>Ex.</i>:</p> - -<p class="center"><i>Action.</i></p> - -<blockquote><p> -We are thinking of something that rhymes with <i>bat</i>.<br> -<span style="margin-left: 2em;">Is it this? (Child guessing puts on a hat.)</span><br> -<span style="margin-left: 2em;">No. It is not hat.</span><br> -<span style="margin-left: 2em;">Is it this? (Child guessing pats his head.)</span><br> -<span class="pagenum" id="Page_26">[Pg 26]</span><span style="margin-left: 2em;">No. It is not pat.</span><br> -<span style="margin-left: 2em;">Is it this? (Child guessing says <i>Meow</i>.)</span><br> -<span style="margin-left: 2em;">Yes. It is cat.</span><br> -<span style="margin-left: 9em;">Is it a pretty color?</span><br> -<span style="margin-left: 9em;">It is not red.</span><br> -<span style="margin-left: 9em;">Is it something we sleep in?</span><br> -<span style="margin-left: 9em;">It is not bed.</span><br> -<span style="margin-left: 9em;">Is it a boy's name?</span><br> -<span style="margin-left: 9em;">Yes. It is Ned.</span><br> -</p></blockquote> - - -<p class="center sa2">VI.</p> - -<p><b>Phonic Game.</b> <i>Hide and Seek.</i> 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. <i>Ex.</i>:</p> - -<p> -<span style="margin-left: 9em;">I am in <i>run</i>.</span><br> -<span style="margin-left: 9em;">I am not in <i>Sun</i>.</span><br> -<br> -<span style="margin-left: 9em;">I am in <i>rug</i>.</span><br> -<span style="margin-left: 9em;">I am not in <i>bug</i>.</span><br> -<br> -<span style="margin-left: 9em;">I am in <i>rose</i>.</span><br> -<span style="margin-left: 9em;">I am not in <i>nose</i>.</span><br> -</p> - -<p><i>Object</i>—Grouping of words with like initial consonants.</p> - -<p><i>Caution</i>—Be careful to articulate the initial and final consonants -distinctly.</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_27">[Pg 27]</span></p> - -<h2 class="nobreak" id="A_LIST_OF_RHYMES_AND_POEMS">A LIST OF RHYMES AND POEMS.</h2> -</div> - -<p>The teacher may read the following rhymes and poems to the -children in connection with the Ear Training Exercises.</p> - -<p><span class="smcap">The Melodies of Mother Goose.</span></p> - -<table> -<tbody> -<tr><td class="tdc">Three Little Kittens.</td></tr> -<tr><td class="tdc">Hey, Diddle, Diddle.</td></tr> -<tr><td class="tdc">Baa, Baa, Black Sheep.</td></tr> -<tr><td class="tdc">Peter Piper.</td></tr> -<tr><td class="tdc">One, Two, Buckle My Shoe.</td></tr> -<tr><td class="tdc">I Saw a Ship a-sailing.</td></tr> -</tbody> -</table> - -<p><span class="smcap">Song Literature from the</span> <i>Modern Music Primer</i>.</p> - -<table> -<tbody> - -<tr><td class="tdl">The Fireman</td> -<td class="tdc"></td> -<td class="tdr">Frederick Manley.</td></tr> - -<tr><td class="tdl">The Journey's End</td> -<td class="tdc"></td> -<td class="tdc1">"</td></tr> - -<tr><td class="tdl">The Humming Bird</td> -<td class="tdc"></td> -<td class="tdc1">"</td></tr> - -<tr><td class="tdl">The Reason Why</td> -<td class="tdc"></td> -<td class="tdc1">"</td></tr> - -<tr><td class="tdl">The Woodpecker</td> -<td class="tdc"></td> -<td class="tdc1">"</td></tr> - -</tbody> -</table> - -<p><span class="smcap">Song Literature from</span> <i>Small Songs for Small Singers</i>.</p> - -<table> -<tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Mr. Duck and Mr. Turkey</td> -<td class="tdr">W. H. Neidlinger.</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Tiddledy-winks and Tiddledy-wee</td> -<td class="tdc1">"</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Tick-Tock</td> -<td class="tdc1">"</td></tr> - -</tbody> -</table> - -<p> -"The Drum," by Eugene Field.<br> -<span style="margin-left: 4em;"><i>Book: "Poems of Childhood."</i></span><br> -<br> -"Who Stole the Bird's Nest?" by Lydia Maria Child.<br> -<span style="margin-left: 4em;"><i>Book: "Child Life," (Selections) John G. Whittier (Ed.).</i></span><br> -<br> -"Robert of Lincoln," by William Cullen Bryant.<br> -<span style="margin-left: 4em;"><i>Book: Whittier's "Child Life."</i></span><br> -<br> -"The Clucking Hen," from <i>"Aunt Effie's Rhymes."</i><br> -<span style="margin-left: 4em;"><i>Book: Whittier's "Child Life."</i></span><br> -</p> -<hr class="chap x-ebookmaker-drop"> - -<p><span class="pagenum" id="Page_28">[Pg 28]</span></p> - -<div class="chapter"> -<h2 class="nobreak" id="PRELIMINARY_BLACKBOARD_LESSONS">PRELIMINARY BLACKBOARD LESSONS.<br> -<span class="small center">(Time, about eight weeks.)</span></h2> -</div> - -<p><b>Directions.</b>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.</p> - -<p>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.</p> - -<p class="center">I.</p> - -<p>The teacher writes the action sentence <i>Run.</i> 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;<span class="pagenum" id="Page_29">[Pg 29]</span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<table><tbody> -<tr><td class="tdl">II.</td> -<td class="tdc1">III.</td> -<td class="tdr">IV.</td></tr> -</tbody></table> - -<p>On each succeeding day, and in the same manner, teach</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Hop.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Sing.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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.</p> - -<p>These four verbs, <i>Run</i>, <i>Hop</i>, <i>Jump</i>, and <i>Sing</i>, have been found -by practical experience to be very good ones for the beginning<span class="pagenum" id="Page_30">[Pg 30]</span> -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.</p> - - -<p class="center">V.</p> - -<p class="center"><b>REVIEW.</b></p> - -<p>Three methods of presenting a reading lesson are suggested:</p> - - -<p class="center"><i><b>A</b></i></p> - -<p>1. The teacher writes an action word on the blackboard.</p> - -<p>2. The teacher asks a child to perform the action.</p> - -<p>3. The child looks at the blackboard and reads the word.<br> -(This is the beginning of oral reading.)</p> - - -<p class="center"><i><b>B</b></i></p> - -<p>1. The teacher asks a child to perform any action he -chooses.</p> - -<p>2. The teacher asks another child to tell what the first one -did.</p> - -<p>3. The teacher writes the action word on the blackboard.</p> - - -<p class="center"><i><b>C</b></i></p> - -<p>1. One child tells another what action to perform.</p> - -<p>2. The child performs the action.</p> - -<p>3. The teacher writes the word on the blackboard.</p> - -<p><span class="pagenum" id="Page_31">[Pg 31]</span></p> - -<p>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.</p> - - -<p class="center">VI.</p> - -<p class="center"><i><b>and.</b></i></p> - -<p>The teacher writes sentences like the following on the blackboard:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Run and jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Jump and run.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Run and hop.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Hop and run.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Run and jump and hop.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Jump and hop and run.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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.</p> - -<p>Each time a sentence is written on the blackboard the process is -as follows:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">First: Observe the words. (Silent reading.)</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Second: Express the thought in action.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Third: Pronounce the words. (Oral reading.)</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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.</p> - -<p><span class="pagenum" id="Page_32">[Pg 32]</span></p> - -<p>Vary the lesson by introducing the names of children in the -class, thus:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Run and jump, Mary.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">John, hop and jump.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p class="center">VII.</p> - -<p class="center"><i><b>I can.</b></i></p> - -<p>The phrase <i>I can</i> is next introduced. Write upon the blackboard -the sentence <i>I can run</i>. 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.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">I can sing.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I can hop.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I can run and jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I can jump and hop.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I can hop, and run, and jump.</td> -<td class="tdr"></td></tr> - - -</tbody></table> - -<p>The reading process consists of three steps:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">First: Silent reading.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Second: The thought expressed in action.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Third: Oral reading.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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>I can</i> as many times as he finds it written. Point to <i>run</i>, -etc. This may be varied by asking a child to underscore or erase -the words that are alike.</p> - -<p><span class="pagenum" id="Page_33">[Pg 33]</span></p> - - -<p class="center">VIII.</p> - -<p class="center"><i><b>Rover</b></i>.</p> - -<p>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:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Rover can run.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Rover can jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Rover can run and jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I can hop.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Rover and I can run.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p class="center">IX.</p> - -<p class="center"><i><b>Kitty</b></i>.</p> - -<p>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:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Kitty can jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Kitty can run.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Kitty and I can run.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Kitty and I can jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Kitty and Rover can run and jump.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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.</p> -<p><span class="pagenum" id="Page_34">[Pg 34]</span></p> - -<p class="center">X.</p> - -<p class="center"><i><b>You.</b></i></p> - -<p>The question form is easily learned and should be introduced in -the early lessons. Combine familiar words in new relations:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Can you run?</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Can you sing?</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">You can jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Can Kitty hop?</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Can you hop and sing?</td> -<td class="tdr"></td></tr> -</tbody></table> - -<p class="sa2"></p> -<table><tbody> -<tr><td class="tdl">XI. XII.</td> -<td class="tdc">XIII. XIV. XV.</td> -<td class="tdr">XVI. XVII.</td></tr> -</tbody></table> - -<p>Write upon the blackboard in a vertical row several <i>I see</i> sentences. -Have the children read them. Erase <i>I see</i> in each sentence, -leaving <i>Rover</i>, <i>Kitty</i>, <i>you</i>. Again, place several <i>I see</i> sentences upon -the blackboard. Erase <i>Rover</i>, <i>Kitty</i>, <i>you</i>, leaving <i>I see</i>, <i>I see</i>, <i>I see</i>. -Erase <i>I</i>, leaving the single word <i>see</i>.</p> - -<p>Continue in this way with the phrases <i>I can see</i>, <i>I have</i>, <i>I like</i>, <i>I love</i>.</p> - -<p>Children are interested in home life, therefore introduce the words -<i>father</i>, <i>mother</i>, <i>brother</i>, <i>sister</i>, <i>baby</i> in the early lessons.</p> - -<p>Teach the articles <i>a</i>, <i>an</i>, <i>the</i> in connection with their nouns in -order to secure natural expression.</p> - -<p>Review these words in new sentences which combine familiar -words in new relations. <i>Ex.</i>:</p> - -<p><span class="pagenum" id="Page_35">[Pg 35]</span></p> - -<table><tbody> - -<tr><td class="tdl1">XI.</td> -<td class="tdc"></td> -<td class="tdr2">XII.</td></tr> - -<tr><td class="tdl1"><i><b>I see.</b></i></td> -<td class="tdc"></td> -<td class="tdr2"><i><b>I can see.</b></i></td></tr> - -<tr><td class="tdl">I see Rover.</td> -<td class="tdc"></td> -<td class="tdr1">I can see Rover jump.</td></tr> - -<tr><td class="tdl">I see Kitty.</td> -<td class="tdc"></td> -<td class="tdr1">I can see Kitty run.</td></tr> - -<tr><td class="tdl">I see you.</td> -<td class="tdc"></td> -<td class="tdr1">I can see you run and jump.</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> - -<tr><td class="tdl1">XIII.</td> -<td class="tdc"></td> -<td class="tdr2">XIV.</td></tr> - -<tr><td class="tdl1"><i><b>The bird.</b></i></td> -<td class="tdc"></td> -<td class="tdr2"><i><b>I have; a dog.</b></i></td></tr> - -<tr><td class="tdl">Can you see the bird?</td> -<td class="tdc"></td> -<td class="tdr1">I have a bird.</td></tr> - -<tr><td class="tdl">The bird can hop.</td> -<td class="tdc"></td> -<td class="tdr1">I have a dog.</td></tr> - -<tr><td class="tdl">The bird can sing.</td> -<td class="tdc"></td> -<td class="tdr1">I have a kitty.</td></tr> - -<tr><td class="tdl">The bird can jump.</td> -<td class="tdc"></td> -<td class="tdr1">Have you a bird?</td></tr> - -<tr><td class="tdl">Can the bird jump?</td> -<td class="tdc"></td> -<td class="tdr1">Have you a kitty?</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr1">Have you a dog?</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> - -<tr><td class="tdl1">XV.</td> -<td class="tdc"></td> -<td class="tdr2">XVI.XVII.</td></tr> - -<tr><td class="tdl1"><i><b>I like; to.</b></i></td> -<td class="tdc"></td> -<td class="tdr2"><i><b>I love; mother; father; baby</b></i></td></tr> - - -<tr><td class="tdl">I like Rover.</td> -<td class="tdc"></td> -<td class="tdr1">I love Mother.</td></tr> - -<tr><td class="tdl">I like Kitty.</td> -<td class="tdc"></td> -<td class="tdr1">I love Father.</td></tr> - -<tr><td class="tdl">I like to sing.</td> -<td class="tdc"></td> -<td class="tdr1">I love you.</td></tr> - -<tr><td class="tdl">I like to run.</td> -<td class="tdc"></td> -<td class="tdr1">Mother loves Baby.</td></tr> - -<tr><td class="tdl">I like to see the bird hop.</td> -<td class="tdc"></td> -<td class="tdr1">Baby loves Kitty.</td></tr> - -<tr><td class="tdl">I like to see a dog jump.</td> -<td class="tdc"></td> -<td class="tdr1">I love Mother and Father.</td></tr> - -<tr><td class="tdl">I like to see Rover run.</td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> - -</tbody></table> - -<p class="center">XVIII.</p> - -<p>Children are interested in their own names, hence they will -quickly learn to associate the spoken name with its written symbol.<span class="pagenum" id="Page_36">[Pg 36]</span> -Write upon the blackboard the sentence, <i>Catch the ball</i>, ——. -(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. </p> - -<p><i>Ex.</i>:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Catch the ball, John.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">——, catch the ball.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Roll the ball, ——.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Mary, roll the ball to ——.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">——, run to ——.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">——, hop to ——.</td> -<td class="tdr"></td></tr> - -</tbody></table> - - -<p class="center">XIX.</p> - -<p>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:</p> - -<p>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:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">I see a bird.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is a blue bird.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">The blue bird can sing.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">The blue bird can hop.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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.</p> - -<p><i>Ex.</i>:</p> -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">I see a blue bird.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">The blue bird can sing and hop.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_37">[Pg 37]</span></p> - -<p class="sa2">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 <i>thought</i>.</p> - -<p>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. </p> - -<p><i>Ex.</i>:</p> -<p class="center sb2">The blue bird can sing.</p> - -<p>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.</p> - -<p>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.</p> - - -<p>The development of the lesson is as follows:</p> - -<div class="blockquot"> - -<p>First: Children observe and express.</p> - -<p>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:</p> -</div> - -<div class="blockquot"> - -<p class="sa2">First: Children observe and image. (Silent reading.)</p> - -<p>Second: Each child in turn expresses the whole thought.</p> - -<p>Third: The children read each sentence. (Oral reading.)</p> -</div> - -<p><span class="pagenum" id="Page_38">[Pg 38]</span></p> - -<p>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 <i>big</i>, -<i>little</i>, <i>pretty</i>, and adjectives of color.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc"><i><b>pretty; my; white.</b></i></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I have a pretty kitty.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">My kitty is white.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Kitty can run and jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I like my pretty white kitty.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"><i><b>big; little; black.</b></i></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Rover is a big, black dog.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I love a little, white kitty.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Rover likes my little kitty.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Rover and Kitty run and jump.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>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. </p> - -<p><i>Ex.</i>:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">I see you, Rover.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">You are my big, black dog.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">You can run and jump.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I like you, Rover.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_39">[Pg 39]</span></p> - - -<p class="center sa2">XX.</p> -<p class="center sb2">SUMMARY.</p> - -<table><tbody> - -<tr><td class="tdl">Run.</td> -<td class="tdc">I can</td> -<td class="tdc">Rover</td> -<td class="tdc">big</td> -<td class="tdr">and</td></tr> - -<tr><td class="tdl">Jump.</td> -<td class="tdc">I see</td> -<td class="tdc">Kitty</td> -<td class="tdc">little</td> -<td class="tdr">to</td></tr> - -<tr><td class="tdl">Hop.</td> -<td class="tdc">I have</td> -<td class="tdc">bird</td> -<td class="tdc">pretty</td> -<td class="tdr">my</td></tr> - -<tr><td class="tdl">Sing.</td> -<td class="tdc">I like</td> -<td class="tdc">a dog</td> -<td class="tdc">blue</td> -<td class="tdr">the</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">I love</td> -<td class="tdc">mother</td> -<td class="tdc">white</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">catch</td> -<td class="tdc">father</td> -<td class="tdc">black</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">are</td> -<td class="tdc">ball</td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>With this limited vocabulary the teacher is able to formulate many -sentences.</p> - -<p class="center">XXI.</p> - -<p>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.)</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">I have a baby brother.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He has brown eyes.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He can laugh.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He can walk.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">His name is Robert.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>If necessary, let several development lessons precede the story in -order to emphasize certain aspects of thought or particular words.</p> - -<p class="center">1.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">My name is Helen.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">My name is Mary.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">My name is John. Etc.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_40">[Pg 40]</span></p> - -<p class="center">2.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Baby brother can laugh.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Baby brother can cry.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Baby brother can walk.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Baby brother can pat-a-cake. Etc.</td> -<td class="tdr"></td></tr> - -</tbody></table> - - -<p class="center">XXII.</p> - -<p>Let each child describe his own home. Write one of these descriptions -on the blackboard, somewhat as follows:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">We live in a house.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is a white house.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is made of wood.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It has a yard.</td> -<td class="tdr"></td></tr> - -</tbody></table> - - -<p class="center">XXIII.</p> - -<p>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.</p> - - -<p class="center">1.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">This is a little Indian boy.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He lives in a wigwam.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is made of skins.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is by the blue sea-water.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_41">[Pg 41]</span></p> - - -<p class="center">2.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">This is a little Eskimo girl.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">She lives in the North.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is very cold.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Her house is made of snow and ice.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>Whenever it is necessary, precede the story with one or more -development lessons.</p> - - -<p class="center">XXIV.</p> - -<p>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:</p> - - -<p class="center">1.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Mary is a little girl.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">She has blue eyes.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">She has brown hair.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">She has a blue dress.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p class="center">2.</p> - -<p>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. <i>Ex.</i>:</p> - -<p><span class="pagenum" id="Page_42">[Pg 42]</span></p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">I see a boy.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He has black eyes.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He has black hair.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He has a red tie.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Name the boy,——.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p class="center">XXV.</p> - -<p>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. <i>Ex.</i>:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">This is John's kite.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is a big kite.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">It is a red kite.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">John made the kite.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">He can fly his kite.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p class="center">XXVI.</p> - -<p>Let the girls having something brown about them impersonate -brown birds. <i>Ex.</i>: 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.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Play you are brown birds, girls.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Fly, pretty brown birds.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Sing, pretty brown birds.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>Let the boys having something black about them impersonate -blackbirds. <i>Ex.</i>: Black shoes; black clothing; black eyes.</p> - -<p><span class="pagenum" id="Page_43">[Pg 43]</span></p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Play you are blackbirds, boys.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Hop, little blackbirds.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Fly, little blackbirds.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p>Adapt the following lesson to suit the conditions by changing -either the name or the color. <i>Ex.</i>: If there is a little girl in the room -with a red ribbon whose name is not <i>Mary</i>, substitute the real -name.</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Play you are a redbird, Mary.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">You have a red ribbon.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">You may sing, pretty redbird.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p class="center">XXVII.</p> - -<p>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:</p> - -<p>Have the children learn the rhyme by ear and repeat it aloud. -Write the rhyme <i>Two Little Blackbirds</i>, 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.</p> - -<p>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. <i>Ex.</i>: -<i>Two little blackbirds</i>; <i>upon a hill</i>; <i>one was named</i>; <i>fly away</i>; <i>come -again</i>.</p> - -<p>Ask a child to find all the words that are alike. <i>Ex.</i>: <i>Jack</i>; <i>Jill</i>; -<i>named</i>; <i>fly</i>; <i>come</i>; <i>again</i>; etc. Ask another child to find and name<span class="pagenum" id="Page_44">[Pg 44]</span> -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.</p> - -<p>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.</p> - -<p class="sa2">A summary of the steps involved:</p> - -<div class="blockquot"> - -<p>1. Memorize the rhyme in order to acquire the thought.</p> - -<p>2. Associate this thought with the written symbols.</p> - -<p>3. Separate the rhyme into sentences, phrases, and words.</p> - -<p>4. Combine these parts in new wholes; that is, in new sentences -and stories.</p> -</div> - -<p>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.</p> - -<p>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:</p> - -<table><tbody> - -<tr><td class="tdl"></td> -<td class="tdc">Two little bluebirds</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Sat upon a hill,</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">One was named Helen,</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">The other named Mary.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Fly away, Helen,</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Fly away, Mary.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Come again, Helen.</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">Come again, Mary.</td> -<td class="tdr"></td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_45">[Pg 45]</span></p> - -<p>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.</p> - - -<p class="center">XXVIII.</p> - -<table><tbody> -<tr><td>Rock-a-by, baby,</td></tr> -<tr><td><span style="margin-left: 1em;">In the tree-top.</span></td></tr> -<tr><td>When the wind blows</td></tr> -<tr><td><span style="margin-left: 1em;">The cradle will rock.</span></td></tr> -<tr><td>When the bough breaks</td></tr> -<tr><td><span style="margin-left: 1em;">The cradle will fall,</span></td></tr> -<tr><td>Down will come baby,</td></tr> -<tr><td><span style="margin-left: 1em;">Cradle and all.</span></td></tr> -</tbody></table> - -<table><tbody> -<tr><td></td></tr> -</tbody></table> - -<p>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.</p> - -<p>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. <i>Rock-a-by</i>; <i>In the tree-top</i>; -<i>When the wind blows</i>; <i>When the bough breaks</i>; etc.</p> - -<p>Find the words that are alike, <i>baby</i>; <i>cradle</i>; <i>when</i>; <i>the</i>; <i>will</i>; etc.</p> - - -<p>Action Sentences Based on the Rhyme.</p> - -<p>Write upon the blackboard the sentence, <i>Bring me the doll</i>. Have -the children read it silently. Ask a child to perform the action,<span class="pagenum" id="Page_46">[Pg 46]</span> -and then read the sentence aloud. Continue in this way with other -action sentences.</p> - -<table><tbody> -<tr><td>Play rock-a-by, baby.</td></tr> -<tr><td>Make a cradle.</td></tr> -<tr><td>Rock the cradle.</td></tr> -<tr><td>Sing to the baby.</td></tr> -<tr><td>Sing rock-a-by, baby.</td></tr> -</tbody></table> - -<p>A real doll and cradle may be used and the following sentences -be expressed in action:</p> - -<table><tbody> -<tr><td>Bring me the doll.</td></tr> -<tr><td>Bring me the cradle.</td></tr> -<tr><td>Put the doll in the cradle.</td></tr> -<tr><td>Rock the cradle.</td></tr> -<tr><td>Sing to the doll.</td></tr> -<tr><td>Sing rock-a-by, baby.</td></tr> -</tbody></table> - -<p>Teach <i>bring</i>, <i>put</i>, <i>make</i>, and other new verbs as sight words and -use them in preliminary development lessons.</p> -<p><i>Ex.</i>:</p> - -<table><tbody> -<tr><td>Bring me the ball.</td></tr> -<tr><td>Bring me the bell. Etc.</td></tr> -</tbody></table> - -<hr class="tb"> - -<table><tbody> -<tr><td>Put the ball on the table.</td></tr> -<tr><td>Put the bell on the table. Etc.</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_47">[Pg 47]</span></p> - -<p><i>Kindergarten Finger Play</i> furnishes excellent <i>action</i> upon which -to base the use of the word <i>make</i>. <i>Ex.</i>:</p> - -<table><tbody> -<tr><td>Make baby's ball.</td></tr> -<tr><td>Make baby's cradle.</td></tr> -<tr><td>Make baby's hammer. Etc.</td></tr> -</tbody></table> - - -<p class="center">XXIX.</p> - -<p><b>See-Saw.</b> (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.</p> - - -<p class="center">XXX.</p> - -<p><b>The Transition from Script to Print.</b> 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 <i>write a clear, legible hand</i>.</p> - -<hr class="tb"> - -<p><span class="smcap">Note</span>:—"<i>The Old Woman and Her Pig</i>," "<i>The House that -Jack Built</i>," or other nursery rhymes involving much repetition of -language, will be found helpful for supplementary blackboard -lessons.<span class="pagenum" id="Page_48">[Pg 48]</span> -</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_49">[Pg 49]</span></p> - -<h2 class="nobreak" id="Part_III">Part III.</h2> -</div> - -<p>FIRST HALF YEAR: -SECOND STEP.</p> - - -<p>1. Blackboard Lessons and Primer.</p> -<p>2. Phonic Lessons:</p> - -<div class="blockquot"> - -<p>(a) The Consonant Sounds.</p> - -<p>(b) Phonograms derived from Words used -in the Primer.</p> - -<p>(c) Word Drill.</p> -</div> - -<p><span class="pagenum" id="Page_50">[Pg 50]</span></p> - - -<hr class="chap x-ebookmaker-drop"> - -<p><span class="pagenum" id="Page_51">[Pg 51]</span></p> - -<div class="chapter"> -<h2 class="nobreak" id="BLACKBOARD_LESSONS_AND_PRIMER"> -BLACKBOARD LESSONS AND PRIMER.<br> -<span class="small center">(Time, about twelve weeks.)</span></h2> -</div> - -<p><b>Directions.</b> 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.)</p> - -<p>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.)</p> - -<p>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.</p> - - -<p><b>Reading from the Primer.</b> 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.</p> - -<p>Paragraph 2. Have the children read the sentences silently and -observe the picture on the opposite page. Answer the directions -aloud.</p> - -<p>Proceed in the same way with paragraph 2, on page 32.</p> - -<p><span class="pagenum" id="Page_52">[Pg 52]</span></p> - - -<p>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 <i>Songs, Games and Rhymes</i> by Eudora -Lucas Hailmann.)</p> - - -<p>Page 45. Paragraph 1—Read the questions silently and answer -them aloud. Proceed in the same way with similar lessons throughout -the Primer.</p> - -<p>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:</p> - -<div class="blockquot"> -1. Teacher, write question upon the blackboard.<br> -2. Children, read the question silently.<br> -3. Children, answer the question aloud.<br> -</div> - -<p>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. <i>Ex.</i>:</p> - -<div class="blockquot"> -First Child: "Is it a red ball?"<br> -Second Child: "No. It is not a red ball." Etc.<br> -</div> - - -<p>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 <i>Blow, Wind! Blow!</i> Another -windmill motion may be taught as follows:</p> - -<p>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 <i>Blow, Wind! Blow!</i></p> - -<p><span class="pagenum" id="Page_53">[Pg 53]</span></p> - -<p>Page 62. Tap rhythmically with the finger tips upon the desk -in imitation of the rain while reciting the poem, <i>Rain</i>.</p> - -<p>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 <i>bow</i> -to a friend as she passes by and to say, "How do you do,——?" -(See game "Going Walking" in <i>Popular Folk Games and Dances</i> 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.</p> - -<p>Page 80. The blackboard lessons may be extended by adding -other animals. <i>Ex.</i>:</p> - -<div class="blockquot"> -1. With a "Moo! Moo!" here, etc.——cows.<br> -2. With a "Quack! Quack!" here, etc.——ducks.<br> -3. With a "Bow-wow!" here, etc.——dogs.<br> -</div> - - -<p class="center">LIST OF POEMS.</p> - -<p>The teacher may read the following poems to the children in -connection with the reading lessons in the Primer as indicated by -the pages.</p> - -<div class="blockquot"> - -<p>11 "Twenty Froggies," by George Cooper.</p> -</div> - -<div class="blockquot"> - -<p><i>Book: "Pinafore Palace," (Selections) Wiggin & -Smith (Eds.).</i></p> -</div> - -<p>26 "When Little Baby Bye-bye Goes." (Author unknown.)</p> - -<div class="blockquot"> - -<p><i>Book: "Pinafore Palace."</i></p> -</div> - -<p>33 "The Secret." (Author unknown.)</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow," (Selections) -McMurry & Cook (Eds.).</i></p> -</div> - -<p><span class="pagenum" id="Page_54">[Pg 54]</span></p> - -<p>49 "The Wind," by Robert Louis Stevenson.</p> - -<div class="blockquot"> - -<p><i>Book: "A Child's Garden of Verses."</i></p> -</div> - -<p>57 "Alice's Supper," by Laura E. Richards.</p> - -<div class="blockquot"> - -<p><i>Book: "St. Nicholas, Vol. V."</i></p> -</div> - -<p>59 "Twinkle, Twinkle, Little Star." (Author unknown.)</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>63 "Who Likes the Rain?" by Clara Doty Bates.</p> - -<div class="blockquot"> - -<p><i>Book: "Pinafore Palace."</i></p> -</div> - -<p>65 "The Elf and the Dormouse," by Oliver Herford.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring," (Selections) Wiggin & -Smith (Eds.).</i></p> -</div> - -<p>66 "Thank You, Pretty Cow," by Jane Taylor.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - -<p>71 "Little Gustava," by Celia Thaxter.</p> - -<div class="blockquot"> - -<p><i>Book: "Poems for Children."</i></p> -</div> - -<p>103 "Little Jack Frost." (Author unknown.)</p> - -<div class="blockquot"> - -<p><i>Book: "Pinafore Palace."</i></p> -</div> - -<p>104 "The Snow-Bird's Song," by F. C. Woodworth.</p> - -<div class="blockquot"> - -<p><i>Book: "Pinafore Palace."</i></p> -</div> - -<p>107 "Bye, Baby, Night is Come," by Mary Mapes Dodge.</p> - -<div class="blockquot"> - -<p><i>Book: "Rhymes and Jingles."</i></p> -</div> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_55">[Pg 55]</span></p> - -<h2 class="nobreak" id="PHONIC_LESSONS">PHONIC LESSONS.<br> -<span class="small center">(Time, about twelve weeks.)</span></h2> -</div> - -<p><b>Directions.</b> 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.</p> - -<p>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.</p> - -<p>3. The lessons indicate the order; the time will vary with the -ability of the children and must be determined by the teacher.</p> - - -<p class="center">I.</p> - -<p class="center"><i><b>r un</b></i>.</p> - -<p>Begin with the word <i>run</i>. 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:</p> - -<p><span class="pagenum" id="Page_56">[Pg 56]</span></p> - - -<p><b>The Ear.</b></p> - -<div class="blockquot"> - -<p>1. Pronounce <i>run</i> easily and naturally.</p> - -<p>2. Give the sounds separately, thus: <i>r-un</i>.</p> - -<p>3. Again pronounce the word. Call upon the children collectively -and individually to do the same.</p> -</div> - - -<p><b>The Eye.</b></p> - -<div class="blockquot"> - -<p>1. Write the word <i>run</i> on the blackboard.</p> - -<p>2. Cover the <i>un</i> and have the <i>r</i> sounded.</p> - -<p>3. Cover the <i>r</i> and have the <i>un</i> sounded.</p> - -<p>4. Uncover the whole word and ask the children to put the -two sounds together to make the word, <i>run</i>.</p> -</div> - -<p>If the children cannot do this the teacher may do it for them, -making the sound <i>r</i> 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.</p> - -<p>To associate the sound <i>r</i> with its written symbol the following -method is suggested:</p> - -<p>The teacher writes <i>r</i> upon the blackboard, giving the sound, not -the name. She then calls upon the children collectively and individually -to give the sound.</p> - -<hr class="tb"> - -<p><i>Teacher</i>: Close your eyes, children. Can you see how <i>r</i> looks? -(Give the sound, not the name.) Watch me make it again.</p> - -<p>Teacher writes <i>r</i> slowly several times, then erases the work. Children -observe, image, and then write <i>r</i> 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.</p> - -<p><span class="pagenum" id="Page_57">[Pg 57]</span></p> - - -<p class="center">II.</p> - -<p class="center"><i><b>f.</b></i></p> - -<p>Teach the word <i>fun</i> in the same manner that <i>run</i> was taught in -Lesson I. Write on the blackboard:</p> - -<p class="center"> -<i><b>r un</b></i><br> -<i><b>f un</b></i><br> -</p> - -<p>Cover first one part and then the other, sounding each element.</p> - -<p>Write <i>f</i>, <i>r</i>, <i>un</i>, on the blackboard a number of times, arranged irregularly. -Review daily, adding new consonants and phonograms -as they are taught.</p> - - -<p class="center">III.</p> - -<p class="center"><i><b>s ing.</b></i></p> - -<p>1. Separate both the spoken and the written word <i>sing</i> into the -phonic elements:</p> - -<div class="blockquot"> - -<p>(a) <i>s</i> consonant sound.</p> - -<p>(b) <i>ing</i> phonogram or sound group.</p> -</div> - -<p>2. Associate each sound element with its written symbol.</p> - -<p>3. Combine the consonants <i>r</i>, <i>f</i>, <i>s</i>, and the phonograms <i>un</i>, <i>ing</i>, -to form new words:</p> - -<table><tbody> -<tr><td class="tdl">r un</td> -<td class="tdc">s ing</td> -<td class="tdc">r ing</td> -<td class="tdc">s un</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">s un</td> -<td class="tdc">r ing</td> -<td class="tdc">r un</td> -<td class="tdc">s ing</td> -<td class="tdr"></td></tr> -</tbody></table> - - -<p><span class="pagenum" id="Page_58">[Pg 58]</span></p> - - -<p>IV.</p> - -<p><b>Phonic Drill.</b> Phonic Drill upon words from the Primer will each -day follow two lines:</p> - -<div class="blockquot"> - -<p>I. A list of words to be separated into sounds (Phonic Analysis).</p> - -<p>II. A list of familiar sounds to be combined in new relations to -form words (Phonic Synthesis).</p> -</div> - -<p>Phonic Drill upon phonograms and the consonant sounds may be -given in two ways:</p> - -<div class="blockquot"> - -<p>1. Combine different consonant sounds with the same phonogram.</p> - -<p>2. Combine different phonograms with the same consonant -sound.</p> -</div> - -<p>For convenience the first is called a <i>Phonic Series</i>; the second is -called a <i>Word List</i>.</p> - - -<p><b>Phonic Series.</b> Combine <i>f</i>, <i>r</i>, <i>s</i>, with <i>at</i> to form this phonic -series. Review the <i>un</i> series of words.</p> - -<p>Develop the blend as follows:</p> - -<p>(a) Write <i>at</i> on the blackboard and pronounce it. (The children -will recognize the word, having seen it many times in the reading -lessons.)</p> - -<p>(b) Select a consonant, <i>r</i> for example, and write it in front of <i>at</i>.</p> - -<p>(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.</p> - -<p>Prefix <i>f</i> and <i>s</i> in the same way.</p> - -<p><span class="pagenum" id="Page_59">[Pg 59]</span></p> - -<p>Write the <i>at</i> and the <i>un</i> series on the blackboard.</p> - -<table><tbody> -<tr><td class="tdl1">r at</td> -<td class="tdc"></td> -<td class="tdr2">r un</td></tr> - -<tr><td class="tdl1">f at</td> -<td class="tdc"></td> -<td class="tdr2">f un</td></tr> - -<tr><td class="tdl">s at</td> -<td class="tdc"></td> -<td class="tdr1">s un</td></tr> -</tbody></table> - -<p>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.</p> - - -<p><b>Word List.</b> Write upon the blackboard in a vertical row the -words beginning with <i>r</i>, from the Primer, pages 5-26. <i>Ex.</i>: <i>Rover</i>, -<i>roll</i>, <i>rock</i>. Have the children pronounce them. Then erase <i>over</i>, -<i>oll</i>, <i>ock</i>, leaving only <i>r</i>, and let children make the sound. Continue -with words beginning with <i>f</i> and <i>s</i> in the same way.</p> - -<p>Again, write several words on the blackboard containing the -phonogram <i>at</i>. Erase <i>f</i>, <i>s</i>, <i>r</i>, leaving only <i>at</i>.</p> - -<p>Continue in the same way with the <i>un</i> series and the <i>ing</i> series.</p> - -<hr class="tb"> - -<p>Word List No. I.</p> - -<table><tbody> -<tr><td class="tdl">s ing</td> -<td class="tdc1">r at</td> -<td class="tdr1">f un</td></tr> - -<tr><td class="tdl">s at</td> -<td class="tdc1">r ing</td> -<td class="tdr1">f at</td></tr> - -<tr><td class="tdl">s un</td> -<td class="tdc1">r un</td> -<td class="tdr"></td></tr> -</tbody></table> - - -<p>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.</p> - -<p><span class="pagenum" id="Page_60">[Pg 60]</span></p> - - -<p><b>Phonic Cards.</b> 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.</p> - - -<p class="center">V.</p> - -<p class="center"><i><b>h op.</b></i></p> - -<p>1. Write <i>hop</i> on the blackboard and teach the sound elements -<i>h</i> and <i>op</i>.</p> - -<p>2. Associate each sound with its symbol.</p> - -<p>3. Identify the sound <i>h</i> in the sight words <i>have</i>, <i>has</i>, <i>here</i>, <i>hill</i>. -(Proceed as in Lesson IV.)</p> - -<p>4. Add <i>hop</i> to Word List No. 1, and review daily, for a few -moments, at the close of each lesson.</p> - - -<p class="center">VI.</p> - -<p class="center"><i><b>j.</b></i></p> - -<p>1. Separate the sight words <i>Jack</i>, <i>Jill</i>, <i>jump</i>, into their sound -elements.</p> - -<p><span class="pagenum" id="Page_61">[Pg 61]</span></p> - -<div class="blockquot"> - -<p>(a) If any of the children in the class have names beginning -with <i>J</i> add these to the list, as: John, Julia, Jones.</p> - -<p>(b) Use capital letters for proper names, small letters for -common ones. Meet each need by teaching that for which -there is a demand.</p> -</div> - -<p>2. Associate the sound <i>j</i> with the letter.</p> - -<p>3. Combine <i>ill</i>, <i>ack</i>, <i>ump</i>, with the known consonant sounds to -form the phonic series:</p> - -<table><tbody> -<tr><td class="tdl"><i><b>ill</b></i></td> -<td class="tdc1"><b><i>ack</i></b></td> -<td class="tdr1"><i><b>ump</b></i></td></tr> - -<tr><td class="tdl">r ill</td> -<td class="tdc1">J ack</td> -<td class="tdr1">j ump</td></tr> - -<tr><td class="tdl">f ill</td> -<td class="tdc1">s ack</td> -<td class="tdr">h ump</td></tr> - -<tr><td class="tdl">s ill</td> -<td class="tdc1">h ack</td> -<td class="tdr1"></td></tr> - -<tr><td class="tdl">J ill</td> -<td class="tdc1">r ack</td> -<td class="tdr1"></td></tr> - -<tr><td class="tdl">h ill</td> -<td class="tdc1"></td> -<td class="tdr"></td></tr> -</tbody></table> - - -<p class="center">VII.</p> - -<p class="center"><i><b>m.</b></i></p> - -<p>1. Write <i>may</i> on the blackboard and teach the sound elements -<i>m</i> and <i>ay</i>.</p> - -<p>2. Associate each sound with its symbol.</p> - -<p>3. Identify <i>m</i> in the sight words <i>Mary</i>, <i>my</i>, <i>me</i>, <i>mother</i>.</p> - -<p>4. Combine <i>ay</i> with familiar consonant sounds to form the phonic -series:</p> - -<table><tbody> -<tr><td>h ay</td></tr> -<tr><td>s ay</td></tr> -<tr><td>j ay</td></tr> -<tr><td>r ay</td></tr> -</tbody></table> - -<p>5. Combine the sound <i>m</i> with the phonograms <i>ill</i>, <i>op</i>, <i>at</i>, previously -taught. Add these to Word List No. 1 for review.</p> - -<p><span class="pagenum" id="Page_62">[Pg 62]</span></p> - - -<p class="center">VIII.</p> - -<p class="center"><i>p</i>, initial; final.</p> - -<p>1. Initial <i>p</i>—the first sound heard in <i>pussy</i>, <i>play</i>, <i>pretty</i>.</p> - -<p>2. Final <i>p</i>—the last sound heard in <i>hop</i>, <i>up</i>, <i>jump</i>, <i>sleep</i>.</p> - -<p>3. Associate the sound <i>p</i> with the letter.</p> - -<p>4. Combine <i>p</i> with familiar phonograms to form the words <i>pat</i>, -<i>pack</i>, <i>pill</i>, <i>pop</i>, <i>pump</i>, <i>pay</i>.</p> - -<p>5. Add these words to Word List No. 1 and drill daily. Cultivate -rapid sight recognition of the sound elements.</p> - - -<p class="center">IX.</p> - -<p class="center"><i>in, am, an, and.</i></p> - -<p>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 <i>in</i>, <i>am</i>, <i>an</i>, <i>and</i>, in sentences and teach them -again as sight words.</p> - -<p>Blend familiar consonant sounds with these phonograms to form -the new phonic series.</p> - -<table><tbody> -<tr><td class="tdl"><i>in</i></td> -<td class="tdc"><i>am</i></td> -<td class="tdc"><i>an</i></td> -<td class="tdc"><i>and</i></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">f in</td> -<td class="tdc">S am</td> -<td class="tdc">m an</td> -<td class="tdc">h and</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">s in</td> -<td class="tdc">h am</td> -<td class="tdc">f an</td> -<td class="tdc">s and</td> -<td class="tdr"></td></tr> - -<tr><td class="tdl">p in</td> -<td class="tdc">j am</td> -<td class="tdc">r an</td> -<td class="tdc">and</td> -<td class="tdr"></td></tr> -</tbody></table> - - -<p><span class="pagenum" id="Page_63">[Pg 63]</span></p> - - -<p class="center sa2">X.</p> - -<p class="center">SUMMARY.</p> - -<p>Consonants: <i>r</i>, <i>f</i>, <i>s</i>, <i>h</i>, <i>j</i>, <i>m</i>, <i>p</i>.</p> - -<p> -Phonograms: <i>at</i>, <i>ack</i>, <i>am</i>, <i>an</i>, <i>and</i>, <i>ay</i>,<br> -<span style="margin-left: 5.5em;"><i>ing</i>, <i>ill</i>, <i>in</i>,</span><br> -<span style="margin-left: 5.5em;"><i>op</i>,</span><br> -<span style="margin-left: 5.5em;"><i>un</i>, <i>ump</i>.</span><br> -</p> - -<p><b>Phonic Series.</b></p> - -<table><tbody> -<tr><td class="tdl"><i>at</i></td> -<td class="tdc"><i>ack</i></td> -<td class="tdc"><i>am</i></td> -<td class="tdc"><i>an</i></td> -<td class="tdc"><i>and</i></td> -<td class="tdr"><i>ay</i></td></tr> - -<tr><td class="tdl">h at</td> -<td class="tdc">p ack</td> -<td class="tdc">j am</td> -<td class="tdc">m an</td> -<td class="tdc">h and</td> -<td class="tdr">j ay</td></tr> - -<tr><td class="tdl">m at</td> -<td class="tdc">r ack</td> -<td class="tdc">h am</td> -<td class="tdc">r an</td> -<td class="tdc">s and</td> -<td class="tdr">h ay</td></tr> - -<tr><td class="tdl">f at</td> -<td class="tdc">J ack</td> -<td class="tdc">S am</td> -<td class="tdc">f an</td> -<td class="tdc">and</td> -<td class="tdr">s ay</td></tr> - -<tr><td class="tdl">s at</td> -<td class="tdc">h ack</td> -<td class="tdc"></td> -<td class="tdc">p an</td> -<td class="tdc"></td> -<td class="tdr">p ay</td></tr> - -<tr><td class="tdl">r at</td> -<td class="tdc">s ack</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> -</tbody></table> - -<div class="sa2"></div> - -<table><tbody> - -<tr><td class="tdl"><i>ing</i></td> -<td class="tdc"><i>ill</i></td> -<td class="tdc"><i>in</i></td> -<td class="tdc"><i>op</i></td> -<td class="tdc"><i>un</i></td> -<td class="tdr"><i>ump</i></td></tr> - -<tr><td class="tdl">r ing</td> -<td class="tdc">m ill</td> -<td class="tdc">f in</td> -<td class="tdc">m op</td> -<td class="tdc">s un</td> -<td class="tdr">j ump</td></tr> - -<tr><td class="tdl">s ing</td> -<td class="tdc">h ill</td> -<td class="tdc">s in</td> -<td class="tdc">h op</td> -<td class="tdc">f un</td> -<td class="tdr">h ump</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">f ill</td> -<td class="tdc">p in</td> -<td class="tdc">p op</td> -<td class="tdc">r un</td> -<td class="tdr">p ump</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">t ill</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> - -<tr><td class="tdl"></td> -<td class="tdc">s ill</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> -</tbody></table> - -<p>Word List No. II.</p> - -<table><tbody> -<tr> -<td class="tdl">rack</td> -<td class="tdc">sand</td> -<td class="tdc">ham</td> -<td class="tdc">hand</td> -<td class="tdc">mop</td> -<td class="tdc">pop</td> -<td class="tdr1">Jack</td></tr> - -<tr> -<td class="tdl">ran</td> -<td class="tdc">say</td> -<td class="tdc">hill</td> -<td class="tdc">hop</td> -<td class="tdc">mill</td> -<td class="tdc">pan</td> -<td class="tdr1">Jill</td></tr> - -<tr> -<td class="tdl">ray</td> -<td class="tdc">Sam</td> -<td class="tdc">hack</td> -<td class="tdc">may</td> -<td class="tdc">pill</td> -<td class="tdc">pack</td> -<td class="tdr1">jump</td></tr> - -<tr> -<td class="tdl">fill</td> -<td class="tdc">sack</td> -<td class="tdc">hat</td> -<td class="tdc">man</td> -<td class="tdc">pat</td> -<td class="tdc">pin</td> -<td class="tdr1">jay</td></tr> - -<tr> -<td class="tdl">fin</td> -<td class="tdc">sin</td> -<td class="tdc">hay</td> -<td class="tdc">mat</td> -<td class="tdc">pay</td> -<td class="tdc">pump</td> -<td class="tdr1">jam</td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_64">[Pg 64]</span></p> - -<p> -<span class="smcap">Note.</span>—<br> -</p> - -<div class="blockquot"> - -<p>(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.</p> - -<p>(b) Secure individual recitations. Concert work has its -place, but the object is individual power.</p> - -<p>(c) Note the words over which the children hesitate and -make these the basis of the next arrangement.</p> - -<p>(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.</p> - -<p>(e) Add the names of children in the class to the word lists -and analyze these into their sound elements.</p> -</div> - -<p class="center sa2">XI.</p> - -<p class="center">Final <i>s</i>.</p> - -<p>Add <i>s</i> to all the words in Word Lists Nos. I and II, where its use -will form a word.</p> - -<p>Write the simple form of the word on the blackboard and have it -pronounced. Write it again with the <i>s</i> added, and have it pronounced -a second time.</p> -<p><i>Ex.</i>:</p> - -<table><tbody> -<tr><td class="tdl1">sing</td> -<td class="tdc"></td> -<td class="tdr2">sing s</td></tr> - -<tr><td class="tdl1">ring</td> -<td class="tdc"></td> -<td class="tdr2">ring s</td></tr> - -<tr><td class="tdl">run</td> -<td class="tdc"></td> -<td class="tdr1">run s</td></tr> - -<tr><td class="tdl">tree</td> -<td class="tdc"></td> -<td class="tdr1">tree s</td></tr> - -<tr><td class="tdl">see</td> -<td class="tdc"></td> -<td class="tdr1">see s</td></tr> -</tbody></table> - -<p>It will be found helpful to have a card seven by nine inches, with -an <i>s</i> written upon it. Hold this beside the words in the phonic<span class="pagenum" id="Page_65">[Pg 65]</span> -lists and have both the simple and the <i>s</i> forms pronounced. Train -the children to observe quickly and to be mentally alert.</p> - - -<p>XII.</p> - -<p><i>t</i>, initial; final; medial.</p> - -<p>1. Initial <i>t</i>—the first sound heard in <i>top</i>, <i>tell</i>.</p> - -<p>2. Final <i>t</i>—the last sound heard in <i>it</i>, <i>at</i>.</p> - -<p>3. Medial <i>t</i>—in <i>Kitty</i>, <i>pretty</i>, <i>little</i>.</p> - -<p>4. Associate the sound <i>t</i> with the letter.</p> - -<p>5. Identify <i>t</i> in the following sight words from the Primer, pages -9-39: <i>to</i>, <i>town</i>, <i>tick-tock</i>, <i>tune</i>, <i>nest</i>, <i>not</i>, <i>nut</i>, <i>cat</i>.</p> - -<p>6. Combine familiar consonant sounds with <i>it, ot</i>, to form the -phonic series:</p> - -<table><tbody> -<tr><td class="tdl1"><i>it</i></td> -<td class="tdc"></td> -<td class="tdr2"><i>ot</i></td></tr> - -<tr><td class="tdl1">s it</td> -<td class="tdc"></td> -<td class="tdr2">h ot</td></tr> - -<tr><td class="tdl">h it</td> -<td class="tdc"></td> -<td class="tdr1">p ot</td></tr> - -<tr><td class="tdl">p it</td> -<td class="tdc"></td> -<td class="tdr1">t ot</td></tr> - -</tbody></table> - -<p>7. Review the <i>at</i> series, making prominent the sound <i>t</i> final.</p> - - -<p class="center">XIII.</p> - -<p class="center"><i>k</i>, <i>ck</i>, initial; final.</p> - -<p>1. <i>K</i> in <i>kitty</i>, <i>kite</i>, <i>keep</i>, <i>shook</i>, <i>look</i>, <i>bake</i>, <i>Kate</i>.</p> - -<p>2. <i>ck</i> in <i>tick-tock</i>, <i>cluck</i>, <i>Jack</i>, <i>black</i>, <i>clock</i>, <i>rock</i>.</p> - -<p><span class="pagenum" id="Page_66">[Pg 66]</span></p> - -<p>3. Phonograms: <i>ick</i>, <i>ock</i>.</p> - -<p>4. Phonic Series:</p> - -<table><tbody> -<tr><td class="tdl"><i>ick</i></td> -<td class="tdc"></td> -<td class="tdr2"><i>ock</i></td></tr> - -<tr><td class="tdl">p ick</td> -<td class="tdc"></td> -<td class="tdr2">r ock</td></tr> - -<tr><td class="tdl">t ick</td> -<td class="tdc"></td> -<td class="tdr1">t ock</td></tr> - -<tr><td class="tdl">s ick</td> -<td class="tdc"></td> -<td class="tdr1">d ock</td></tr> - -<tr><td class="tdl">D ick</td> -<td class="tdc"></td> -<td class="tdr1">s ock</td></tr> - -<tr><td class="tdl1">h ick ory</td> -<td class="tdc"></td> -<td class="tdr2"></td></tr> - -<tr><td class="tdl">d ick ory</td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p>5. Add <i>king</i>, <i>kill</i>, also words in the phonic series to Word List -No. II, and review daily.</p> - - -<p class="center">XIV.</p> - -<p class="center"><i>l</i>, initial; final; medial.</p> - -<p>1. Initial <i>l</i> in <i>like</i>, <i>look</i>.</p> - -<p>2. Final <i>l</i> in <i>ball</i>, <i>hill</i>.</p> - -<p>3. Associate the sound <i>l</i> with the letter.</p> - -<p>4. Identify sound <i>l</i> in the following sight words from the Primer: -<i>like</i>, <i>little</i>, <i>ball</i>, <i>all</i>, <i>fall</i>, <i>doll</i>, <i>hill</i>, <i>Jill</i>, <i>will</i>, <i>mill</i>, <i>roll</i>, <i>yellow</i>.</p> - -<p>5. Include the names of children in the room. <i>Ex</i>.: <i>Lucy</i>, <i>Nellie</i>, -<i>Lilly</i>, <i>Paul</i>.</p> - -<p>6. Phonogram: <i>all</i>.</p> - -<p>7. Phonic Series:</p> - -<table><tbody> -<tr><td><i>all</i></td></tr> -<tr><td>f all</td></tr> -<tr><td>h all</td></tr> -<tr><td>t all</td></tr> -</tbody></table> - -<p>8. Review the <i>ill</i> series, making prominent final <i>l</i>.</p> - -<p><span class="pagenum" id="Page_67">[Pg 67]</span></p> - -<p class="center">XV.</p> - -<p class="center"><i>n</i>, initial; final; medial.</p> - -<p>1. Analyze <i>not</i> into the sound elements <i>n</i>, <i>ot</i>.</p> - -<p>2. Identify the sound <i>n</i> in the sight words <i>no</i>, <i>nut</i>, <i>nest</i>, <i>name</i>, -<i>an</i>, <i>can</i>, <i>ran</i>, <i>in</i>, <i>on</i>, <i>run</i>, <i>hen</i>.</p> - -<p>3. Include names of children in the room: Ned, John, Anna, -Nan.</p> - -<p>4. Analyze <i>hen</i> into the sound elements <i>h</i>, <i>en</i>.</p> - -<p>5. Phonogram: <i>en</i>.</p> - -<p>6. Phonic Series:</p> - -<table><tbody> -<tr><td><i>en</i></td></tr> -<tr><td>m en</td></tr> -<tr><td>p en</td></tr> -<tr><td>h en</td></tr> -<tr><td>t en</td></tr> -</tbody></table> - -<p>7. Review the <i>an</i>, <i>in</i>, <i>un</i> series, making prominent final <i>n</i>.</p> - -<p class="center">XVI.</p> - -<p class="center"><i>d</i>, initial; final.</p> - -<p>1. Identify sound <i>d</i> in the sight words <i>dog</i>, <i>do</i>, <i>doll</i>, <i>down</i>, -<i>dear</i>, <i>red</i>, <i>send</i>.</p> - -<p>2. Separate <i>red</i> into the sound elements <i>r</i>, <i>ed</i>.</p> - -<p><span class="pagenum" id="Page_68">[Pg 68]</span></p> - -<p>3. Add <i>d</i> to the phonogram <i>en</i> taught in Lesson XV.</p> - -<p>4. Phonograms: <i>ed</i>, <i>end</i>.</p> - -<p>5. Phonic Series:</p> - -<table><tbody> -<tr><td class="tdl"><i>ed</i></td> -<td class="tdc"></td> -<td class="tdr2"><i>end</i></td></tr> - -<tr><td class="tdl">f ed</td> -<td class="tdc"></td> -<td class="tdr2">s end</td></tr> - -<tr><td class="tdl">r ed</td> -<td class="tdc"></td> -<td class="tdr2">m end</td></tr> - -<tr><td class="tdl">N ed</td> -<td class="tdc"></td> -<td class="tdr2">l end</td></tr> - -<tr><td class="tdl">l ed</td> -<td class="tdc"></td> -<td class="tdr2">t end</td></tr> -</tbody></table> - -<p>6. Word List: Add these words to Word List No. II. Arrange -irregularly and review daily.</p> - -<p class="center">XVII.</p> - -<p class="center"><i>pl</i>; <i>fr</i>; <i>tr</i>; <i>ee</i>.</p> - -<p>Blended consonants <i>pl</i>, <i>fr</i>, <i>tr</i>. (Blended consonants are made as -nearly as possible with one impulse of the voice.)</p> - -<p>1. Identify the sounds <i>pl</i>, <i>fr</i>, <i>tr</i>, <i>ee</i> in the words:</p> - -<table><tbody> -<tr> -<td class="tdl">plant</td> -<td class="tdc">tree</td> -<td class="tdc">frog</td> -<td class="tdr">see</td></tr> -<tr> -<td class="tdl">play</td> -<td class="tdc">try</td> -<td class="tdc">from</td> -<td class="tdr">three</td></tr> -</tbody></table> - -<p>2. Combine <i>ee</i> with final <i>p</i>, <i>d</i>, <i>m</i>, <i>n</i>, to form phonograms.</p> - -<p>3. Phonic Series:</p> - -<table><tbody> -<tr> -<td class="tdl"><i>eep</i></td> -<td class="tdc"><i>eed</i></td> -<td class="tdr"><i>eem</i>; <i>een</i></td></tr> -<tr> -<td class="tdl">p eep</td> -<td class="tdc">s eed</td> -<td class="tdr">s eem</td></tr> -<tr> -<td class="tdl">d eep</td> -<td class="tdc">f eed</td> -<td class="tdr">s een</td></tr> -<tr> -<td class="tdl">k eep</td> -<td class="tdc">d eed</td> -<td class="tdr">k een</td></tr> -</tbody></table> - - -<p><span class="pagenum" id="Page_69">[Pg 69]</span></p> - -<p class="center">XVIII.</p> - -<p class="center"><i>ing.</i></p> - -<p>Write the simple form of the word upon the blackboard and have -it pronounced. Write it again with the syllable <i>ing</i> added, and -have it pronounced a second time. <i>Ex.:</i></p> - -<table><tbody> -<tr> -<td class="tdl">sing</td> -<td class="tdc2">sing ing</td> -<td class="tdc">go</td> -<td class="tdr">go ing</td> -</tr> -<tr> -<td class="tdl">jump</td> -<td class="tdc2">jump ing</td> -<td class="tdc">catch</td> -<td class="tdr">catch ing</td> -</tr> -<tr> -<td class="tdl">ring</td> -<td class="tdc2">ring ing</td> -<td class="tdc">play</td> -<td class="tdr">play ing</td> -</tr> -<tr> -<td class="tdl">fly</td> -<td class="tdc2">fly ing</td> -<td class="tdc">rock</td> -<td class="tdr">rock ing</td> -</tr> -<tr> -<td class="tdl">see</td> -<td class="tdc2">see ing</td> -<td class="tdc">blow</td> -<td class="tdr">blow ing</td> -</tr> -<tr> -<td class="tdl">do</td> -<td class="tdc2">do ing</td> -<td class="tdc">sleep</td> -<td class="tdr">sleep ing</td> -</tr> -</tbody></table> - - -<p class="center sa2">XIX.</p> - -<p class="center">Apostrophe <i>s</i> (<i>'s</i>)</p> - -<p>Teach the apostrophe ('<i>s</i>) 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. <i>Ex.:</i></p> - -<table><tbody> -<tr><td class="tdl">This is Mary's sister.</td> -<td class="tdc"></td> -<td class="tdr1">I see Jill's pail.</td></tr> - -<tr><td class="tdl">This is John's ball.</td> -<td class="tdc"></td> -<td class="tdr1">I see Jack's kite.</td></tr> - -<tr><td class="tdl">This is Helen's hat.</td> -<td class="tdc"></td> -<td class="tdr1">I see baby's kitten.</td></tr> -</tbody></table> - -<p>Let the children read the sentences. As the children watch, -erase <i>This is</i>, <i>I see</i>, <i>I have</i>, etc., leaving the possessive form. Add -these words to Word List No. II. Rearrange the order and drill -daily.</p> - -<p><span class="pagenum" id="Page_70">[Pg 70]</span></p> - - -<p class="center sa2">XX.</p> - -<p class="center">SUMMARY.</p> - -<p>1. Consonants: <i>r</i>, <i>f</i>, <i>s</i>, <i>h</i>, <i>j</i>, <i>m</i>, <i>p</i>, <i>t</i>, <i>k</i>, <i>ck</i>, <i>l</i>, <i>n</i>, <i>d</i>.</p> - -<p>2. Blended consonants: <i>pl</i>, <i>fr</i>, <i>tr</i>.</p> - -<p>3. Final <i>s</i>, apostrophe <i>s</i>, <i>ing</i> (syllable).</p> - -<p> -4. Phonograms: <i>at</i>, <i>ack</i>, <i>am</i>, <i>an</i>, <i>and</i>, <i>ay</i>, <i>all</i>.<br> -<span style="margin-left: 6.5em;"><i>en</i>, <i>ed</i>, <i>end</i>, <i>ee</i>, <i>eep</i>, <i>eed</i>, <i>eem</i>, <i>een</i>.</span><br> -<span style="margin-left: 6.5em;"><i>ing</i>, <i>ill</i>, <i>in</i>, <i>it</i>, <i>ick</i>.</span><br> -<span style="margin-left: 6.5em;"><i>op</i>, <i>ot</i>, <i>ock</i>.</span><br> -<span style="margin-left: 6.5em;"><i>un</i>, <i>ump</i>.</span><br> -</p> - -<p>5. Word List No. III.</p> - -<table><tbody> -<tr> -<td class="tdl">tack</td> -<td class="tdc">rock</td> -<td class="tdc">lot</td> -<td class="tdc">popping</td> -<td class="tdc">Mary's</td> -<td class="tdc">not</td> -<td class="tdr1">Fred's</td></tr> -<tr> -<td class="tdl">tan</td> -<td class="tdc">rocks</td> -<td class="tdc">lock</td> -<td class="tdc">plot</td> -<td class="tdc">fall</td> -<td class="tdc">Nat's</td> -<td class="tdr1">tray</td></tr> -<tr> -<td class="tdl">tall</td> -<td class="tdc">rocking</td> -<td class="tdc">rings</td> -<td class="tdc">play</td> -<td class="tdc">falling</td> -<td class="tdc">Nan's</td> -<td class="tdr1">track</td></tr> -<tr> -<td class="tdl">ten</td> -<td class="tdc">red</td> -<td class="tdc">ringing</td> -<td class="tdc">plays</td> -<td class="tdc">fed</td> -<td class="tdc">day</td> -<td class="tdr1">tree</td></tr> -<tr> -<td class="tdl">tick</td> -<td class="tdc">Jill's</td> -<td class="tdc">Sam's</td> -<td class="tdc">playing</td> -<td class="tdc">feed</td> -<td class="tdc">deep</td> -<td class="tdr1">trees</td></tr> -<tr> -<td class="tdl">tock</td> -<td class="tdc">land</td> -<td class="tdc">sings</td> -<td class="tdc">saying</td> -<td class="tdc">fit</td> -<td class="tdc">deed</td> -<td class="tdr1">sit</td></tr> -<tr> -<td class="tdl">top</td> -<td class="tdc">lay</td> -<td class="tdc">singing</td> -<td class="tdc">mumps</td> -<td class="tdc">peep</td> -<td class="tdc">Dick's</td> -<td class="tdr1">seeing</td></tr> -<tr> -<td class="tdl">keep</td> -<td class="tdc">lend</td> -<td class="tdc">pack</td> -<td class="tdc">mend</td> -<td class="tdc">peeping</td> -<td class="tdc">dock</td> -<td class="tdr1">sick</td></tr> -<tr> -<td class="tdl">king</td> -<td class="tdc">Jack's</td> -<td class="tdc">pot</td> -<td class="tdc">men</td> -<td class="tdc">pumping</td> -<td class="tdc">dickory</td> -<td class="tdr1">seed</td></tr> -<tr> -<td class="tdl">kitten</td> -<td class="tdc">John's</td> -<td class="tdc">free</td> -<td class="tdc">need</td> -<td class="tdc">nun</td> -<td class="tdc">frog</td> -<td class="tdr1">seen</td></tr> -</tbody></table> - - -<p class="center sa2">XXI.</p> - -<p class="center"><i>b</i>; <i>bl</i>; <i>br</i>.</p> - -<p>1. <i>b</i> in <i>boy</i>, <i>big</i>, <i>bird</i>, <i>baby</i>, <i>ball</i>, <i>by</i>, <i>be</i>, <i>back</i>, <i>but</i>, <i>baa</i>, <i>bake</i>, <i>bow</i>.</p> - -<p>2. <i>bl</i> in <i>blue</i>, <i>black</i>, <i>blows</i>.</p> - -<p><span class="pagenum" id="Page_71">[Pg 71]</span></p> - -<p>3. <i>br</i> in <i>breaks</i>, <i>brown</i>, <i>breast</i>, <i>bread</i>, <i>broom</i>, <i>umbrellas</i>.</p> - -<p>4. Phonogram: <i>ake</i>.</p> - -<p>5. Phonic Series:</p> - -<table><tbody> -<tr><td class="td2"><i>ake</i></td></tr> -<tr><td class="td2">m ake</td></tr> -<tr><td class="td2">r ake</td></tr> -<tr><td class="td2">l ake</td></tr> -<tr><td class="td2">b ake</td></tr> -</tbody></table> - -<p>6. Combine <i>b</i>, <i>br</i>, <i>bl</i> with familiar phonograms to make the -word list <i>bun</i>, <i>bat</i>, <i>band</i>, <i>bin</i>, <i>ball</i>, <i>bee</i>, <i>bring</i>, <i>blot</i>, <i>bump</i>, <i>block</i>.</p> - - -<p class="center sa2">XXII.</p> -<p class="center"><i>g</i>; <i>gr</i>.</p> - -<p>1. <i>g</i> in <i>go</i>, <i>girl</i>, <i>egg</i>, <i>pig</i>, <i>gave</i>, <i>get</i>, <i>good</i>.</p> - -<p>2. <i>gr</i> in <i>green</i>, <i>grass</i>, <i>grow</i>, <i>grunt</i>, <i>grandma</i>, <i>grandpa</i>, <i>grind</i>.</p> - -<p>3. Phonograms: <i>ig</i>, <i>og</i>.</p> - -<p>4. Phonic Series:</p> - -<table><tbody> -<tr><td class="tdl"><i>ig</i></td> -<td class="tdc"></td> -<td class="tdr2"><i>og</i></td></tr> - -<tr><td class="tdl">f ig</td> -<td class="tdc"></td> -<td class="tdr2">f og</td></tr> - -<tr><td class="tdl">j ig</td> -<td class="tdc"></td> -<td class="tdr2">j og</td></tr> - -<tr><td class="tdl">d ig</td> -<td class="tdc"></td> -<td class="tdr2">l og</td></tr> - -<tr><td class="tdl">b ig</td> -<td class="tdc"></td> -<td class="tdr2">d og</td></tr> - -<tr><td class="tdl">p ig</td> -<td class="tdc"></td> -<td class="tdr2">fr og</td></tr> - -<tr><td class="tdl"></td> -<td class="tdc"></td> -<td class="tdr2">b og</td></tr> -</tbody></table> - - -<p><span class="smcap">Note.</span>—In pronouncing the vocal consonants <i>b</i>, <i>d</i>, <i>g</i>, the voice -should be placed <i>well forward</i>. The vibrations for <i>b</i> are <i>in the lips</i>; -for <i>d</i> in the <i>point of the tongue</i>; for <i>g</i> in the <i>back of the tongue</i>.</p> - -<p><span class="pagenum" id="Page_72">[Pg 72]</span></p> - - -<p class="center sa2">XXIII.</p> - -<p class="center"><i>y</i> (consonant).</p> - -<p>Consonant <i>y</i> is always initial.</p> - -<p><i>y</i> in <i>you</i>, <i>your</i>, <i>yes</i>, <i>yellow</i>.</p> - -<p><span class="smcap">Note.</span>—<i>y</i> (vowel) is given in the Manual, Part IV, page 88.</p> - - -<p class="center sa2">XXIV.</p> - -<p class="center"><i>w.</i></p> - -<p>1. <i>w</i> the wind sound; it resembles <i>oo</i> in <i>boot</i>.</p> - -<p>2. <i>w</i> in <i>we</i>, <i>way</i>, <i>wind</i>, <i>will</i>, <i>went</i>, <i>waves</i>, <i>wash</i>, <i>window</i>, <i>water</i>, -<i>wool</i>, <i>weave</i>, <i>west</i>.</p> - -<p>3. Phonogram: <i>est</i>.</p> - -<p>4. Phonic Series:</p> - -<table><tbody> -<tr><td class="td2">w est</td></tr> -<tr><td class="td2">r est</td></tr> -<tr><td class="td2">b est</td></tr> -<tr><td class="td2">n est</td></tr> -</tbody></table> - -<p>5. Word List:</p> - -<table><tbody> -<tr><td class="tdl">wing</td> -<td class="tdc">win</td> -<td class="tdc">weep</td> -<td class="tdc">wick</td> -<td class="tdr">will</td></tr> - -<tr><td class="tdl">will</td> -<td class="tdc">wall</td> -<td class="tdc">way</td> -<td class="tdc">wig</td> -<td class="tdr">wills</td></tr> -</tbody></table> - -<p class="center sa2">XXV.</p> - -<p class="center"><i>wh.</i></p> - -<p>1. <i>wh</i> the blowing sound.</p> - -<p><i>w</i> is vocal, while <i>wh</i> is breath.</p> - -<p><span class="pagenum" id="Page_73">[Pg 73]</span></p> - -<p>2. <i>wh</i> in <i>what</i>, <i>when</i>, <i>wheat</i>, <i>where</i>, <i>why</i>, <i>white</i>.</p> - -<p>3. Phonogram: <i>ite</i>.</p> - -<p>4. Phonic Series: <i>white</i>, <i>kite</i>, <i>bite</i>.</p> - - -<p class="center sa2">XXVI.</p> - -<p class="center"><i>th</i> (vocal).</p> - -<p>The soft sound of <i>th</i> is vocal; the hard sound is breath.</p> - -<div class="blockquot"> - -<p><i>th</i> (soft) in <i>that</i>, <i>this</i>, <i>there</i>, <i>they</i>, <i>them</i>.</p> -</div> - -<p><span class="smcap">Note.</span>—It is not wise to teach two sounds for one symbol in the -early lessons. Vocal <i>th</i> is taught first because it is the one more -frequently used in the Primer. See <i>th</i> (breath) Part V, page 112.</p> - - -<p class="center sa2">XXVII.</p> - -<p class="center"><i>ch</i>, initial and final; <i>tch</i>, final.</p> - -<p>1. <i>ch</i> in <i>church</i>, <i>chick</i>, <i>chicken</i>, <i>chop</i>, <i>churn</i>, <i>rich</i>, <i>such</i>, <i>much</i>.</p> - -<p>2. <i>tch</i> in <i>catch</i>, <i>match</i>, <i>hatch</i>.</p> - - -<p class="center sa2">XXVIII.</p> - -<p class="center"><i>sh</i>, initial; final.</p> - -<p>1. <i>sh</i> in <i>she</i>, <i>ship</i>, <i>sheep</i>, <i>shook</i>, <i>wish</i>, <i>push</i>.</p> - -<p>2. Phonograms: <i>ook</i>, <i>ush</i>.</p> - -<p><span class="pagenum" id="Page_74">[Pg 74]</span></p> - -<p>3. Phonic Series:</p> - -<table><tbody> -<tr><td class="tdl"><i>ook</i></td> -<td class="tdc"></td> -<td class="tdr2"><i>ush</i></td></tr> - -<tr><td class="tdl">b ook</td> -<td class="tdc"></td> -<td class="tdr2">m ush</td></tr> - -<tr><td class="tdl">t ook</td> -<td class="tdc"></td> -<td class="tdr2">br ush</td></tr> - -<tr><td class="tdl">l ook</td> -<td class="tdc"></td> -<td class="tdr2">h ush</td></tr> - -<tr><td class="tdl">br ook</td> -<td class="tdc"></td> -<td class="tdr2">r ush</td></tr> - -<tr><td class="tdl">h ook</td> -<td class="tdc"></td> -<td class="tdr2"></td></tr> - -<tr><td class="tdl">sh ook</td> -<td class="tdc"></td> -<td class="tdr2"></td></tr> -</tbody></table> - - -<p class="center sa2">XXIX.</p> - -<p class="center large">REVIEW.</p> - -<p> -1. Consonants: <i>r</i>, <i>f</i>, <i>s</i>, <i>h</i>, <i>j</i>, <i>m</i>, <i>p</i>, <i>t</i>.<br> -<span style="margin-left: 5.5em;"><i>k-ck</i>, <i>l</i>, <i>n</i>, <i>d</i>, <i>b</i>, <i>g</i>.</span><br> -<span style="margin-left: 5.5em;"><i>y</i>, <i>w</i>, <i>wh</i>, <i>th (soft)</i>, <i>ch</i>, <i>sh</i>.</span><br> -</p> - -<p>2. Blended consonants: <i>pl</i>, <i>fr</i>, <i>tr</i>, <i>bl</i>, <i>br</i>, <i>gr</i>, <i>tch</i>.</p> - -<p> -3. Phonograms: <i>at</i>, <i>ack</i>, <i>am</i>, <i>an</i>, <i>and</i>, <i>ay</i>, <i>all</i>, <i>ake</i>.<br> -<span style="margin-left: 5.5em;"><i>en</i>, <i>ed</i>, <i>end</i>, <i>ee</i>, <i>eep</i>, <i>eed</i>, <i>eem</i>, <i>een</i>, <i>est</i>.</span><br> -<span style="margin-left: 5.5em;"><i>ing</i>, <i>ill</i>, <i>in</i>, <i>it</i>, <i>ick</i>, <i>ig</i>, <i>ite</i>.</span><br> -<span style="margin-left: 5.5em;"><i>op</i>, <i>ot</i>, <i>ock</i>, <i>og</i>, <i>ook</i>.</span><br> -<span style="margin-left: 5.5em;"><i>un</i>, <i>ump</i>, <i>ush</i>.</span><br> -</p> - -<p>4. Word List No. IV.</p> - -<table><tbody> -<tr> -<td class="tdl">bat</td> -<td class="tdc">bite</td> -<td class="tdc">wee</td> -<td class="tdc">brick</td> -<td class="tdc">than</td> -<td class="tdr1">shook</td></tr> -<tr> -<td class="tdl">back</td> -<td class="tdc">book</td> -<td class="tdc">weep</td> -<td class="tdc">bring</td> -<td class="tdc">then</td> -<td class="tdr1">shed</td></tr> -<tr> -<td class="tdl">band</td> -<td class="tdc">bump</td> -<td class="tdc">weed</td> -<td class="tdc">brook</td> -<td class="tdc">thing</td> -<td class="tdr1">sheep</td></tr> -<tr> -<td class="tdl">ball</td> -<td class="tdc">bumping</td> -<td class="tdc">wing</td> -<td class="tdc">brush</td> -<td class="tdc">thrush</td> -<td class="tdr1">shop</td></tr> -<tr> -<td class="tdl">bake</td> -<td class="tdc">best</td> -<td class="tdc">will</td> -<td class="tdc">brushing</td> -<td class="tdc">hatch</td> -<td class="tdr1">shot</td></tr> -<tr> -<td class="tdl">bed</td> -<td class="tdc">gay</td> -<td class="tdc">win</td> -<td class="tdc">grand</td> -<td class="tdc">match</td> -<td class="tdr1">blot</td></tr> -<tr> -<td class="tdl">bend</td> -<td class="tdc">got</td> -<td class="tdc">wick</td> -<td class="tdc">gray</td> -<td class="tdc">latch</td> -<td class="tdr1">black</td></tr> -<tr> -<td class="tdl">bill</td> -<td class="tdc">gun</td> -<td class="tdc">wig</td> -<td class="tdc">greed</td> -<td class="tdc">patch</td> -<td class="tdr1">bleed</td></tr> -<tr> -<td class="tdl">bit</td> -<td class="tdc">way</td> -<td class="tdc">Will's</td> -<td class="tdc">green</td> -<td class="tdc">catch</td> -<td class="tdr1">block</td></tr> -<tr> -<td class="tdl">big</td> -<td class="tdc">wake</td> -<td class="tdc">west</td> -<td class="tdc">that</td> -<td class="tdc">shake</td> -<td class="tdr1">when</td></tr> -</tbody></table> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_75">[Pg 75]</span></p> - -<h2 class="nobreak" id="Part_IV">Part IV.</h2> -</div> - -<p>SECOND HALF YEAR: -THIRD STEP.</p> - - -<p>1. Reading from the First Reader.</p> - -<p>2. Phonic Lessons:</p> - -<p> -(a) The Vowel Sounds.<br> -(b) Equivalent Vowel Sounds.<br> -(c) Word Drill.<br> -</p> - -<p><span class="pagenum" id="Page_76">[Pg 76]</span></p> - - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_77">[Pg 77]</span></p> - -<h2 class="nobreak" id="READING_FROM_THE_FIRST_READER">READING FROM THE FIRST READER.<br> -<span class="small center">(Time, about twenty weeks.)</span></h2> -</div> - -<p><b>Directions</b>. 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.)</p> - -<p>2. If necessary precede a lesson in the First Reader with a -development lesson on the blackboard. (See page 39, Part II, -Lesson XXI.)</p> - -<p>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.</p> - - -<p class="center">THE FIRST READER.</p> - -<p>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.)</p> - -<p>Page 10. Teach as indicated above.</p> - -<p><span class="pagenum" id="Page_78">[Pg 78]</span></p> - -<p>Page 11. <i>Something to Tell.</i> Have the children read the questions -silently, and then answer them aloud.</p> - -<p>Page 12. This lesson was suggested by reading George Cooper's -poem, <i>Come, Little Leaves</i>.</p> - -<p>Page 96. This lesson was suggested by reading Frederick Manley's -poem, <i>The Journey's End</i>, in the <i>Modern Music Primer</i>.</p> - -<p>Page 102. This lesson was suggested by reading Frederick Manley's -poem, <i>The Woodpecker</i>, in the <i>Modern Music Primer</i>.</p> - - -<p class="center">LIST OF POEMS.</p> - -<p>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.</p> - -<p> -<span style="margin-left: 1em;">12 "Come, Little Leaves," by George Cooper.</span><br> -<span style="margin-left: 5em;"><i>Book: "Pinafore Palace," (Selections) Wiggin & Smith (Eds.).</i></span><br> -<br> -<span style="margin-left: 1em;">20 "The Little Doves." (Author unknown.)</span><br> -<span style="margin-left: 5em;"><i>Book: "Pinafore Palace."</i></span><br> -<br> -<span style="margin-left: 1em;">34 "The Crow's Children," by Phoebe Cary.</span><br> -<span style="margin-left: 5em;"><i>Book: "Ballads for Little Folks."</i></span><br> -<br> -<span style="margin-left: 1em;">44 "How the Leaves Came Down," by Susan T. Coolidge.</span><br> -<span style="margin-left: 5em;"><i>Book: "Songs of the Tree-Top and Meadow," (Selections) McMurry and Cook (Eds.).</i></span><br> -<br> -<span style="margin-left: 1em;">54 "My Bed is a Boat," by Robert Louis Stevenson.</span><br> -<span style="margin-left: 5em;"><i>Book: "A Child's Garden of Verses."</i></span><br> -<br> -<span style="margin-left: 1em;">63 "The Water Mill." Aunt Effie's Rhymes.</span><br> -<span style="margin-left: 5em;"><i>Book: "Child Life," (Selections) John G. Whittier (Ed.).</i></span><br></p> - -<p><span class="pagenum" id="Page_79">[Pg 79]</span></p> - -<p> -<span style="margin-left: 1em;">63 "The Johnny Cake." (Author unknown.)</span><br> -<span style="margin-left: 5em;"><i>Book</i>: Whittier's "<i>Child Life."</i></span><br> -<br> -<span style="margin-left: 1em;">78 "O Lady Moon," by Christina G. Rossetti.</span><br> -<span style="margin-left: 5em;"><i>Book: "Sing-Song."</i></span><br> -<br> -<span style="margin-left: 1em;">80 "An Old-Fashioned Rhyme," by Emilie Poulsson.</span><br> -<span style="margin-left: 5em;"><i>Book: "In the Child's World."</i></span><br> -<br> -<span style="margin-left: 1em;">94 "A Diamond or a Coal," by Christina G. Rossetti.</span><br> -<span style="margin-left: 5em;"><i>Book: "Sing-Song."</i></span><br> -<br> -<span style="margin-left: 1em;">102 "One, Two, Three," by Henry C. Bunner.</span><br> -<span style="margin-left: 5em;"><i>Book: "The Posy Ring," (Selections) Wiggin & Smith (Eds.).</i></span><br> -<br> -<span style="margin-left: 1em;">109 "The Sweet Red Rose," by Mary Mapes Dodge.</span><br> -<span style="margin-left: 5em;"><i>Book: "Songs of the Tree-Top and Meadow."</i></span><br> -<br> -<span style="margin-left: 1em;">115 "Nursery Song," by Mrs. Carter.</span><br> -<span style="margin-left: 5em;"><i>Book: "Songs of the Tree-Top and Meadow."</i></span><br> -<br> -<span style="margin-left: 1em;">118 "The Cow-Boy's Song," by Anna M. Wells.</span><br> -<span style="margin-left: 5em;"><i>Book: "The Posy Ring."</i></span><br> -<br> -<span style="margin-left: 1em;">128 "The Seed," by Kate L. Brown.</span><br> -<span style="margin-left: 5em;"><i>Book: "Songs of the Tree-Top and Meadow."</i></span><br> -<br> -<span style="margin-left: 1em;">137 "To a Honey Bee," by Alice Cary.</span><br> -<span style="margin-left: 5em;"><i>Book: "Ballads for Little Folks."</i></span><br> -<br> -<span style="margin-left: 1em;">139 "Over in the Meadow," by Olive A. Wadsworth.</span><br> -<span style="margin-left: 5em;"><i>Book: Whittier's "Child Life."</i></span><br> -<br> -<span style="margin-left: 1em;">149 "What Robin Told," by George Cooper.</span><br> -<span style="margin-left: 5em;"><i>Book: "Songs of the Tree-Top and Meadow."</i></span><br> -<br> -<span style="margin-left: 1em;">152 "A. Apple Pie," by Edward Lear.</span><br> -<span style="margin-left: 5em;"><i>Book: "Pinafore Palace."</i></span><br> -</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_80">[Pg 80]</span></p> - -<p class="xlarge bold center">PHONIC LESSONS.<br> -<span class="small center">(Time, about twenty weeks.)</span></p> -</div> - -<p><b>Directions.</b> 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.</p> - - -<p class="center">I.</p> - -<p class="center"><i>a</i> (short).</p> - -<p>1. Separate <i>at</i> into the sound elements <i>a</i> and <i>t</i>. (Give the -sound, not the name.)</p> - -<p>2. Associate the sound with the letter.</p> - -<p>3. Combine <i>a</i> (short) with the consonants <i>n</i>, <i>m</i>, <i>t</i>, <i>p</i>, <i>d</i>, to form -the phonograms <i>an</i>, <i>am</i>, <i>at</i>, <i>ap</i>, <i>ad</i>.</p> - -<p>4. Analyze short words containing the sound of <i>a</i> (short) into -phonic elements. (A knowledge of the elementary sounds is the -foundation upon which rests the power to recognize new words.)</p> - -<table><tbody> -<tr> -<td class="tdl1">fan</td> -<td class="tdc1">jam</td> -<td class="tdc1">mat</td> -<td class="tdc1">sad</td> -<td class="tdr2">tap</td></tr> -<tr> -<td class="tdl1">f a n</td> -<td class="tdc1">j a m</td> -<td class="tdc1">m a t</td> -<td class="tdc1">s a d</td> -<td class="tdr2">t a p</td></tr> -</tbody></table> - -<p>5. Analyze the following words, making prominent <i>a</i> (short): -<i>rat</i>, <i>Sam</i>, <i>pat</i>, <i>had</i>, <i>sat</i>, <i>thank</i>, <i>sang</i>, <i>ash</i>, <i>splash</i>.</p> - -<p><span class="pagenum" id="Page_81">[Pg 81]</span></p> - - -<p class="center">II.</p> - -<p class="center"><i>a</i> (long).</p> - -<p>Final <i>e</i> causes the preceding vowel to take its <i>name</i> instead of its -<i>sound</i>. 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 <i>e</i> 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.)</p> - -<p>1. Write <i>at</i> on the blackboard and have it pronounced. Write -<i>ate</i> beside it and have it pronounced. (The teacher may do this first -and have the children learn the force of <i>e</i> by observation and imitation.) -<i>Ex.</i>: <i>at ate</i>.</p> - -<p>2. Combine different consonants and phonograms to illustrate -this principle.</p> - -<table><tbody> -<tr> -<td class="tdl2">at</td> -<td class="tdc2">ate -</td> -<td class="tdc2">an</td> -<td class="tdr">ane</td> -</tr> - -<tr> -<td class="tdl2">f at</td> -<td class="tdc2">f ate -</td> -<td class="tdc2">p an</td> -<td class="tdr">p ane</td> -</tr> -</tbody></table> - -<table><tbody> -<tr> -<td class="tdl2">am</td> -<td class="tdc2">ame</td> -<td class="tdc"></td> -<td class="tdc2">ap</td> -<td class="tdc2">ape</td> -<td class="tdc"></td> -<td class="tdc2">ad</td> -<td class="tdr">ade</td></tr> -<tr> -<td class="tdl2">S am</td> -<td class="tdc2">s ame</td> -<td class="tdc"></td> -<td class="tdc2">t ap</td> -<td class="tdc2">t ape</td> -<td class="tdc"></td> -<td class="tdc2">m ad</td> -<td class="tdr">m ade</td></tr> -</tbody></table> - -<p>There are a few exceptions to this rule. <i>Ex.</i>: <i>have</i>. Teach this -word to the child just as the name of any new sight word is told -him.</p> - -<p>3. Analyze the following words, making prominent <i>a</i> (long): -<i>came</i>, <i>name</i>, <i>take</i>, <i>same</i>, <i>taste</i>, <i>bake</i>, <i>cake</i>, <i>wake</i>, <i>spade</i>.</p> - -<p><span class="pagenum" id="Page_82">[Pg 82]</span></p> - - -<p class="center">III.</p> - -<p class="center"><i>ay</i> = <i>a</i> (long).</p> - -<p>1. <i>ay</i> is an equivalent symbol for <i>a</i> (long).</p> - -<p>2. Analyze the following words: <i>hay</i>, <i>jay</i>, <i>say</i>, <i>stay</i>, <i>may</i>, <i>way</i>, -<i>day</i>, <i>lay</i>, <i>gray</i>, <i>play</i>.</p> - - -<p class="center">IV.</p> - -<p class="center"><i>ai</i> = <i>a</i> (long).</p> - -<p>1. <i>ai</i> is an equivalent symbol for <i>a</i> (long).</p> - -<p>2. Combine <i>ai</i> with consonants to form the phonograms <i>ail, ain, -ait, aid</i>.</p> - -<p>3. Word List for analysis:</p> - -<table><tbody> -<tr> -<td class="tdl">hail</td> -<td class="tdc"></td> -<td class="tdc">chain</td> -<td class="tdc"></td> -<td class="tdr1">train</td></tr> -<tr> -<td class="tdl">pail</td> -<td class="tdc"></td> -<td class="tdc">pain</td> -<td class="tdc"></td> -<td class="tdr1">stain</td></tr> -<tr> -<td class="tdl">tail</td> -<td class="tdc"></td> -<td class="tdc">rain</td> -<td class="tdc"></td> -<td class="tdr1">wait</td></tr> -<tr> -<td class="tdl">fail</td> -<td class="tdc"></td> -<td class="tdc">raining</td> -<td class="tdc"></td> -<td class="tdr1">waited</td></tr> -<tr> -<td class="tdl">sail</td> -<td class="tdc"></td> -<td class="tdc">gain</td> -<td class="tdc"></td> -<td class="tdr1">waiting</td></tr> -<tr> -<td class="tdl">mail</td> -<td class="tdc"></td> -<td class="tdc">paid</td> -<td class="tdc"></td> -<td class="tdr1">afraid</td></tr> -</tbody></table> - -<p class="center">V.</p> - -<p class="center"><i>c</i> (hard); <i>cr</i>; <i>cl</i>.</p> - -<p><i>c</i> (hard) and <i>k</i> have the same sound. It is interesting to note -that <i>c</i> is oftener found to begin words and <i>k</i> to end them.</p> - -<p>1. <i>c</i> in <i>can</i>, <i>come</i>, <i>cat</i>, <i>cow</i>, <i>corn</i>, <i>coo</i>, <i>cold</i>.</p> - -<p><span class="pagenum" id="Page_83">[Pg 83]</span></p> - -<p>2. <i>cr</i> in <i>cradle</i>, <i>cream</i>.</p> - -<p>3. <i>cl</i> in <i>clip-clap</i>, <i>climbs</i>, <i>clock</i>, <i>cluck</i>.</p> - -<p>4. Phonograms: <i>ow</i>, <i>own</i>, <i>old</i>.</p> - -<p>5. Phonic Series:</p> - -<table><tbody> -<tr> -<td class="tdl">c ow</td> -<td class="tdc"></td> -<td class="tdc">t own</td> -<td class="tdc"></td> -<td class="tdr1">t old</td></tr> -<tr> -<td class="tdl">b ow</td> -<td class="tdc"></td> -<td class="tdc">br own</td> -<td class="tdc"></td> -<td class="tdr1">g old</td></tr> -<tr> -<td class="tdl">h ow</td> -<td class="tdc"></td> -<td class="tdc">d own</td> -<td class="tdc"></td> -<td class="tdr1">f old</td></tr> -<tr> -<td class="tdl">b ow-w ow</td> -<td class="tdc"></td> -<td class="tdc">fr own</td> -<td class="tdc"></td> -<td class="tdr1">h old</td></tr> -</tbody></table> - -<p>6. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">camp</td> -<td class="tdc">came</td> -<td class="tdc">cling</td> -<td class="tdc">clay</td> -<td class="tdr1">crook</td></tr> -<tr> -<td class="tdl">camping</td> -<td class="tdc">can</td> -<td class="tdc">cluck</td> -<td class="tdc">clump</td> -<td class="tdr1">crop</td></tr> -<tr> -<td class="tdl">call</td> -<td class="tdc">cake</td> -<td class="tdc">clock</td> -<td class="tdc">creep</td> -<td class="tdr1">crash</td></tr> -<tr> -<td class="tdl">calls</td> -<td class="tdc">cook</td> -<td class="tdc">click</td> -<td class="tdc">creeping</td> -<td class="tdr1">crush</td></tr> -<tr> -<td class="tdl">called</td> -<td class="tdc">cow</td> -<td class="tdc">clam</td> -<td class="tdc">crack</td> -<td class="tdr1">crown</td></tr> -<tr> -<td class="tdl">cat</td> -<td class="tdc">cot</td> -<td class="tdc">clap</td> -<td class="tdc">cradle</td> -<td class="tdr1">cream</td></tr> -</tbody></table> - -<p class="center">VI.</p> - -<p class="center"><i>e</i> (short).</p> - -<p>1. Separate <i>red</i> into the sound elements <i>r</i> and <i>ed</i>.</p> - -<p>2. Separate <i>ed</i> into the sound elements <i>e</i> and <i>d</i>. (Give sound, -not name.)</p> - -<p>The teacher should pronounce it first, and let the children -learn by imitation. Be careful to give the correct vowel sound.</p> - -<p>3. Combine <i>e</i> (short) with consonants to form the phonograms -<i>en</i>, <i>em</i>, <i>et</i>, <i>ell</i>, <i>eg</i>, <i>elf</i>, <i>elt</i>, <i>esh</i>.</p> - -<p><span class="pagenum" id="Page_84">[Pg 84]</span></p> - -<p>4. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">pet</td> -<td class="tdc">yet</td> -<td class="tdc">leg</td> -<td class="tdc">fell</td> -<td class="tdr1">sled</td></tr> -<tr> -<td class="tdl">set</td> -<td class="tdc">met</td> -<td class="tdc">bell</td> -<td class="tdc">Nell's</td> -<td class="tdr1">bed</td></tr> -<tr> -<td class="tdl">wet</td> -<td class="tdc">let</td> -<td class="tdc">sell</td> -<td class="tdc">when</td> -<td class="tdr1">red</td></tr> -<tr> -<td class="tdl">net</td> -<td class="tdc">hem</td> -<td class="tdc">tell</td> -<td class="tdc">then</td> -<td class="tdr1">melt</td></tr> -<tr> -<td class="tdl">self</td> -<td class="tdc">them</td> -<td class="tdc">shell</td> -<td class="tdc">den</td> -<td class="tdr1">end</td></tr> -<tr> -<td class="tdl">shelf</td> -<td class="tdc">peg</td> -<td class="tdc">selling</td> -<td class="tdc">men</td> -<td class="tdr1">ends</td></tr> -<tr> -<td class="tdl">get</td> -<td class="tdc">beg</td> -<td class="tdc">telling</td> -<td class="tdc">hens</td> -<td class="tdr1">threshers</td></tr> -<tr> -<td class="tdl">getting</td> -<td class="tdc">begging</td> -<td class="tdc">well</td> -<td class="tdc">ten</td> -<td class="tdr1">bench</td></tr> -</tbody></table> - -<p class="center">VII.</p> - -<p class="center"><i>e</i> (long); ee.</p> - -<p>Final <i>e</i> takes its name when it is the only vowel in the word. -<i>Ex.</i>: <i>he</i>, <i>she</i>, <i>we</i>, <i>me</i>, <i>be</i>.</p> - -<p>The sound of <i>ee</i> is the same as the name of <i>e</i>. 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.</p> - -<p>Combine <i>ee</i> with the consonants used both as initials and finals to -build words.</p> - -<p>Phonic Series:</p> - -<table><tbody> -<tr> -<td class="tdl2"><i>eet</i></td> -<td class="tdc2"><i>eel</i></td> -<td class="tdc2"><i>eed</i></td> -<td class="tdr"><i>eep</i></td></tr> -<tr> -<td class="tdl2">b eet</td> -<td class="tdc2">h eel</td> -<td class="tdc2">f eed</td> -<td class="tdr">p eep</td></tr> -<tr> -<td class="tdl2">f eet</td> -<td class="tdc2">f eel</td> -<td class="tdc2">s eed</td> -<td class="tdr">k eep</td></tr> -<tr> -<td class="tdl2">sl eet</td> -<td class="tdc2">p eel</td> -<td class="tdc2">w eed</td> -<td class="tdr">sh eep</td></tr> -<tr> -<td class="tdl2">str eet</td> -<td class="tdc2">st eel</td> -<td class="tdc2">d eed</td> -<td class="tdr">w eep</td></tr> -<tr> -<td class="tdl2">sh eet</td> -<td class="tdc2">wh eel</td> -<td class="tdc2">n eed</td> -<td class="tdr">d eep</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_85">[Pg 85]</span></p> - -<p>Word List.</p> - -<table><tbody> -<tr> -<td class="tdl">feed</td> -<td class="tdc">sleeping</td> -<td class="tdc">deed</td> -<td class="tdc">keep</td> -<td class="tdr1">teeth</td></tr> -<tr> -<td class="tdl">need</td> -<td class="tdc">beef</td> -<td class="tdc">seed</td> -<td class="tdc">peeping</td> -<td class="tdr1">he</td></tr> -<tr> -<td class="tdl">seem</td> -<td class="tdc">speed</td> -<td class="tdc">deep</td> -<td class="tdc">keeping</td> -<td class="tdr1">she</td></tr> -<tr> -<td class="tdl">seems</td> -<td class="tdc">meet</td> -<td class="tdc">seen</td> -<td class="tdc">tree</td> -<td class="tdr1">we</td></tr> -<tr> -<td class="tdl">peep</td> -<td class="tdc">see</td> -<td class="tdc">sheep</td> -<td class="tdc">three</td> -<td class="tdr1">me</td></tr> -<tr> -<td class="tdl">sleep</td> -<td class="tdc">bee</td> -<td class="tdc">weep</td> -<td class="tdc">cheese</td> -<td class="tdr1">be</td></tr> -</tbody></table> - -<p class="center">VIII.</p> - -<p class="center"><i>ea</i> = <i>e</i> (long).</p> - -<p>1. <i>ea</i> is an equivalent symbol for <i>e</i> (long).</p> - -<p>2. Combine <i>ea</i> with consonants to form the phonograms <i>eal</i>, <i>ean</i>, -<i>eam</i>, <i>ear</i>, <i>eap</i>, <i>eat</i>, <i>eave</i>.</p> - -<p>3. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">meal</td> -<td class="tdc">reap</td> -<td class="tdc">lean</td> -<td class="tdc">weave</td> -<td class="tdr1">teacher</td></tr> -<tr> -<td class="tdl">seal</td> -<td class="tdc">read</td> -<td class="tdc">leap</td> -<td class="tdc">leave</td> -<td class="tdr1">tear</td></tr> -<tr> -<td class="tdl">bean</td> -<td class="tdc">lead</td> -<td class="tdc">leaping</td> -<td class="tdc">stream</td> -<td class="tdr1">dear</td></tr> -<tr> -<td class="tdl">seat</td> -<td class="tdc">eager</td> -<td class="tdc">heat</td> -<td class="tdc">please</td> -<td class="tdr1">near</td></tr> -<tr> -<td class="tdl">meat</td> -<td class="tdc">reaping</td> -<td class="tdc">heater</td> -<td class="tdc">teach</td> -<td class="tdr1">hear</td></tr> -<tr> -<td class="tdl">neat</td> -<td class="tdc">reaper</td> -<td class="tdc">wheat</td> -<td class="tdc">each</td> -<td class="tdr1">hearing</td></tr> -</tbody></table> - -<p class="center">IX.</p> - -<p class="center"><i>ed</i> = <i>d</i> (final).</p> - -<p><i>ed</i> = <i>d</i> when added to a word ending in a <i>vocal</i> consonant.</p> - -<p><i>ed</i> = <i>t</i> when added to a word ending in a <i>breath</i> consonant.</p> - -<p><span class="pagenum" id="Page_86">[Pg 86]</span></p> - -<p>Write the simple form of the word on the blackboard, and have -it pronounced. Write it again with the <i>ed</i> 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.</p> - -<table><tbody> -<tr> -<td class="tdl1"><i>ed</i> = <i>t</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr2"><i>ed</i> = <i>d</i></td> -<td class="tdc"></td> -</tr> -<tr> -<td class="tdl">dress</td> -<td class="tdc">dressed</td> -<td class="tdc"></td> -<td class="tdc">play</td> -<td class="tdr1">played</td></tr> -<tr> -<td class="tdl">pass</td> -<td class="tdc">passed</td> -<td class="tdc"></td> -<td class="tdc">cover</td> -<td class="tdr1">covered</td></tr> -<tr> -<td class="tdl">dance</td> -<td class="tdc">danced</td> -<td class="tdc"></td> -<td class="tdc">live</td> -<td class="tdr1">lived</td></tr> -<tr> -<td class="tdl">wish</td> -<td class="tdc">wished</td> -<td class="tdc"></td> -<td class="tdc">call</td> -<td class="tdr1">called</td></tr> -<tr> -<td class="tdl">drop</td> -<td class="tdc">dropped</td> -<td class="tdc"></td> -<td class="tdc">roll</td> -<td class="tdr1">rolled</td></tr> -</tbody></table> - -<p class="center">REVIEW.</p> - -<table><tbody> -<tr> -<td class="tdl">rain</td> -<td class="tdc">rains</td> -<td class="tdc"></td> -<td class="tdc">raining</td> -<td class="tdr1">rained</td></tr> -<tr> -<td class="tdl">jump</td> -<td class="tdc">jumps</td> -<td class="tdc"></td> -<td class="tdc">jumping</td> -<td class="tdr1">jumped</td></tr> -<tr> -<td class="tdl">tap</td> -<td class="tdc">taps</td> -<td class="tdc"></td> -<td class="tdc">tapping</td> -<td class="tdr1">tapped</td></tr> -<tr> -<td class="tdl">walk</td> -<td class="tdc">walks</td> -<td class="tdc"></td> -<td class="tdc">walking</td> -<td class="tdr1">walked</td></tr> -<tr> -<td class="tdl">look</td> -<td class="tdc">looks</td> -<td class="tdc"></td> -<td class="tdc">looking</td> -<td class="tdr1">looked</td></tr> -<tr> -<td class="tdl">pick</td> -<td class="tdc">picks</td> -<td class="tdc"></td> -<td class="tdc">picking</td> -<td class="tdr1">picked</td></tr> -</tbody></table> - -<p class="center">X.</p> - -<p class="center"><i>x.</i></p> - -<p>1. <i>x</i> = <i>ks</i> as in <i>milks</i>. <i>x</i> is not one of the simple elementary -sounds.</p> - -<p>2. <i>x</i> in <i>ax</i>, <i>fox</i>, <i>six</i>, <i>next</i>, <i>Foxy</i>, <i>Loxy</i>, <i>wax</i>.</p> - -<p><span class="pagenum" id="Page_87">[Pg 87]</span></p> - - -<p class="center">XI.</p> - -<p class="center"><i>i</i> (short).</p> - -<p>1. Separate <i>it</i> into the sound elements <i>i</i> and <i>t</i>. (Give sound, not -name.)</p> - -<p>2. Combine <i>i</i> (short) with consonants to form the phonograms <i>in</i>, -<i>im</i>, <i>ip</i>, <i>id</i>, <i>ib</i>, <i>it</i>, <i>ig</i>, <i>ill</i>, <i>iss</i>, <i>ish</i>, <i>ick</i>.</p> - -<p>3. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">him</td> -<td class="tdc">tip-top</td> -<td class="tdc">dim</td> -<td class="tdc">fin</td> -<td class="tdr1">with</td></tr> -<tr> -<td class="tdl">lip</td> -<td class="tdc">sit</td> -<td class="tdc">lid</td> -<td class="tdc">wish</td> -<td class="tdr1">kiss</td></tr> -<tr> -<td class="tdl">hid</td> -<td class="tdc">sitting</td> -<td class="tdc">ill</td> -<td class="tdc">dish</td> -<td class="tdr1">miss</td></tr> -<tr> -<td class="tdl">bit</td> -<td class="tdc">whip</td> -<td class="tdc">chill</td> -<td class="tdc">wished</td> -<td class="tdr1">brick</td></tr> -<tr> -<td class="tdl">pin</td> -<td class="tdc">ship</td> -<td class="tdc">rill</td> -<td class="tdc">silver</td> -<td class="tdr1">click</td></tr> -<tr> -<td class="tdl">pinned</td> -<td class="tdc">dipping</td> -<td class="tdc">rip</td> -<td class="tdc">picked</td> -<td class="tdr1">till</td></tr> -<tr> -<td class="tdl">sick</td> -<td class="tdc">dipped</td> -<td class="tdc">rim</td> -<td class="tdc">mittens</td> -<td class="tdr1">mitten</td></tr> -<tr> -<td class="tdl">thick</td> -<td class="tdc">did</td> -<td class="tdc">spilled</td> -<td class="tdc">kittens</td> -<td class="tdr1">written</td></tr> -<tr> -<td class="tdl">pick</td> -<td class="tdc">dinner</td> -<td class="tdc">rib</td> -<td class="tdc">big</td> -<td class="tdr1">pig</td></tr> -</tbody></table> - -<p>Give a short drill each day at the close of the lesson upon the -phonic list.</p> - - -<p class="center sa2">XII.</p> - -<p class="center"><i>i</i> (long).</p> - -<p>1. Teach <i>i</i> (long) in the same manner in which <i>a</i> (long) was -taught. (See page 81, paragraph II.)</p> - -<p>2. Combine different consonants and phonograms to illustrate this -principle.</p> - -<p><span class="pagenum" id="Page_88">[Pg 88]</span></p> - -<table><tbody> -<tr> -<td class="tdl2">it</td> -<td class="tdc2">ite</td> -<td class="tdc2"></td> -<td class="tdc2">ip</td> -<td class="tdc2">ipe</td> -<td class="tdc2"></td> -<td class="tdc2">id</td> -<td class="tdr">ide</td></tr> - -<tr> -<td class="tdl2">b it</td> -<td class="tdc2">b ite</td> -<td class="tdc2"></td> -<td class="tdc2">r ip</td> -<td class="tdc2">r ipe</td> -<td class="tdc2"></td> -<td class="tdc2">r id</td> -<td class="tdr">r ide</td></tr> -</tbody></table> - -<p class="sa2"></p> - -<table><tbody> -<tr> -<td class="tdl2">in</td> -<td class="tdc"></td> -<td class="tdc2">ine</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">im</td> -<td class="tdc"></td> -<td class="tdr">ime</td></tr> -<tr> -<td class="tdl2">p in</td> -<td class="tdc"></td> -<td class="tdc2">p ine</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">d im</td> -<td class="tdc"></td> -<td class="tdr">d ime</td></tr> -</tbody></table> - -<p>3. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">ice</td> -<td class="tdc">mite</td> -<td class="tdc">white</td> -<td class="tdc">line</td> -<td class="tdr1">wise</td></tr> -<tr> -<td class="tdl">mice</td> -<td class="tdc">chime</td> -<td class="tdc">ripe</td> -<td class="tdc">lime</td> -<td class="tdr1">wiser</td></tr> -<tr> -<td class="tdl">nice</td> -<td class="tdc">chide</td> -<td class="tdc">ride</td> -<td class="tdc">fire</td> -<td class="tdr1">spring</td></tr> -<tr> -<td class="tdl">side</td> -<td class="tdc">shine</td> -<td class="tdc">rides</td> -<td class="tdc">wire</td> -<td class="tdr1">hive</td></tr> -<tr> -<td class="tdl">beside</td> -<td class="tdc">wide</td> -<td class="tdc">riding</td> -<td class="tdc">rise</td> -<td class="tdr1">five</td></tr> -<tr> -<td class="tdl">mine</td> -<td class="tdc">wipe</td> -<td class="tdc">dime</td> -<td class="tdc">ripe</td> -<td class="tdr1">pine</td></tr> -</tbody></table> - -<p class="center sa2">XIII.</p> - -<p class="center"><i>y</i>, vowel (short and long).</p> - -<p>1. <i>y</i> (short) has almost always the sound of <i>i</i> (short). It is the -last sound heard in <i>Mary</i>, <i>baby</i>, <i>pretty</i>, <i>frosty</i>, <i>lady</i>.</p> - -<p><i>y</i> (long) is the same as <i>i</i> (long). It is the last sound heard in -<i>my</i>, <i>fly</i>, <i>sky</i>, <i>by</i>, <i>dry</i>, <i>try</i>, <i>cry</i>.</p> - -<p>2. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">happy</td> -<td class="tdc"></td> -<td class="tdc">nicely</td> -<td class="tdc"></td> -<td class="tdr1">Hickory Dickory</td></tr> -<tr> -<td class="tdl">sandy</td> -<td class="tdc"></td> -<td class="tdc">carry</td> -<td class="tdc"></td> -<td class="tdr1">empty</td></tr> -<tr> -<td class="tdl">fairy</td> -<td class="tdc"></td> -<td class="tdc">flying</td> -<td class="tdc"></td> -<td class="tdr1">Blacky</td></tr> -<tr> -<td class="tdl">Henny Penny</td> -<td class="tdc"></td> -<td class="tdc">crying</td> -<td class="tdc"></td> -<td class="tdr1">Browny</td></tr> -<tr> -<td class="tdl">Foxy Loxy</td> -<td class="tdc"></td> -<td class="tdc">myself</td> -<td class="tdc"></td> -<td class="tdr1">Whitey</td></tr> -<tr> -<td class="tdl">Ducky Lucky</td> -<td class="tdc"></td> -<td class="tdc">goodby</td> -<td class="tdc"></td> -<td class="tdr1">sky</td></tr> -<tr> -<td class="tdl">Turkey Lurkey</td> -<td class="tdc"></td> -<td class="tdc">drying</td> -<td class="tdc"></td> -<td class="tdr1">frosty</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_89">[Pg 89]</span></p> - -<p class="center sa2">XIV.</p> - -<p class="center"><i>igh.</i></p> - -<p>1. <i>igh</i> is an equivalent symbol for <i>i</i> (long).</p> - -<p>2. <i>igh</i> in <i>high</i>, <i>higher</i>, <i>flight</i>, <i>thigh</i>, <i>night</i>, <i>fight</i>, <i>sight</i>, <i>bright</i>, -<i>light</i>, <i>right</i>, <i>might</i>, <i>lightning</i>.</p> - - -<p class="center sa2">XV.</p> - -<p class="center"><i>v</i>, initial; final; medial.</p> - -<p>1. <i>v</i> in <i>violet</i>, <i>very</i>, <i>visit</i>, <i>love</i>, <i>weave</i>, <i>voice</i>, <i>every</i>.</p> - -<p>2. Phonogram: <i>ave</i>.</p> - -<p>3. Word List: gave, cave, pave, wave.</p> - - -<p class="center sa2">XVI.</p> - -<p class="center"><i>o</i> (short).</p> - -<p>1. Separate <i>on</i> into the elements <i>o</i> (short) and <i>n</i>.</p> - -<p>2. Combine <i>o</i> (short) with the final consonants <i>n</i>, <i>m</i>, <i>p</i>, <i>t</i>, <i>b</i>, <i>d</i>, <i>ss</i>, -<i>g</i>, to form phonograms, and with initial consonants to form words.</p> - -<p> -<span style="margin-left: 1em;">ot ob op</span><br> -c ot r ob h op<br> -</p> - -<p><span class="pagenum" id="Page_90">[Pg 90]</span></p> - -<p>3. Word List: (Let the children find other words in the Reader.)</p> - -<table><tbody> -<tr> -<td class="tdl">top</td> -<td class="tdc"></td> -<td class="tdc">pop</td> -<td class="tdc"></td> -<td class="tdr1">softer</td></tr> -<tr> -<td class="tdl">stop</td> -<td class="tdc"></td> -<td class="tdc">Tom</td> -<td class="tdc"></td> -<td class="tdr1">longer</td></tr> -<tr> -<td class="tdl">not</td> -<td class="tdc"></td> -<td class="tdc">lost</td> -<td class="tdc"></td> -<td class="tdr1">knock</td></tr> -<tr> -<td class="tdl">spot</td> -<td class="tdc"></td> -<td class="tdc">frost</td> -<td class="tdc"></td> -<td class="tdr1">knocker</td></tr> -<tr> -<td class="tdl">locked</td> -<td class="tdc"></td> -<td class="tdc">frosty</td> -<td class="tdc"></td> -<td class="tdr1">knocking</td></tr> -<tr> -<td class="tdl">off</td> -<td class="tdc"></td> -<td class="tdc">from</td> -<td class="tdc"></td> -<td class="tdr1">knocked</td></tr> -<tr> -<td class="tdl">rock</td> -<td class="tdc"></td> -<td class="tdc">stronger</td> -<td class="tdc"></td> -<td class="tdr1">moss</td></tr> -<tr> -<td class="tdl">flock</td> -<td class="tdc"></td> -<td class="tdc">logs</td> -<td class="tdc"></td> -<td class="tdr1">toss</td></tr> -<tr> -<td class="tdl">hopping</td> -<td class="tdc"></td> -<td class="tdc">lost</td> -<td class="tdc"></td> -<td class="tdr1">chop</td></tr> -<tr> -<td class="tdl">pot</td> -<td class="tdc"></td> -<td class="tdc">soft</td> -<td class="tdc"></td> -<td class="tdr1">chopping</td></tr> -</tbody></table> - - -<p class="center sa2">XVII.</p> - -<p class="center"><i>o</i> (long).</p> - -<p>1. Teach <i>o</i> (long) in the same manner in which <i>a</i> (long) was -taught. (See page 81, paragraph II.)</p> - -<p>2. Combine different consonants and phonograms to illustrate -this principle:</p> - -<table><tbody> -<tr> -<td class="tdl">hop</td> -<td class="tdc">rob</td> -<td class="tdc"></td> -<td class="tdc">not</td> -<td class="tdr1">mop</td></tr> -<tr> -<td class="tdl">hope</td> -<td class="tdc">robe</td> -<td class="tdc"></td> -<td class="tdc">note</td> -<td class="tdr1">mope</td> -</tr> -</tbody></table> - -<p>3. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">old</td> -<td class="tdc"></td> -<td class="tdc">rode</td> -<td class="tdc"></td> -<td class="tdr1">bone</td> -</tr> -<tr> -<td class="tdl">hole</td> -<td class="tdc"></td> -<td class="tdc">rose</td> -<td class="tdc"></td> -<td class="tdr1">stove</td> -</tr> -<tr> -<td class="tdl">hope</td> -<td class="tdc"></td> -<td class="tdc">mole</td> -<td class="tdc"></td> -<td class="tdr1">smoke</td></tr> -<tr> -<td class="tdl">those</td> -<td class="tdc"></td> -<td class="tdc">home</td> -<td class="tdc"></td> -<td class="tdr1">alone</td></tr> -<tr> -<td class="tdl">chose</td> -<td class="tdc"></td> -<td class="tdc">hoe</td> -<td class="tdc"></td> -<td class="tdr1">spoke</td></tr> -<tr> -<td class="tdl">note</td> -<td class="tdc"></td> -<td class="tdc">rope</td> -<td class="tdc"></td> -<td class="tdr1">broke</td></tr> -<tr> -<td class="tdl">nose</td> -<td class="tdc"></td> -<td class="tdc">more</td> -<td class="tdc"></td> -<td class="tdr1">those</td></tr> -<tr> -<td class="tdl">toe</td> -<td class="tdc"></td> -<td class="tdc">core</td> -<td class="tdc"></td> -<td class="tdr1">shore</td></tr> -<tr> -<td class="tdl">pole</td> -<td class="tdc"></td> -<td class="tdc">sore</td> -<td class="tdc"></td> -<td class="tdr1">chore</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_91">[Pg 91]</span></p> - - -<p class="center sa2">XVIII.</p> - -<p class="center"><i>o</i> (final); <i>oa</i>.</p> - -<p>1. -<i>o</i>, <i>oa</i> are equivalent symbols for <i>o</i> (long).</p> - -<p>2. <i>o</i> in <i>go</i>, <i>so</i>, <i>no</i>.</p> - -<p>3. Combine <i>oa</i> with consonants, initial and final, to form phonograms -and words: <i>t</i>, <i>d</i>, <i>m</i>, <i>n</i>, <i>ch</i>, <i>k</i>, <i>r</i>, <i>l</i>, <i>f</i>.</p> - -<p>4. <i>oa</i> in <i>boat</i>, <i>load</i>, <i>loam</i>, <i>loaf</i>, <i>moan</i>, <i>coat</i>, <i>oak</i>, <i>oats</i>, <i>roaming</i>, <i>coal</i>, -<i>toad</i>, <i>road</i>, <i>loads</i>, <i>loan</i>, <i>roar</i>, <i>oar</i>, <i>boards</i>.</p> - - -<p class="center sa2">XIX.</p> - -<p class="center"><i>z</i>.</p> - -<p><i>z</i> in <i>buzz</i>, <i>fuzz</i>, <i>fuzzy</i>, <i>lazy</i>, <i>dizzy</i>, <i>zish</i>, <i>size</i>, <i>sized</i>, <i>buzzing</i>, <i>buzzed</i>.</p> - - -<p class="center sa2">XX.</p> - -<p class="center"><i>u</i> (short).</p> - -<p>1. Separate <i>up</i> into the elements <i>u</i> (short) and <i>p</i>.</p> - -<p>2. Combine <i>i</i> (short) with consonants to form the phonograms -<i>ut</i>, <i>ud</i>, <i>ub</i>, <i>um</i>, <i>un</i>, <i>urr</i>, <i>uff</i>, <i>uss</i>, <i>uzz</i>.</p> - -<p>3. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">tub</td> -<td class="tdc">fuss</td> -<td class="tdc">cutting</td> -<td class="tdc">shut</td> -<td class="tdr1">crust</td></tr> -<tr> -<td class="tdl">cup</td> -<td class="tdc">buzz</td> -<td class="tdc">buds</td> -<td class="tdc">shutting</td> -<td class="tdr1">bump</td></tr> -<tr> -<td class="tdl">hug</td> -<td class="tdc">fuzzy</td> -<td class="tdc">syrup</td> -<td class="tdc">shutter</td> -<td class="tdr1">bumping</td></tr> -<tr> -<td class="tdl">bug</td> -<td class="tdc">push</td> -<td class="tdc">supper</td> -<td class="tdc">dug</td> -<td class="tdr1">pumped</td></tr> -<tr> -<td class="tdl">purr</td> -<td class="tdc">pushed</td> -<td class="tdc">hum</td> -<td class="tdc">hundred</td> -<td class="tdr1">puff</td></tr> -<tr> -<td class="tdl">fur</td> -<td class="tdc">pushing</td> -<td class="tdc">humming</td> -<td class="tdc">stuff</td> -<td class="tdr1">puffed</td></tr> -<tr> -<td class="tdl">dug</td> -<td class="tdc">cut</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_92">[Pg 92]</span></p> - - -<p class="center sa2">XXI.</p> - -<p class="center"><i>u</i> (long).</p> - -<p>1. Teach <i>u</i> (long) in the same manner that <i>a</i> (long) was taught.</p> - -<p>2. Combine different consonants and phonograms to illustrate this -principle:</p> - -<table><tbody> -<tr> -<td class="tdl">tub</td> -<td class="tdc">cub</td> -<td class="tdc">plum</td> -<td class="tdc">us</td> -<td class="tdr1">cut</td></tr> -<tr> -<td class="tdl">tube</td> -<td class="tdc">cube</td> -<td class="tdc">plume</td> -<td class="tdc">use</td> -<td class="tdr1">cute</td></tr> -</tbody></table> - -<p>3. Phonic List: <i>cure</i>, <i>pure</i>, <i>mute</i>, <i>amuse</i>, <i>use</i>, <i>used</i>, <i>tune</i>, <i>tube</i>.</p> - - -<p class="center sa2">XXII.</p> - -<p class="center"><i>ew</i> = <i>u</i> (long).</p> - -<p>1. <i>ew</i> is an equivalent symbol for <i>u</i> (long).</p> - -<p>2. <i>ew</i> in <i>new</i>, <i>blew</i>, <i>few</i>, <i>view</i>, <i>dew</i>.</p> - - -<p class="center sa2">XXIII.</p> - -<p class="center"><i>ur</i> = <i>er</i>, <i>ir</i>.</p> - -<p><i>r</i> following <i>u</i>, <i>e</i>, <i>i</i>, usually gives the sound heard in <i>fur</i>, <i>her</i>, <i>sir</i>.</p> - -<p>Word List:</p> - -<table><tbody> -<tr> -<td class="tdl"><i>ur</i></td> -<td class="tdc"></td> -<td class="tdc"><i>er</i></td> -<td class="tdc"></td> -<td class="tdr1"><i>ir</i></td></tr> -<tr> -<td class="tdl">fur</td> -<td class="tdc"></td> -<td class="tdc">her</td> -<td class="tdc"></td> -<td class="tdr1">sir</td></tr> -<tr> -<td class="tdl">burn</td> -<td class="tdc"></td> -<td class="tdc">term</td> -<td class="tdc"></td> -<td class="tdr1">bird</td></tr> -<tr> -<td class="tdl">curl</td> -<td class="tdc"></td> -<td class="tdc">verse</td> -<td class="tdc"></td> -<td class="tdr1">girl</td></tr> -<tr> -<td class="tdl">nurse</td> -<td class="tdc"></td> -<td class="tdc">berth</td> -<td class="tdc"></td> -<td class="tdr1">first</td></tr> -<tr> -<td class="tdl">church</td> -<td class="tdc"></td> -<td class="tdc">dinner</td> -<td class="tdc"></td> -<td class="tdr1">third</td></tr> -<tr> -<td class="tdl">hurt</td> -<td class="tdc"></td> -<td class="tdc">supper</td> -<td class="tdc"></td> -<td class="tdr1">skirt</td></tr> - -</tbody></table> - -<p><span class="pagenum" id="Page_93">[Pg 93]</span></p> - - -<p class="center sa2">XXIV.</p> - -<p class="center"><i>er</i>; <i>ers</i> (as a syllable).</p> - -<p>Write the simple form on the blackboard, and have it pronounced. -Write it again with <i>er</i> added, and have it pronounced. Write it -again with <i>ers</i> added, and have it pronounced.</p> - -<table><tbody> -<tr> -<td class="tdl">farm</td> -<td class="tdc"></td> -<td class="tdc2">farm er</td> -<td class="tdc"></td> -<td class="tdr">farm ers</td></tr> -<tr> -<td class="tdl">mill</td> -<td class="tdc"></td> -<td class="tdc2">mill er</td> -<td class="tdc"></td> -<td class="tdr">mill ers</td></tr> -<tr> -<td class="tdl">bake</td> -<td class="tdc"></td> -<td class="tdc2">bak er</td> -<td class="tdc"></td> -<td class="tdr">bak ers</td></tr> -<tr> -<td class="tdl">mine</td> -<td class="tdc"></td> -<td class="tdc2">min er</td> -<td class="tdc"></td> -<td class="tdr">min ers</td></tr> -</tbody></table> - -<p>Identify <i>er</i> in</p> - -<table><tbody> -<tr> -<td class="tdl">other</td> -<td class="tdc"></td> -<td class="tdc">father</td> -<td class="tdc"></td> -<td class="tdr1">butter</td></tr> -<tr> -<td class="tdl">mother</td> -<td class="tdc"></td> -<td class="tdc">sister</td> -<td class="tdc"></td> -<td class="tdr1">water</td></tr> -<tr> -<td class="tdl">brother</td> -<td class="tdc"></td> -<td class="tdc">flower</td> -<td class="tdc"></td> -<td class="tdr1">pitter-patter</td></tr> -</tbody></table> - - -<p class="center sa2">XXV.</p> - -<p class="center"><i>ng</i> (the ringing sound).</p> - -<p>1. <i>ng</i> is one of the elementary sounds.</p> - -<p>2. Combine <i>ng</i> with the vowels <i>a</i>, <i>e</i>, <i>i</i>, <i>o</i>, <i>u</i>, to form the phonograms -<i>ang</i>, <i>eng</i>, <i>ing</i>, <i>ong</i>, <i>ung</i>.</p> - -<p>3. Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">sing</td> -<td class="tdc">wing</td> -<td class="tdc">ding</td> -<td class="tdc">along</td> -<td class="tdr1">length</td></tr> -<tr> -<td class="tdl">king</td> -<td class="tdc">spring</td> -<td class="tdc">dong</td> -<td class="tdc">rang</td> -<td class="tdr1">strength</td></tr> -<tr> -<td class="tdl">sung</td> -<td class="tdc">lungs</td> -<td class="tdc">song</td> -<td class="tdc">sang</td> -<td class="tdr1">rung</td></tr> -<tr> -<td class="tdl">sling</td> -<td class="tdc">sting</td> -<td class="tdc">long</td> -<td class="tdc">hang</td> -<td class="tdr1">strung</td></tr> -<tr> -<td class="tdl">swing</td> -<td class="tdc">string</td> -<td class="tdc">gong</td> -<td class="tdc">bang</td> -<td class="tdr1">stung</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_94">[Pg 94]</span></p> - - -<p class="center sa2">XXVI.</p> - -<p class="center"><i>qu</i> = <i>kwh</i>.</p> - -<p><i>q</i> is not one of the elementary sounds.</p> - -<p><i>qu</i> in <i>quack</i>, <i>queer</i>, <i>queen</i>, <i>quite</i>, <i>quail</i>, <i>squeeze</i>, <i>squash</i>.</p> - - -<p class="center sa2">XXVII.</p> - -<p class="center"><i>oo</i> (short); <i>oo</i> (long).</p> - -<p>1. <i>oo</i> (short) as in <i>cook</i>.</p> - -<p>Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">book</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">took</td></tr> -<tr> -<td class="tdl">good</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">hook</td></tr> -<tr> -<td class="tdl">look</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">brook</td></tr> -<tr> -<td class="tdl">wood</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">cook</td></tr> -<tr> -<td class="tdl">foot</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">cooking</td></tr> -</tbody></table> - -<p>2. <i>oo</i> (long) as in <i>coo</i>.</p> - -<p>Word List:</p> - -<table><tbody> -<tr> -<td class="tdl">moon</td> -<td class="tdc">stoop</td> -<td class="tdc">broom</td> -<td class="tdr1">root</td></tr> -<tr> -<td class="tdl">room</td> -<td class="tdc">moo</td> -<td class="tdc">bloom</td> -<td class="tdr1">too</td></tr> -<tr> -<td class="tdl">fool</td> -<td class="tdc">cool</td> -<td class="tdc">goose</td> -<td class="tdr1">tool</td></tr> -<tr> -<td class="tdl">poor</td> -<td class="tdc">loom</td> -<td class="tdc">stool</td> -<td class="tdr1">soon</td></tr> -<tr> -<td class="tdl">spool</td> -<td class="tdc">noon</td> -<td class="tdc">roof</td> -<td class="tdr1">spoon</td></tr> -</tbody></table> - - -<p class="center sa2">XXVIII.</p> - -<p class="center"><i>aw</i> = <i>all</i>, <i>or</i>.</p> - -<p>1. <i>aw</i> in <i>caw</i>, <i>draw</i>, <i>saw</i>, <i>claw</i>, <i>paw</i>, <i>straw</i>.</p> - -<p>2. <i>all</i> in <i>ball</i>, <i>hall</i>, <i>wall</i>, <i>fall</i>.</p> - -<p>3. <i>or</i> in <i>corn</i>, <i>horn</i>, <i>morn</i>, <i>morning</i>, <i>torn</i>.</p> - -<p><span class="pagenum" id="Page_95">[Pg 95]</span></p> - - -<p class="center sa2">XXIX.</p> - -<p class="center"><i>a</i> (r), Italian.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>ar</i> in</td> -<td class="tdc">arm</td> -<td class="tdc">star</td> -<td class="tdc">car</td> -<td class="tdc">card</td> -<td class="tdr1">hard</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">harm</td> -<td class="tdc">barn</td> -<td class="tdc">mark</td> -<td class="tdc">sharp</td> -<td class="tdr1">starch</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">park</td> -<td class="tdc">yard</td> -<td class="tdc">start</td> -<td class="tdc">far</td> -<td class="tdr1">spark</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">bark</td> -<td class="tdc">march</td> -<td class="tdc">jar</td> -<td class="tdc">ark</td> -<td class="tdr1">lark</td></tr> -</tbody></table> - -<p class="center sa2">XXX.</p> - -<p class="center"><i>ow</i> = <i>ou</i>.</p> - - -<p>1. <i>ow</i> and <i>ou</i> are equivalent symbols for the same sound.</p> - -<p>2. <i>ou</i> at the beginning or in the middle of a word becomes <i>ow</i>final.</p> - -<table><tbody> -<tr> -<td class="tdl">3. <i>ou</i> in</td> -<td class="tdc">our</td> -<td class="tdc">sour</td> -<td class="tdc">cloud</td> -<td class="tdr1">found</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">mouse</td> -<td class="tdc">out</td> -<td class="tdc">ground</td> -<td class="tdr1">round</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">around</td> -<td class="tdc">loud</td> -<td class="tdc">aloud</td> -<td class="tdr1">spout</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">house</td> -<td class="tdc">sound</td> -<td class="tdc">about</td> -<td class="tdr1">flour</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">4. <i>ow</i> in</td> -<td class="tdc">cow</td> -<td class="tdc">how</td> -<td class="tdc">now</td> -<td class="tdr1">bow</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">owl</td> -<td class="tdc">down</td> -<td class="tdc">drown</td> -<td class="tdr1">brown</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">crown</td> -<td class="tdc">clown</td> -<td class="tdc">crowd</td> -<td class="tdr1">growl</td></tr> -</tbody></table> - -<p class="center sa2">XXXI.</p> - -<p class="center"><i>oy</i> = <i>oi</i>.</p> - -<p>1. <i>oy</i> and <i>oi</i> are equivalent symbols for the same sound.</p> - -<p>2. <i>oi</i> at the beginning or in the middle of a word becomes <i>oy</i> final.</p> - -<p><span class="pagenum" id="Page_96">[Pg 96]</span></p> - -<p>3. <i>oi</i> in</p> - -<table><tbody> -<tr> -<td class="tdl"></td> -<td class="tdc">oil</td> -<td class="tdc">boil</td> -<td class="tdc">coin</td> -<td class="tdc">join</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">joint</td> -<td class="tdc">point</td> -<td class="tdc">voice</td> -<td class="tdc">toil</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">spoil</td> -<td class="tdc">noise</td> -<td class="tdc">soil</td> -<td class="tdc">broil</td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p>4. <i>oy</i> in <i>boy</i>, <i>toy</i>, <i>joy</i>, <i>Roy</i>, <i>Troy</i>, <i>ahoy</i>.</p> - - -<p class="center sa2">XXXII.</p> - -<p class="center"><i>j</i>; <i>ge</i>; <i>dge</i> (final).</p> - -<p>1. <i>-ge</i>, <i>dge</i>, are equivalent symbols for <i>j</i>.</p> - -<p>2. <i>-ge</i> in <i>age</i>, <i>hinge</i>, <i>cage</i>, <i>page</i>, <i>sponge</i>, <i>fringe</i>.</p> - -<p>3. -dge in <i>edge</i>, <i>bridge</i>, <i>judge</i>, <i>Madge</i>.</p> - - -<p class="center sa2">XXXIII.</p> - -<p class="center">SUMMARY.</p> - -<p><b>Phonic Lessons.</b> Third Step contains:</p> - -<p>1. 17 vowel sounds:</p> - -<p> -a, e, i, o, u (short)<br> -a, e, i, o, u (long)<br> -oo (short), oo (long), a (r), (Italian)<br> -aw, ow, oy, ur.<br> -</p> - -<p>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.)</p> - -<p>The three vowel sounds heard in <i>ask</i>, <i>air</i>, and <i>ore</i> may be -omitted. Teach as sight words those used in the Summers -Readers; or if preferred, give a series drill.</p> - -<p><span class="pagenum" id="Page_97">[Pg 97]</span></p> - -<p>Two of these sounds have equivalent spellings.</p> - -<p> -<i>air</i> in <i>chair</i>, <i>care</i>, <i>wear</i>.<br> -<i>ore</i> as in <i>more</i>, <i>four</i>, <i>floor</i>, <i>torn</i>.<br> -</p> - -<p>The sound <i>ask</i> has the simple spelling <i>a</i>. In this Manual <i>a</i> is -the symbol for <i>a</i> (short) as in <i>at</i> unless changed by some modifier -as <i>final</i>, <i>r</i>, or another vowel. Ex.: <i>at</i>, <i>aw</i>, <i>oa</i>, <i>ea</i>.</p> - -<p><i>Ex</i>.: The following list gives the most common of these words:</p> - -<p class="center">I.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>air</i></td> -<td class="tdc"></td> -<td class="tdc"><i>are</i></td> -<td class="tdc"></td> -<td class="tdr1"><i>ear</i></td></tr> -<tr> -<td class="tdl">chair</td> -<td class="tdc"></td> -<td class="tdc">care</td> -<td class="tdc"></td> -<td class="tdr1">bear</td></tr> -<tr> -<td class="tdl">fair</td> -<td class="tdc"></td> -<td class="tdc">bare</td> -<td class="tdc"></td> -<td class="tdr1">tear</td></tr> -<tr> -<td class="tdl">hair</td> -<td class="tdc"></td> -<td class="tdc">dare</td> -<td class="tdc"></td> -<td class="tdr1">wear</td></tr> -<tr> -<td class="tdl">pair</td> -<td class="tdc"></td> -<td class="tdc">fare</td> -<td class="tdc"></td> -<td class="tdr1">pear</td></tr> -<tr> -<td class="tdl">stair</td> -<td class="tdc"></td> -<td class="tdc">scare</td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p class="center">II.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>ore</i></td> -<td class="tdc"><i>oor</i></td> -<td class="tdc"><i>orn</i></td> -<td class="tdc"><i>oar</i></td> -<td class="tdr1"><i>our</i></td></tr> -<tr> -<td class="tdl">bore</td> -<td class="tdc">door</td> -<td class="tdc">torn</td> -<td class="tdc">roar</td> -<td class="tdr1">four</td></tr> -<tr> -<td class="tdl">core</td> -<td class="tdc">floor</td> -<td class="tdc">worn</td> -<td class="tdc">soar</td> -<td class="tdr1">pour</td></tr> -<tr> -<td class="tdl">more</td> -<td class="tdc"></td> -<td class="tdc">thorn</td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">shore</td> -<td class="tdc"></td> -<td class="tdc">born</td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">store</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - - -<p class="center">III.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>ask</i></td> -<td class="tdc"></td> -<td class="tdc"><i>ast</i></td> -<td class="tdc"></td> -<td class="tdr1"><i>ance</i></td></tr> -<tr> -<td class="tdl">task</td> -<td class="tdc"></td> -<td class="tdc">fast</td> -<td class="tdc"></td> -<td class="tdr1">dance</td></tr> -<tr> -<td class="tdl">mask</td> -<td class="tdc"></td> -<td class="tdc">last</td> -<td class="tdc"></td> -<td class="tdr1">lance</td></tr> -<tr> -<td class="tdl">basket</td> -<td class="tdc"></td> -<td class="tdc">mast</td> -<td class="tdc"></td> -<td class="tdr1">chance</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_98">[Pg 98]</span></p> - - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_99">[Pg 99]</span></p> - -<h2 class="nobreak" id="Part_V">PART V.</h2> -</div> - -<p>THIRD HALF YEAR:</p> - -<p>FOURTH STEP.</p> - - -<p>1. Reading from the Second Reader.</p> - -<p>2. Phonic Lessons:</p> - -<div class="blockquot"> - -<p>(a) Initial and final syllables taught as -phonograms.</p> - -<p>(b) Word Drill.</p> -</div> - -<p>3. Later Work.<span class="pagenum" id="Page_100">[Pg 100]</span> -</p> -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> -<p><span class="pagenum" id="Page_101">[Pg 101]</span></p> - -<h2 class="nobreak" id="INITIAL_AND_FINAL_SYLLABLES">INITIAL AND FINAL SYLLABLES.<br> -(Time, about twenty weeks.)</h2> -</div> - -<p><b>Directions.</b> 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.</p> - -<p>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.</p> - -<p>3. New sight words which the child may meet in any reader -should be told him.</p> - - -<p class="center sa1">I.</p> - -<table><tbody> -<tr><td class="tdl2"><i>y</i></td> -<td class="tdc"></td> -<td class="tdr"><i>ies</i></td></tr> - -<tr><td class="tdl2">par ty</td> -<td class="tdc"></td> -<td class="tdr">par ties</td></tr> - -<tr><td class="tdl2">coun try</td> -<td class="tdc"></td> -<td class="tdr">coun tries</td></tr> - -<tr><td class="tdl2">sto ry</td> -<td class="tdc"></td> -<td class="tdr">sto ries</td></tr> - -<tr><td class="tdl2">car ry</td> -<td class="tdc"></td> -<td class="tdr">car ries</td></tr> - -<tr><td class="tdl2">cher ry</td> -<td class="tdc"></td> -<td class="tdr">cher ries</td></tr> - -<tr><td class="tdl2">ber ry</td> -<td class="tdc"></td> -<td class="tdr">ber ries</td></tr> - -<tr><td class="tdl2">fai ry</td> -<td class="tdc"></td> -<td class="tdr">fai ries</td></tr> - -<tr><td class="tdl2">brow ny</td> -<td class="tdc"></td> -<td class="tdr">brow nies</td></tr> - -<tr><td class="tdl2">pen ny</td> -<td class="tdc"></td> -<td class="tdr">pen nies</td></tr> - -<tr><td class="tdl2">pup py</td> -<td class="tdc"></td> -<td class="tdr">pup pies</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_102">[Pg 102]</span></p> - -<p class="center sa2">II.</p> - -<table><tbody> - -<tr> -<td class="tdl1" colspan="2"><i>ly</i></td> -<td class="tdc"></td> -<td class="tdr2" colspan="2"><i>ful</i></td> -</tr> -<tr> -<td class="tdl">near ly</td> -<td class="tdc">ug ly</td> -<td class="tdc"></td> -<td class="tdc">play ful</td> -<td class="tdr1">won der ful</td></tr> -<tr> -<td class="tdl">nice ly</td> -<td class="tdc">sad ly</td> -<td class="tdc"></td> -<td class="tdc">thank ful</td> -<td class="tdr1">truth ful</td></tr> -<tr> -<td class="tdl">mere ly</td> -<td class="tdc">hol ly</td> -<td class="tdc"></td> -<td class="tdc">beau ti ful</td> -<td class="tdr1">barn ful</td></tr> -<tr> -<td class="tdl">friend ly</td> -<td class="tdc">mer ri ly</td> -<td class="tdc"></td> -<td class="tdc">help ful</td> -<td class="tdr1">field ful</td></tr> -<tr> -<td class="tdl">quick ly</td> -<td class="tdc">hap pi ly</td> -<td class="tdc"></td> -<td class="tdc">use ful</td> -<td class="tdr1">hand ful</td></tr> -</tbody></table> - -<p class="center sa2">III.</p> - -<table><tbody> -<tr><td class="tdl2"><i>ure</i></td> -<td class="tdc"></td> -<td class="tdr"><i>age</i></td></tr> - -<tr><td class="tdl2">pict ure</td> -<td class="tdc"></td> -<td class="tdr">vil lage</td></tr> - -<tr><td class="tdl2">mixt ure</td> -<td class="tdc"></td> -<td class="tdr">mes sage</td></tr> - -<tr><td class="tdl2">fig ure</td> -<td class="tdc"></td> -<td class="tdr">cab bage</td></tr> - -<tr><td class="tdl2">past ure</td> -<td class="tdc"></td> -<td class="tdr">man age</td></tr> - -<tr><td class="tdl2">rapt ure</td> -<td class="tdc"></td> -<td class="tdr">pack age</td></tr> - -<tr><td class="tdl2">creat ure</td> -<td class="tdc"></td> -<td class="tdr">cot tage</td></tr> -</tbody></table> - - -<p class="center sa2">IV.</p> - -<table><tbody> -<tr> -<td class="tdl1"><i>le</i></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"><i>ous</i></td> -<td class="tdr"><i>tion</i></td> -</tr> -<tr> -<td class="tdl">cas tle</td> -<td class="tdc2">gen tle</td> -<td class="tdc2"></td> -<td class="tdc2">won drous</td> -<td class="tdr">ques tion</td></tr> -<tr> -<td class="tdl">cat tle</td> -<td class="tdc2">un cle</td> -<td class="tdc2"></td> -<td class="tdc2">fa mous</td> -<td class="tdr">mo tion</td></tr> -<tr> -<td class="tdl">nee dle</td> -<td class="tdc2">bram ble</td> -<td class="tdc2"></td> -<td class="tdc2">joy ous</td> -<td class="tdr">sta tion</td></tr> -<tr> -<td class="tdl">trem ble</td> -<td class="tdc2">shut tle</td> -<td class="tdc2"></td> -<td class="tdc2">gor geous</td> -<td class="tdr">ac tion</td></tr> -<tr> -<td class="tdl">wres tle</td> -<td class="tdc2">trea dle</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr">va ca tion</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc2">ap ple</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr"></td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_103">[Pg 103]</span></p> - - -<p class="center sa2">V.</p> - -<table><tbody> -<tr> -<td class="tdl2"></td> -<td class="tdc">in</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">en</td> -<td class="tdc"></td> -<td class="tdr">il, el</td></tr> -<tr> -<td class="tdl2"></td> -<td class="tdc">in side</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">chick en</td> -<td class="tdc"></td> -<td class="tdr">an vil</td></tr> -<tr> -<td class="tdl2"></td> -<td class="tdc">in vite</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">sev en</td> -<td class="tdc"></td> -<td class="tdr">pen cil</td></tr> -<tr> -<td class="tdl2"></td> -<td class="tdc">in deed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">soft en</td> -<td class="tdc"></td> -<td class="tdr">trav el</td></tr> -<tr> -<td class="tdl2"></td> -<td class="tdc">in ven tion</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">sweet en</td> -<td class="tdc"></td> -<td class="tdr">cam el</td></tr> -<tr> -<td class="tdl2"></td> -<td class="tdc">In di an</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">wak en</td> -<td class="tdc"></td> -<td class="tdr">quar rel</td></tr> - -<tr> -<td class="tdl2">rob</td> -<td class="tdc">in</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">en</td> -<td class="tdc">joy</td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">Mon da</td> -<td class="tdc">min</td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr"></td></tr> -</tbody></table> - -<p class="center sa2">VI.</p> - -<table><tbody> -<tr> -<td class="tdl2"><i>ed</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr"><i>est</i></td></tr> -<tr> -<td class="tdl2">end ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">near est</td></tr> -<tr> -<td class="tdl2">faint ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">old est</td></tr> -<tr> -<td class="tdl2">plant ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">young est</td></tr> -<tr> -<td class="tdl2">lift ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">har vest</td></tr> -<tr> -<td class="tdl2">fold ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">mo lest</td></tr> -<tr> -<td class="tdl2">mend ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">sick est</td></tr> -<tr> -<td class="tdl2">card ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr">dark est</td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_104">[Pg 104]</span></p> - - -<p class="center sa2">VII.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>a</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"><i>be</i><i>de</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"><i>re</i><i>pre</i></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a side</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be come</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">re cess</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a sleep</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be came</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">re ceive</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a wake</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be fore</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">re ply</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a long</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be gan</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">re ply ing</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a fraid</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be gin ning</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">pre pare</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a live</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be long</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">pre tend</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a cross</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be side</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">pre tend ing</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a go</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">be hind</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a gainst</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">de lay</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a gain</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">de lay ing</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">a round</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">de light</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">de light ful</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p class="center sa2">VIII.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>dis mis</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"><i>ex</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"><i>pro</i></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">dis turb</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex plain</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">pro nounce</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">mis take</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex plain ing</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">pro long</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">mis tak en</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex pect</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex pect ed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex cuse</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex press</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex am ple</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ex treme ly</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_105">[Pg 105]</span></p> - - -<p class="center sa2">IX.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>ap</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"><i>ad</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"><i>af</i></td></tr> -<tr> -<td class="tdl"><i>ap pear</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ad mit</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">af fec tion</td></tr> -<tr> -<td class="tdl"><i>ap pear ing</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"><i>ad mit ting</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">af ter</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ad mit ted</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ad mit tance</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ad dress</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ad di tion</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p class="center sa2">X.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>at</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"><i>an</i><i>ab</i></td></tr> -<tr> -<td class="tdl">at tic</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">an i mal</td></tr> -<tr> -<td class="tdl">at tract</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">wom</td> -<td class="tdr1">an</td></tr> -<tr> -<td class="tdl">at tend</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1">ab sent</td></tr> -<tr> -<td class="tdl">at ten tion</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p class="center sa2">XI.</p> - -<table><tbody> -<tr> -<td class="tdl2"></td> -<td class="tdc"></td> -<td class="tdc2"><i>ness</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"><i>less</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"><i>some</i></td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">cold</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc">weak</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc2">end</td> -<td class="tdc">less</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">some</td> -<td class="tdr1">times</td></tr> -<tr> -<td class="tdl2">ill</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc">sick</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc2">help</td> -<td class="tdc">less</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">some</td> -<td class="tdr1">thing</td></tr> -<tr> -<td class="tdl2">lame</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc">wil der</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc2">home</td> -<td class="tdc">less</td> -<td class="tdc"></td> -<td class="tdc2">lone</td> -<td class="tdc2">some</td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">like</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc">fear</td> -<td class="tdc2">less</td> -<td class="tdc"></td> -<td class="tdc2">moth er</td> -<td class="tdc">less</td> -<td class="tdc"></td> -<td class="tdc2">hand</td> -<td class="tdc2">some</td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">near</td> -<td class="tdc2">ness</td> -<td class="tdc"></td> -<td class="tdc">friend</td> -<td class="tdc2">less</td> -<td class="tdc"></td> -<td class="tdc2">fath er</td> -<td class="tdc">less</td> -<td class="tdc"></td> -<td class="tdc2">win</td> -<td class="tdc2">some</td> -<td class="tdr"></td></tr> -</tbody></table> - -<p><span class="pagenum" id="Page_106">[Pg 106]</span></p> - -<p class="center sa2">XII.</p> - -<table><tbody> -<tr> -<td class="tdl"><i>ob</i></td> -<td class="tdc2"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc"></td> -<td class="tdc"><i>or</i></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc"><i>ph=f</i></td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">ob</td> -<td class="tdc">tain</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc2">par</td> -<td class="tdc">lor</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc2">Phil ip</td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">ob</td> -<td class="tdc">tains</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc2">mir</td> -<td class="tdc">ror</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2">el e</td> -<td class="tdc">phant</td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">ob</td> -<td class="tdc">tained</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc"> or</td> -<td class="tdc">gan</td> -<td class="tdc"></td> -<td class="tdc2">pho to gra</td> -<td class="tdc">ph</td> -<td class="tdr"></td></tr> -<tr> -<td class="tdl2">ob</td> -<td class="tdc">tain ing</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc"> or</td> -<td class="tdc">chard</td> -<td class="tdc"></td> -<td class="tdc2">s</td> -<td class="tdc">phere</td> -<td class="tdr"></td></tr> -</tbody></table> - -<p class="center sa2">XIII.</p> - -<p class="center">SUMMARY.</p> - -<table><tbody> -<tr> -<td class="tdl">y</td> -<td class="tdc"></td> -<td class="tdc">ies</td> -<td class="tdc"></td> -<td class="tdc">ly</td> -<td class="tdc"></td> -<td class="tdc">ful</td> -<td class="tdc"></td> -<td class="tdr1">ure</td></tr> -<tr> -<td class="tdl">age</td> -<td class="tdc"></td> -<td class="tdc">le</td> -<td class="tdc"></td> -<td class="tdc">ous</td> -<td class="tdc"></td> -<td class="tdc">tion</td> -<td class="tdc"></td> -<td class="tdr1">in</td></tr> -<tr> -<td class="tdl">en</td> -<td class="tdc"></td> -<td class="tdc">il</td> -<td class="tdc"></td> -<td class="tdc">el</td> -<td class="tdc"></td> -<td class="tdc">ed</td> -<td class="tdc"></td> -<td class="tdr1">est</td></tr> -<tr> -<td class="tdl">a</td> -<td class="tdc"></td> -<td class="tdc">be</td> -<td class="tdc"></td> -<td class="tdc">de</td> -<td class="tdc"></td> -<td class="tdc">re</td> -<td class="tdc"></td> -<td class="tdr1">pre</td></tr> -<tr> -<td class="tdl">dis</td> -<td class="tdc"></td> -<td class="tdc">mis</td> -<td class="tdc"></td> -<td class="tdc">ex</td> -<td class="tdc"></td> -<td class="tdc">ap</td> -<td class="tdc"></td> -<td class="tdr1">ad</td></tr> -<tr> -<td class="tdl">af</td> -<td class="tdc"></td> -<td class="tdc">at</td> -<td class="tdc"></td> -<td class="tdc">an</td> -<td class="tdc"></td> -<td class="tdc">ab</td> -<td class="tdc"></td> -<td class="tdr1">ob</td></tr> -<tr> -<td class="tdl">ness</td> -<td class="tdc"></td> -<td class="tdc">less</td> -<td class="tdc"></td> -<td class="tdc">some</td> -<td class="tdc"></td> -<td class="tdc">or</td> -<td class="tdc"></td> -<td class="tdr1">ph=f</td></tr> -</tbody></table> - -<p class="center sa2"> SUPPLEMENTARY LIST OF POEMS.</p> - -<p>The teacher may read the following poems to the children in -connection with the reading lessons in the Second Reader.</p> - -<p class="center sa2">SEPTEMBER.</p> - -<p> -"September," by Helen Hunt Jackson. <i>Book: Jackson's Poems.</i><br> -"Hiawatha's Childhood," by Henry W. Longfellow. <i>Book: Longfellow's Poems.</i><br> -</p> - -<p><span class="pagenum" id="Page_107">[Pg 107]</span></p> - -<p>Lines beginning: "By the shores of Gitchee Gumee" to -"called them 'Hiawatha's Brother's.'"</p> - -<p>Selections from Hiawatha's Fasting.</p> - -<p>The first day of his fasting.</p> - -<p>The fourth day of his fasting, lines beginning: "To-morrow -is the last day of your fasting."</p> - -<p>The seventh day of his fasting, lines beginning: "Day by -day did Hiawatha."</p> - -<p>"The Little Elf," by John Kendrick Bangs.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring," (Selections) Wiggin & -Smith (Eds.).</i></p> -</div> - - -<p class="center sa2">OCTOBER.</p> - -<p>"The Mountain and the Squirrel," by Ralph Waldo Emerson.</p> - -<div class="blockquot"> - -<p><i>Book: Emerson's Poems.</i></p> -</div> - -<p>"Robin Redbreast," by William Allingham.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - -<p>"Lullaby of the Iroquois," by E. Pauline Johnson.</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow," (Selections) -McMurry and Cook (Eds.).</i></p> -</div> - -<p>"Hiawatha's Sailing," by Henry W. Longfellow.</p> - -<div class="blockquot"> - -<p><i>Book: Longfellow's Poems.</i></p> -</div> - - -<p class="center sa2">NOVEMBER.</p> - -<p>"The Story of a Seed," from <i>The Youth's Companion.</i></p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"Little Red Riding Hood," by John G. Whittier.</p> - -<div class="blockquot"> - -<p><i>Book: Whittier's Poems.</i></p> -</div> - -<p><span class="pagenum" id="Page_108">[Pg 108]</span></p> - -<p>"Selections from the Barefoot Boy," by John G. Whittier.</p> - -<div class="blockquot"> - -<p><i>Book: Whittier's Poems.</i></p> -</div> - -<p>"The Boy and the Sheep," by Ann Taylor.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - - -<p class="center sa2">DECEMBER.</p> - -<p>"Little Fir Trees," by Evaleen Stein.</p> - -<div class="blockquot"> - -<p><i>Book: "St. Nicholas."</i></p> -</div> - -<p>"Why do Bells for Christmas Ring?" by Eugene Field.</p> - -<div class="blockquot"> - -<p><i>Book: "Lullaby Land."</i></p> -</div> - -<p>"The Sugar-Plum Tree," by Eugene Field.</p> - -<div class="blockquot"> - -<p><i>Book: "Lullaby Land."</i></p> -</div> - -<p>"A Visit from St. Nicholas," by Clement C. Moore.</p> - -<div class="blockquot"> - -<p><i>Book: "Child Life," (Selections) John G. Whittier -(Ed.).</i></p> -</div> - - -<p class="center sa2">JANUARY.</p> - -<p>"What the Wood Fire Said to the Little Boy," by Frank L. Stanton.</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"The Snow," from <i>The Youth's Companion.</i></p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"The Frost," by Hannah F. Gould.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - -<p>"Talking in Their Sleep," by Edith M. Thomas.</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - - -<p class="center sa2">FEBRUARY.</p> - -<p>"The Village Blacksmith," by Henry W. Longfellow.</p> - -<div class="blockquot"> - -<p><i>Book: Longfellow's Poems.</i></p> -</div> - -<p><span class="pagenum" id="Page_109">[Pg 109]</span></p> - -<p>"From My Arm Chair," by Henry W. Longfellow.</p> - -<div class="blockquot"> - -<p><i>Book: Longfellow's Poems.</i></p> -</div> - -<p>"The Children's Hour," by Henry W. Longfellow.</p> - -<div class="blockquot"> - -<p><i>Book: Longfellow's Poems.</i></p> -</div> - -<p>"Time to Rise"; "Bed in Summer," by Robert Louis Stevenson.</p> - -<div class="blockquot"> - -<p><i>Book: "A Child's Garden of Verses."</i></p> -</div> - - -<p class="center sa2">MARCH.</p> - -<p>"The Windmill," by Henry W. Longfellow.</p> - -<div class="blockquot"> - -<p><i>Book: Longfellow's Poems.</i></p> -</div> - -<p>"The Wind," by Robert Louis Stevenson.</p> - -<div class="blockquot"> - -<p><i>Book: "A Child's Garden of Verses."</i></p> -</div> - -<p>"My Shadow," by Robert Louis Stevenson.</p> - -<div class="blockquot"> - -<p><i>Book: "A Child's Garden of Verses."</i></p> -</div> - -<p>"The Lost Doll," by Charles Kingsley.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - - -<p class="center sa2">APRIL.</p> - -<p>"The Brown Thrush," by Lucy Larcom.</p> - -<div class="blockquot"> - -<p><i>Book: "Childhood Songs."</i></p> -</div> - -<p>"Wild Geese," by Celia Thaxter.</p> - -<div class="blockquot"> - -<p><i>Book: "Poems for Children."</i></p> -</div> - -<p>"The Song of the Lilies," by Lucy Wheelock.</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"What is Pink?" by Christina G. Rossetti.</p> - -<div class="blockquot"> - -<p><i>Book: "Sing-Song."</i></p> -</div> - -<p><span class="pagenum" id="Page_110">[Pg 110]</span></p> - - -<p class="center sa2">MAY.</p> - -<p>"Baby Seed Song," by E. Nesbit.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - -<p>"Calling the Violet," by Lucy Larcom.</p> - -<div class="blockquot"> - -<p><i>Book: "Childhood Songs."</i></p> -</div> - -<p>"The Bluebird," by Emily Huntington Miller.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - -<p>"Spring," by Celia Thaxter.</p> - -<div class="blockquot"> - -<p><i>Book: "Poems for Children."</i></p> -</div> - - -<p class="center sa2">JUNE.</p> - -<p>"Mabel on Midsummer Day," by Mary Howitt.</p> - -<p>"The Fairies of the Caldron-Low," by Mary Howitt.</p> - -<p>"The Fairy Folk," by Robert Bird.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - -<p>"Seven Times One," by Jean Bigelow.</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - - -<p class="center sa2">JULY.</p> - -<p>"Flag Song," by Mrs. Coonley-Ward.</p> - -<div class="blockquot"> - -<p><i>Book: "Wilson's History Reader."</i></p> -</div> - -<p>"Independence Bell." (Author unknown.)</p> - -<div class="blockquot"> - -<p><i>Book: "Williams's Choice Literature, Book II."</i></p> -</div> - -<p>"The Flag Goes By," from <i>The Youth's Companion.</i></p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"The Star-Spangled Banner," by Francis Scott Key.</p> - -<div class="blockquot"> - -<p><i>Book: "Williams's Choice Literature, Book II."</i></p> -</div> - -<p><span class="pagenum" id="Page_111">[Pg 111]</span></p> - - -<p class="center sa2">AUGUST.</p> - -<p>"The Song of the Crickets," by Emily Huntington Miller.</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"The Spider and the Fly," by Mary Howitt.</p> - -<div class="blockquot"> - -<p><i>Book: "Songs of the Tree-Top and Meadow."</i></p> -</div> - -<p>"Wynken, Blynken and Nod," by Eugene Field.</p> - -<div class="blockquot"> - -<p><i>Book: "Lullaby Land."</i></p> -</div> - -<p>"Old Gaelic Lullaby." (Author unknown.)</p> - -<div class="blockquot"> - -<p><i>Book: "The Posy Ring."</i></p> -</div> - - -<p class="center sa2">LATER WORK.</p> - -<p>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.</p> - -<p>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.</p> - -<p><span class="pagenum" id="Page_112">[Pg 112]</span></p> - - -<p class="center sa2">CONSONANT SOUNDS.</p> - -<table><tbody> -<tr> -<td class="tdl2">BREATH</td> -<td class="tdc2"></td> -<td class="tdc2">SOUNDS.</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2">VOCAL</td> -<td class="tdc2"></td> -<td class="tdc2">SOUNDS.</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">h-</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">wh</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">w-</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">p</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">b</td> -<td class="tdc2">m</td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">t</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">d</td> -<td class="tdc2">n</td> -<td class="tdc1">l</td> -<td class="tdr">r-</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">k</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">g</td> -<td class="tdc2">ng</td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">f</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">v</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">th</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">th</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">s</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">z</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">sh</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">zh</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">ch</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1">j</td> -<td class="tdc2">y-</td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td rowspan="2" class="tdl2"><span class="font1">{</span></td> -<td class="tdc1">qu = kwh</td> -<td rowspan="2" class="tdc"><span class="font1">}</span></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdc1">x = ks</td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdc1"></td> -<td class="tdc2"></td> -<td class="tdc2"></td> -<td class="tdr1"></td></tr> -</tbody></table> - -<p class="center sa2"><span class="allsmcap">EQUIVALENT SPELLINGS.</span></p> - -<table><tbody> -<tr> -<td class="tdl">c</td> -<td class="tdc"></td> -<td class="tdc">=k</td> -<td class="tdc">cat</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ge</td> -<td rowspan="2" class="tdc"><span class="font1">}</span></td> -<td rowspan="2" class="tdc">=j</td> -<td class="tdr1">age</td></tr> - -<tr> -<td class="tdl">ce</td> -<td rowspan="3" class="tdc"><span class="font2">}</span></td> -<td class="tdc"></td> -<td class="tdc">cent</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">dge</td> -<td class="tdr1">bridge</td></tr> - -<tr> -<td class="tdl">ci</td> -<td class="tdc">=s</td> -<td class="tdc">city</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ph</td> -<td class="tdc"></td> -<td class="tdc">=f</td> -<td class="tdr1">elephant</td></tr> - -<tr> -<td class="tdl">cy</td> -<td class="tdc"></td> -<td class="tdc">bicycle</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">s</td> -<td class="tdc"></td> -<td class="tdc">=z</td> -<td class="tdr1">is, has</td></tr> -</tbody></table> - -<div class="blockquot"> - -<p>Based on Chart of Consonant Sounds used in Clarke School, Northampton, Mass.</p> -</div> - -<p>1. Two consonant sounds may be omitted from the phonic -work in the primary grades.</p> - -<div class="blockquot"> - -<p>(<i>a</i>) Omit the breath sound of <i>th</i> as in <i>thin</i>, <i>thick</i>, <i>thank</i>, -since the vocal sound as in <i>this</i>, <i>then</i>, <i>they</i> is more often in the -child's vocabulary. It will be confusing to have two sounds for -the same symbol.</p> - -<p>(<i>b</i>) The <i>zh</i> sound as heard in <i>pleasure</i>, <i>measure</i>, <i>treasure</i>, -does not occur in the Summers Readers and therefore is omitted. -Let the symbol <i>s</i> at first represent the breath sound as in <i>sit</i>.</p> -</div> - -<p>2. <i>p</i>, <i>b</i>, and <i>m</i> are in a horizontal line indicating that all are -made by the same organs of speech.</p> - -<div class="blockquot"> - -<p><i>t</i>, <i>d</i>, <i>n</i>, <i>l</i>, <i>r</i>, all have the point of the tongue as the active -organ and the upper gum as the passive organ in articulation.</p> - -<p><i>q</i> and <i>x</i> are not elementary sounds. They are double -breath consonants. qu = kwh. x = ks.</p> -</div> - -<p><span class="pagenum" id="Page_113">[Pg 113]</span></p> - - -<p class="center sa2">VOWEL SOUNDS.</p> - -<table><tbody> -<tr> -<td class="tdl">Short</td> -<td class="tdc">a</td> -<td class="tdc">at</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">Short</td> -<td class="tdc">o</td> -<td class="tdr1">hop</td></tr> -<tr> -<td class="tdl">Long</td> -<td class="tdc">a-e</td> -<td class="tdc">ate</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">Long</td> -<td class="tdc">o-e</td> -<td class="tdr1">hope</td></tr> -<tr> -<td class="tdl">Italian</td> -<td class="tdc">a(r)</td> -<td class="tdc">arm</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">Short</td> -<td class="tdc">oo</td> -<td class="tdr1">foot</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">aw</td> -<td class="tdc">saw</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">Long</td> -<td class="tdc">oo</td> -<td class="tdr1">food</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">air</td> -<td class="tdc">fair</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ow</td> -<td class="tdr1">cow</td></tr> -<tr> -<td class="tdl"></td> -<td class="tdc">a</td> -<td class="tdc">ask</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">oy</td> -<td class="tdr1">boy</td></tr> -<tr> -<td class="tdl">Short</td> -<td class="tdc">e</td> -<td class="tdc">bed</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ore</td> -<td class="tdr1">more</td></tr> -<tr> -<td class="tdl">Long</td> -<td class="tdc">ee</td> -<td class="tdc">bee</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">Short</td> -<td class="tdc">u</td> -<td class="tdr1">us</td></tr> -<tr> -<td class="tdl">Short</td> -<td class="tdc">i</td> -<td class="tdc">pin</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">Long</td> -<td class="tdc">u-e</td> -<td class="tdr1">use</td></tr> -<tr> -<td class="tdl">Long</td> -<td class="tdc">i-e</td> -<td class="tdc">pine</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">ur</td> -<td class="tdr1">fur</td></tr> -</tbody></table> - -<p class="center sa2">COMMON EQUIVALENT SPELLINGS.</p> - -<table><tbody> -<tr> -<td class="tdl">a-e =</td> -<td class="tdc">ay, ai</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">day,</td> -<td class="tdr1">train</td></tr> -<tr> -<td class="tdl">ee =</td> -<td class="tdc">ea, -e</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">each,</td> -<td class="tdr1">me</td></tr> -<tr> -<td class="tdl">i-e =</td> -<td class="tdc">-y, igh</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">my,</td> -<td class="tdr1">high</td></tr> -<tr> -<td class="tdl">o-e =</td> -<td class="tdc">-o, oa</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">so,</td> -<td class="tdr1">coat</td></tr> -<tr> -<td class="tdl">u-e =</td> -<td class="tdc">ew</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">new,</td> -<td class="tdr1">view</td></tr> -<tr> -<td class="tdl">aw =</td> -<td class="tdc">all, or</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">call,</td> -<td class="tdr1">corn</td></tr> -<tr> -<td class="tdl">ow =</td> -<td class="tdc">ou</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">out,</td> -<td class="tdr1">found</td></tr> -<tr> -<td class="tdl">oy =</td> -<td class="tdc">oi</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">boil</td> -<td class="tdr1"></td></tr> -<tr> -<td class="tdl">ur =</td> -<td class="tdc">er, ir</td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc"></td> -<td class="tdc">her,</td> -<td class="tdr1">sir</td></tr> -</tbody></table> - -<p>Three vowel sounds may be omitted from the phonic work -in the primary grades. The sounds in <i>ask</i>, <i>fair</i>, and <i>more</i> 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 <i>a</i> means invariably <i>a</i> (short) as in -<i>cat</i>, therefore such words as <i>ask</i>, <i>chance</i>, <i>after</i> are taught through -the series idea. <i>Fair</i>, <i>hair</i>, <i>bore</i>, <i>more</i> are taught in the same -manner.</p> - -<p><span class="pagenum" id="Page_114">[Pg 114]</span></p> - -<div class="figcenter illowp73" id="i_back" style="max-width: 12.625em;"> - <img class="w100" src="images/i_back.jpg" alt=""> -</div> - -<div class="figcenter illowp50" id="i_back1" style="max-width: 37.5em;"> - <img class="w100" src="images/i_back1.jpg" alt=""> -</div> - -<div style='display:block; margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK THE SUMMERS READERS ***</div> -<div style='text-align:left'> - -<div style='display:block; margin:1em 0'> -Updated editions will replace the previous one—the old editions will -be renamed. -</div> - -<div style='display:block; margin:1em 0'> -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. 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