GtpigM' COPYRIGHT DEPOSfR HOW TO TEACH READING A Revised Manual for Teachers of The New Howell Primer HOWELL AND WILLIAMS HOWELL & COMPANY New York HOW TO TEACH READING ; A Revised Manual for Teachers of The New Howell Primer BY LOGAN DOUGLASS HOWELL Teacher of English, Morris High School, New York City, formerly Superintendent of Schools, Raleigh, N.C. FRANCES S. WILLIAMS t Primary Teacher, Lynchburg, Virginia, Schools HOWELL & COMPANY New York 1919 \^t Copyright, 1913 "-> HOWELL & COMPANY Copyright, 1919, by) HOWELL & COMPANY Estate of Logan D. Howell, v deceased For permission to use copyrighted material, grateful acknowledgment is made to Charles Scribner's Sons for "The Cow," "Rain," "The Wind," by R. L. Stevenson, from "A Child's Garden of Verses." 'CI. A 52552 9 TABLE OF CONTENTS PAGE Phonetics •. 5 A Statement of Principles ~ 7 The Two Meanings of the Word "Reading" 7 The Basis of the New Howell Primer _ 7 What Letters Stand For 7 How Letters Should be Taught 8 The Steps in Learning to Read 9 The Length of Lessons 11 The Time Required to Complete the New Howell Primer 11 Caution 11 Seat Work . 12 Material for Seat Work ' 12 Kinds of Seat Work ' 13 Purpose of the Seat Work 1-3 Writing 14 Subject Matter 15 A Complete Elementary Series 15 Large Vocabulary 1 15 Every Lesson a Complete Story . 15 Illustrations 15 Methods of Study ! 16 Dramatization 16 Oral Reproduction 16 Expressive Reading 16 Scanning the Sentence 16 Practical Suggestions 2 17 Games for Drill 17 Print and Script 17 Spelling 17 The Name of the Letter 17 Material 17 Outline of Work for the First Weeks with the Primer 18 Combining Letters into Words 31 Combining Words into Sentences 40 Writing Words : 51 Children are Given the Primer . 53 Studying the First Word Lists 54 First Reading Lesson 67 Preparation 67 Recitation 70 The Word Lists and How to Use Them 90 Elements ■ 90 Blends 90 [3] PAGE How the Words Should be Sounded 90 How to Use the Pictures with the Word Lists 90 Key-Words ' 91 The Purpose of the Word Lists 91 How to Teach the Word Lists 92 Preparation 92 Recitation : 93 How to Teach the Reading Lesson 94 Preparation 94 Recitation 94 Illustrative Lessons . 96-110 Elements Taught in the Word Lists 111 The New Howell First Reader . 118 The Howell Second Reader- 118 Appendix 119 1 4 PHONETICS In this manual, letters in black-face type represent elementary sounds of speech ; they are not to be taken for written letters. Do not call these black- face letters by the names of the letters, but for each letter utter the sound it indicates. In the case of the long vowel sounds (a, e, l, 0, u) the sound to be spoken will be the name of the letter, but in no other case. The same black- face letter (or letters) is always used to represent the same spoken sound, no matter how that sound may be written in the standard English spelling. Thus, the vowel sound aw is written with a in ball, an in haul, and o in for; but in the phonetic system of this manual that sound is always represented by black- face aw. Note — This phonetic system is for the teacher's use only; do not show, any letters with diacritical marks to children of this grade. Phonetic Character For the sound AS IN Phonetic Character For the sound AS IN a ate,- nail, say n ' sing, bank a. at no a father 6 not a air, there oi oil, boy aw saw, ball, haul, for 00 moon, do, rule b book 6b book, bullj could ch chip, watch ou out, cow d did P Pig e eel, me, eat r rat e bell, head, said s see, cent, fence e her, sir, fur sh ship f fox t tag g goat th thin h hat >v. the I ice, pie, my u use, few 1 it, baby, berries u us, son, does i jug, gin, large V vine, of k cat, kid, queen w will, one, quick 1 lamp wh whip m man y yes n no z zinc, has, these [5] The art of reading should be viewed, in the first instance, as the art of pronouncing words at sight of their visible characters. . . . As an alphabetical language, English is learned on the principle of ana- lyzing words into their constituent sounds, and connecting these with the ele- mentary or alphabetical letters. . . . When among the earliest lessons a child i? made to pronounce, "Do I go ; it is set on," it is on the Chinese principle of learning each word seriatim, with- out inferring from one to another; the o is sounded in three ways, the i in two, the 5 in two. ... The preferable plan seems to be to carry the pupils forward a certain way on perfectly uniform spellings, so that they may get the idea of regularity, and also the most prevalent sounds of the letters. . . . Some notion of law and uniformity would thus be imparted at the cutset. — Alexander Bain: Education a~ a Science. D. Appleton & Co. T6] A STATEMENT OF PRINCIPLES The quotation from Alexander Bain on the preceding page states the prin- ciple on which the New Howell Primer is made, and which this manual is in- tended to exemplify. We "carry the pupils forward on perfectly uniform spell- ings" until "they get the idea of regularity, and learn the most prevalent sounds of the letters." We thus impart "some notion of law and uniformity," with the result that the pupils soon become independent readers. It is to help teachers reach this result with the Primer that this manual is written. THE TWO MEANINGS OF THE WORD, "READING" The word reeding has two meanings; each is recognized in the New Howell Primer and in this manual. One meaning is, the acquiring of knowledge from the written or printed page ; this is the thought side of reading. But before this, comes the mechanical side, which, as Bain points out, is the "art of pronouncing words at sight of their visible characters," and has no necessary connection with thought-getting. THE BASIS OF THE NEW HOWELL PRIMER The New Howell Primer, therefore, bases the art of reading, not upon cer- tain words to be memorized as wholes without a knowledge of the letters com- posing the words; but upon the elements of reading, which are the elementary sounds of words, and the letters that represent these sounds. When a child masters the elements, he can pronounce any word, whether he has ever seen it before or not; and he has, therefore, mastered the mechanical art of reading. WHAT LETTERS STAND FOR It must be borne in mind that the letters of our alphabet stand, not for ideas, but for sounds of speech; letters are, therefore, phonograms; and they have a different function from ideograms, such as'$, %, +, and the digits, 1, 2, 3, 4, etc. Each of these characters stands for an idea, and the idea is the same in every language that uses these characters, though the words representing them are different. Thus for the character 3, we say three; the French say trois; the Germans say drei. In teaching such characters, we associate the idea at once with the character; we teach by the word method. But in the English word man the characters do not stand for ideas, nor do the three combined necessarily stand for an idea; each letter here stands for an elementary sound of speech. It is only because we know what the spoken word means that the written word man conveys an idea to us; it would not convey an idea to a Frenchman who did not know English; he could pronounce the word, if he knew the sounds of the letters, but it would not mean anything ta him. If the letters man repre- sented an idea, then the words man, mansion, manual would have a common idea. The fact that they have not, proves that there is no idea necessarily repre- sented by the letters m a n : what they do represent is three elementary sounds of speech, combined into one syllable. HOW LETTERS SHOULD BE TAUGHT A clear understanding of what the elements of reading represent makes . it easier for us to understand how they should be taught. If they represent sounds of speech, then teach them as representing sounds of speech. But before teach- ing letters or words written with letters, it is necessary first to teach elementary sounds of speech. The child comes to school knowing several hundred spoken words, but he does not know that nearly all these words are composed of two or more sounds; he has never thought of it. This is the first thing to teach him. It would be just as illogical to teach him letters before he knows the elementary sounds as it would be to teach him the digits, 1, 2, 3, 4, etc., before he can count. 18] THE STEPS IN LEARNING TO READ FIRST STEP . EAR TRAINING ONLY The teacher gives separately the sounds of words, and the child learns to recognize the words from hearing these elementary sounds. (The child is not taught any printed or written letter at this stage, nor does the teacher use the names of the letters; she merely gives separately the sounds of words; as j-6, and the child says Joe, etc.) SECOND STEP EAR TRAINING ONLY The child learns to separate words into their elementary sounds. The child does in this step what the teacher did in the first step. (The child is not taught any printed or written let + er at this stage, nor does the teacher use the names of the letters; she merely pronounces one word at a time, as Joe; and the child separates it into its elementary sounds: j-6.) THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Now, for the first time, the child is taught the letters that stand for the elementary sounds that he has been using in steps 1 and 2. Of course, the letters are taught one at a time; it is not until he reaches page 82 in the New Howell Primer that all the letters will be learned. Do not teach the names of the letters at first, but teach each letter as representing the sound indicated in the Primer. FOURTH STEP MUSCULAR TRAINING WITH EYE AND EAR TRAINING Teach the child to write each letter as he learns the form of it. Note — This refers only to script letters, and when the teaching of writing accompanies the teaching of reading. FIFTH STEP EYE TRAINING WITH EAR TRAINING _ A (Combining Letters into Words) The teacher writes words on the board composed of letters previously taught. The child reads these words. [9] B ( Combining Words into Sentences) The teacher writes sentences on the board composed of words previously taught. The- child reads these sentences. C The child learns to read words in the Primer.- D The child learns to read sentences in the Primer. Note — A child, in first trying to read words, will often be able to give the correct sound of each letter and still not be able to call the word as a whole. Now is the time for the teacher to use patience. The child can not be hurried here ; and the teacher must not become discouraged nor think the child is not progressing. It takes time for a child to learn to make quick association be- tween three letters and one spoken word. But if he is not hurried; if he is allowed to work out each problem for himself, he will soon acquire the power ; and once he learns to do this with a few letters, mastery of the rest will follow rapidly. 110] THE LENGTH OF LESSONS Classes will vary so in size and in the ability of the children, and the con- ditions under which teachers work will also vary so, that it is impossible to fix a length for each lesson that will be best for every teacher. Moreover, this manual is not designed to take the place of any teacher's individual judgment and common sense; it is intended merely to help by presenting principles and their application. Each teacher must judge for herself how much her pupils can do each day. The only general rule that can be given is this: Teach the steps as already given in this manual : when a child has mastered one step, he is ready for the next, but not before he has mastered it. ' Some children will master the steps more quickly than others. Any teacher can tell — much better than any 'book can tell her — when her pupils are ready for a new step. TIME REQUIRED TO COMPLETE THE NEW HOWELL PRIMER The time required to complete the New Howell Primer has varied with different classes, from three months to five months. Ordinarily, about four months should be sufficient. If it takes longer, either conditions are unfavor- able or the teacher has held the class back. CAUTION Do not keep children of this grade long on any one exercise at a time. Call up the class frequently for short recitations. Watch for signs of weariness, and dismiss the class as soon as any appear; give the children either a change of work or a recess. Do not, however, wait for signs of weariness to appear ; it is better to change the work before the children begin to grow tired. Don't give drills that are not needed; don't insist upon a long-drawn-out method after the child himself has discovered a short cut. Be master of your methods ; use them as long as they are serviceable ; discard them when they are t no longer needed. Even this manual we would not have any teacher follow blindly. For ex- ample, we give lists containing many words for phonic drills; and certain sec- tions contain questions on the pictures and the reading lessons of the Primer. But" we would by no means have any teacher think that she must use every one of the words in the phonic drills or ask every question relating to the reading lessons. Use such of these as you need. The words in the phonic drills are to save you the time and trouble of making lists yourself; the questions are to suggest the kind that should be asked, and the way in which the reading lessons can be used to stimulate thought and expression. Make this manual serve you; don't be a slave to it. [Ill SEAT WORK This is the most perplexing problem to the teacher of beginners, particularly to the teacher in a rural school who has several grades. She can not give all her time to the beginners ; and even the teacher in a city school, who has a room full of beginners, must teach them by sections or individually, and must leave the children much of the time alone at their seats. How to keep these children occupied is a puzzling problem. The most desirable occupation for these children at their seats is something on which they can use their hands, their eyes, and employ other senses, if pos- sible. And though these exercises are educative as well as entertaining to the children, and will be found valuable to the teacher in that they relieve her of the care of children at their seats while she is teaching others, the teacher of the New Howell Primer must not suppose that this seat work is essential to the teaching of this book. If she deems it too troublesome to prepare or too ex- pensive for the children to buy the material recommended, she can follow the other directions of this manual with the Primer. MATERIAL FOR SEAT WORK Grains of corn of different colors. Seeds of different colors, of watermelon, etc. Pegs of different colors (shoe pegs, or toothpicks, etc.). Newspapers. Wrapping paper of soft finish. Yellow manilla paper of soft finish. Large crayon for writing on paper (not blackboard crayon). Colored crayon. Small squares of cardboard or of stiff paper with a letter written on each. (The teacher can make these, but there must be enough for each child to have a complete set, and each set should contain the same letter on several cards ; but in teaching the Primer only a few letters are u c ed at first, and the others • are taught one at a time, so that the teacher need not prepare the whole alphabet at once.) Note — These cards, containing the . whole alphabet, capitals and small letters, have been prepared by the publishers of the New Howell Primer; they may be obtained of stationers generally who sell the Primer, or direct 6f the publishers. « Small, blunt scissors for cutting paper. Leaves and other objects to be used as pattern? for the children to trace around and color. Pictures from catalogs, magazines, etc., for children to color. (Pictures in outline and on soft finish paper are best for this; but if these can not always be obtained, use any simple picture without much detail; and, in general, the less ink they have, the better.) Boxes to contain the material, such as spool boxes. [12] KINDS OF SEAT WORK Assorting: pegs of different colors, seeds of different kinds and colors, etc. Cutting from old' magazines, and catalogs, paper dolls, houses, furniture, fruits, flowers, etc. Cutting figures from old calendars. Coloring pictures, geometrical figures, and designs traced from patterns, with crayon. Selecting all of a certain letter from the letter box. Matching letters written on the blackboard with the letter cards. Word building with letter cards from copy on the board. Sentence building with letter cards from copy on the board. Composing sentences with letter cards. Composing sentences with cards from the word box. Tracing around leaves, and other objects, to be colored with crayon. Folding and cutting paper into squares and objects (only under super- vision, and after the children have been taught how to do this). PURPOSE OF THE SEAT WORK All this seat work has an educative value. All except the first named (as- sorting pegs, etc.) is of direct aid in learning to read or write, besides being an aid to discipline by keeping the child employed. All of the exercises with the letter cards help the child to recognize the let- ters readily, or to make words without writing. The exercises with the word cards help him to recognize words, and to make sentences without writing. The coloring of pictures and geometrical figures, and the tracing of patterns give the child practice in using the instrument for writing. He thus gets train- ing for writing without actually writing. The use of scissors exercises the muscles of the hand and fingers, and makes the child a better user of the crayon or pencil. [13] WRITING The teaching of writing must be considered in a discussion of the teaching of beginners in reading. If the New Howell Primer is used in a school where some other course of writing is required, the suggestions that follow may be disregarded. However, where the teacher is unrestricted by a prescribed course in writing, most satis- factory results will be obtained by making use of these suggestions. The mechanics of writing involves two different kinds of muscular exercises : the holding of the crayon, pencil, or pen. with the fingers; and the arm move- ment in making the letters. The muscles controlling these operations can be trained, as Dr. Montessori has pointed out, without the child's actually writing. Every exercise requiring the use of a crayon or a pencil provides training of the muscles for writing. Before the beginner writes, either on the blackboard or on paper, he should have some preparatory training of the muscles, after this fashion: Have the child stand, and make ovals or circles in the air with his hand, with a full arm movement, these to be from eight to twelve inches high. The teacher must show the class how to do this : where to begin, and in what direc- tion to move the hand (from right to left, opposite to the movement of the hands of a clock). Let the child make this circle over and over again, the hand mov- ing in the same path each time. This is not such an easy thing for children to do as it may seem. At first they will not make circles, but the practice must tend more and more towards a perfect circle. In the same way, practice making long lines in the air with a full arm movement, going down and up in the same path. And, in general, just before teaching any new letter, teach the child to make it large in the air with a full arm movement. In doing this the teacher should always show the child where to begin and what movements to make. The teacher can best show the movements to the class by standing with her back to the class and making the circle or the letters in the air. The child's first writing should be on the blackboard, under direct teaching. This follows the exercise of writing in the air. He should write with a piece of blackboard crayon about one inch long; he grasps this with all his fingers. The child's first writing on the board is the circle or oval. He makes it large and with the same movement as when he made it in the air. Let him go over it as nearly as he can in the same path. He writes letters on the board at first in the same way, except that he does not trace over the same letter a sec- ond time. ' Later the size of the letters is to be reduced; the teacher can tell when to do this by the power and skill the child shows in making the large size letters. The teacher must not only show children the form of the letters; she must also teach them how to make each letter. If left to themselves, children will not know where to begin in making a letter or in what direction to move. All writing at first should be under the direct supervision of the teacher, who should see that the child writes in the correct manner. Give the beginncr no writing to do for seat work while the teacher is occupied elsewhere. [14] SUBJECT MATTER The first thing for a beginner to do is to master the art of reading. There- fore, at the outset, in the New Howell Primer, stress is laid on acquiring power to call words through the knowledge of the elementary sounds of the letters. As this knowledge widens, and this power increases, the mechanics is made more and more subsidiary to thought-getting; and in the latter part of the Primer the beginner reads many Mother Goose Rimes and several classic stories. The process of subordinating the mechanics continues in the Howell First Reader, and in the Second Reader it is made complete. After this book children will have no difficulty with word-getting; they are prepared to read anything suitable in thought and expression to their years and experience. A COMPLETE ELEMENTARY SERIES Thus the Primer, First Reader," and Second Reader constitute a complete elementary series. It is impossible to exhaust in a lifetime the vast field of English literature ; hence no series of readers is complete on the thought side. But the reading elements being fixed and definite, it is possible to make a com- plete presentation of them. This is what the three Howell elementary books do. at the same time giving the beginner carefully selected and graded stories and verses for thought-getting as well as for fixing the mechanics in his mind. In the New Howell First Reader are found 6 "made to order" stories, 9 riddles, 51 verses, 4 songs with music, and 22 classic stories. In the Howell Second Reader are found 13 classic stories, 33 verses, 13 stories of Southern Life and Folklore, and 6 songs with music. Large Vocabulary — Because the Primer is on a phonic basis, it is not neces- sary to grapple each word as a separate problem. A comparatively few rules of spelling are keys that unlock the meaning of hundreds of printed words which it is impossible to teach in the same length of time by any word method. Con- sequently this book has many times the number of words of any other primer of the author's acquaintance. Every word list is a phonic drill, and when a child has mastered this book he has a reading vocabulary of all the most important spellings in the language. He has become to that degree an independent reader, for he has learned more than mere words; he has learned rules of spelling. Every Lesson a Complete Story — Every reading lesson, even in the Primer, is a story, with an interesting thought-content; there are no disconnected sen- tences just for the sake of using certain words. Every reading lesson is on one definite subject; it has a title that can be read by the pupil; it is told as a story should be told, with a beginning, a middle, and a conclusion. The stories deal with things that children are interested in. Illustrations — The simple outline illustrations in the Howell books have been carefully worked out by one of the best artists in America. They are planned to actually illustrate each step of the story, giving the child a complete idea of the thought-content. [15] METHODS OF STUDY DRAMATIZATION Dramatization is the acting out, by the pupils, of the story or the picture, the assignment. It is a most important step in teaching a reading lesson. It stimulates the emotion, gives opportunity for self-activity and establishes self- confidence. Through the dramatization of the story the child lives the thought of the story and through this interpretation he is enabled to read with better expression. It is well to let the children take the initiative in planning the play. But the teacher should be thoroughly prepared to direct the children in choosing the characters, what they shall say and do, and the place to give the play. Little material is needed — the children are rich in imagination. ORAL REPRODUCTION Oral reproduction should not be neglected. Time should be given for the oral reproduction of each reading lesson. The pupils are given a clear inter- pretation of the story through the teacher's questions, a study of the lesson picture, etc. EXPRESSIVE READING Oral reproduction and dramatization, together with dialogue and conver- sation about the story, are stepping stones to expressive reading. The child who reads with the best expression should be allowed to read the lesson for the entertainment of the class. Occasionally, and as a last resort, the teacher may read the selection, but this should be done only when she fails to get the correct expression through her questions, etc. SCANNING THE SENTENCE A child should not be permitted to read a sentence orally until he has scanned it carefully. Through this silent reading he gets a clear interpretation of the thought. When enough time has been allowed for the child to get the thought, the teacher calls on him to read the sentence orally. He should then look up from the book and read with good expression. If this silent reading is required during the first reading lessons the pupils will read longer sentences later on with good expression and without scanning. Teach the pupils in the beginning to keep the place and study the same thing at the same time. In this connection the "marker" is recommended. This is a slip of tag board about one inch wide and three inches long. [16] PRACTICAL SUGGESTIONS GAMES FOR DRILL The educative value of drill games can not be overestimated. They are utilized as a means of drill on phonic facts and words. PRINT AND SCRIPT The use of the print on the blackboard is not necessary. The teacher may use script exclusively on the board, but should call attention to the print on the perception cards. In this way the pupils learn to read both script and print readily. SPELLING A systematized study of phonics as given in the New Howell Primer gives a basis for correct spelling. The time for spelling, however, is not until the Primer has been finished. The pupils can then analyze words into separate sounds and know the names of the letters that stand for these sounds. More than eighty per cent of the vocabulary of the first three grades is phonetic. When this is realized one will begin to see why this systematized study of phonics will develop good spelling. The first word lists in the Primer may be used for spelling. In this way the New Howell Primer serves as a phonic drill book, a speller, and a reader. THE NAME OF THE LETTER The best time to teach the name of a letter is when a different use of it occurs from what the child has already learned. However, there is no objection to teaching the name of the letter as soon as he knows the sound. The child will acquire it unconsciously. The teacher need not be disturbed ,if the child knows the name of the letter. If he calls the letter by name when the teacher is trying to teach the sound of the letter, simply say to the child : "Yes, that is the name of the letter; but this is the sound." MATERIAL There are four sets of cards that may be used with the Primer. The illustrated perception phonic cards are for use in drilling on phonic facts. The perception word cards 'are for use in drilling on words already worked out through the knowledge of the phonic facts taught. Seat work letter cards are for building words. Seat work word cards are for building sentences. [17] OUTLINE OF WORK FOR THE FIRST WEEKS WITH THE NEW HOWELL PRIMER FIRST DAY FIRST STEP EAR TRAINING ONLY First of all, gain the attention of the children by a short conversation 01 story; speak of mother, father, and things at home; why mother sent us to school, etc. The Purpose of TJiis Talk: For the child, to cause him to express his thoughts, and to feel at ease ; for the teacher, to gain knowledge of different minds, in order to make adaptations needed. Result Gained From This Talk: Definite idea in the child's mind of why he comes to school, the foremost reason being to learn to read. Talk About Words: When we talk and when we read, we use words. Call upon every child to tell you one word. (The purpose of this is to encourage the children to speak, and to give them confidence by doing something. The teacher will also take note of their speech, to see if any do not speak correctly, etc.) A Word Game: Tell the children that you have a new game for them; it is, guessing words. The teacher announces that she is going to tell a story, but that there are some words the children must guess. She says, "When I pause, then you tell me the word I have just said." Then the teacher begins, sounding the words in black-face type, as indicated by the hyphen, and pausing for the children to say the word: The Story of Joe Once upon a time there was a little boy named j-6. His mother gave him a litt'e rake and a spade and a h-6. One day j-0 was digging with his little h-6, and he cut his t-6. Oh! it hurt him s-6. His mother wrapped up his t-6, and tied the string in a little b-6. Then his mother kissed j-0, and asked him, "Does your t-6 hurt much now?" He smiled and said, "n-6." Then his mother patted j-6 on the head and said, "Now, you may g-6." Note — This and all succeeding "phonic stories" should not be read by the teacher, but should be memorized and told in an attractive manner. The chil- dren should make the responses in concert. DRILL TEACHER PUPILS TEACHER PUPILS j-6 Joe s-c so h-6 hoe b-6 bow t-6 toe g-6 go n-6 no SEAT WORK Have some interesting seat work prepared, and show the children how to use it. (See the chapter on Seat Work in this manual.) [18] Continue the Story of Joe : Joe's Pie Joe's mother said to him, "You are a good little boy not to cr-I. How would you like to have a little p-I?" Joe cried, "O m-I!" and he clapped his hands and he jumped up h-I. "But," his mother said, "I have no p-I." Then Joe began to s-i. "But," said his mother, "I will give you some money and you may go to the baker's and b-I you a p-I." Then Joe did not s-i; but again he jumped up h-I, and said, "O m-I." For he liked to go to the baker's to b-I a p-I. "Now," said his mother, "wash your face and hands, and put on a t-I; then you may go to the baker's to b-I a p-I." So Joe washed his face and hands, and put on a clean t-I. Then his mother gave him five cents. Joe kissed his mother and said, "Good b-I !" and away he ran to the baker's to b-I him a p-I. DRILL TEACHER cr-I p-I m-I h-I PUPILS cry pie my high TEACHER PUPILS S-I sigh t-I tie b-I buy p-I pie PLAYING DOCTOR WORD GAME The teacher says: "Children, suppose we play that I am a doctor and I have to come to examine your ears. I want to see if you can hear. I will say a word slowly. If' you know what that word is you need not speak. Just do what I say and in that way show me that you understand." Teacher says: Teacher says: "Touch your — " Pupils touch : "Point to a — " Pupils point to n-6z nose cb-ar chair ch-in chin d-esk desk ch-ek cheek b-ook book h-ar hair pen pen ar-m. arm sL-ik stick th-um thumb d-or door f-as face b-oi boy dr-es dress g-erl girl The teacher says: The pupils "Foint to something — " point to something: 1 r-ed red gr-en green bl-ob blue bl-ak black wh-It . white p-ink pink br-oun brown [19] The teacher says {sounding the italicized words) : 'Hold up your h-ands. 'Cl-ap- your h-ands. 'Sh-ow me your f-ist. 'Sh-ow me your f-ingers. 'Sh-ake your h-ands. 'Stretch your ar-ms. 'Put your hands in your l-ap. 'B-ow your h-eads. "Raise your h-eads. "Cl-ose your eyes. "O-pen your eyes. "Let me see you cr-y. "Let me see you sm-ile. "Open your m-outh. "Sh-ow me your t-eeth. "Sh-ow me your t-ongue: Teach the class to make large ovals or circles in the air, and on the black- board. (See the chapter on Writing in this manual.) Continue the Story of Joe: Joe and May Joe started for the baker's very happy and g-a. He had not gone far on the w-a before he met his friend, little m-a. Joe said, "Good morning, m-a;" and she said, "How do you do to-d-a?" The little girl said, "Let's go and pl-a." But Joe said, "No, I'm going to the baker's; come go with me, m-a." She said, "All right, Joe" ; and off went th-a. Joe bought a pie, and he had to p-a five cents for it. Then he said, "Come on, m-a ; we will go home and eat the pie, then we will pl-a." So off went th-a, so happy and g-a, they ran all the w-a. TEACHER PUPILS TEACHER PUPILS m-a May th-a they g-a gay p-a pay d-a day w-a. way pl-a play m-a WORD GAME May The teacher says: "I shall now pronounce some words slowly, and I want you to show me that you understand what I say by doing what I shall ask you to do. 'S-it up str-aight. 'Now you may r-ise. 1 T-urn to the r-ight. 'T-urn to the l-ejt. 'T-urn to the back of the r-oom. 'T-urn to the front of the r-oom. ' l B-ow to the r-ight. 'B-ow to the l-ejt. 'B-ow to the t-eacher. "St-and on the r-ight f-oot. "St-and on the l-ejt j-oot. "St-and on both j-eet. "Pl-ace your h-ands on your h-ips. "You may make one h-op. "You may make one j-iimp. "Put your h-ands by your s-ide. "The class may be s-eated." [20] INDIVIDUAL WORK The teacher then says these sentences and the individual child spoken to performs the action : "T-om may r-un. "Gr-ace may o-pen the door. "S'-am may h-op. "John may cl-ose the d-oor. "M-ary may sk-ip. "Ch-arles may w-ave the fl-ag. ' "George may j-ump. "R-obert may b-eat a dr-um. "N-ell may walk. "N-at may sh-oot a g-un." i ■ REVIEWS Review the phonic stories and drills. SUPPLEMENTARY WORK STORY "How the Home was Built." Mother Stories by Maud Lindsay. SONG "The Finger Family." Songs of the Child World, Book I, Gaynor. POEM Hundreds of stars in the pretty sky, Hundreds of shells on the shore together, Hundreds of birds that go singing by, Hundreds of bees in the sunny weather. Hundreds of dewdrops to greet the dawn, Hundreds of lambs in the purple clover, Hundreds of butterflies on the lawn — But only one mother the wide world over. — George Cooper. OCCUPATIONS Cut paper dolls from old magazines — mother, father, baby. Cut houses and furniture from catalogs. CONVERSATION Home, family, occupations of the family, etc. Note — Bear in mind that this manual is designed to help teachers in the use of the Primer ; it is not intended to give a complete program for daily work. It gives a minimum amount of work in phonics, writing, reading, and seat work ; many teachers do more than this manual advises. The supplementary work is merely suggestive. By no means must the teacher think that she is obliged to do it, or that it is necessary for the suc- cessful teaching of the New Howell Primer. It is offered for the convenience of the teacher. Let her choose- from it the material best suited for the correla- tion work and do as much as time and circumstances permit. A full list of the reference books with publishers is given at the close of this book. [21] SECOND DAY FIRST STEP EAR TRAINING ONLY Continue the Story of Joe : The Kite Joe and May had finished eating the pie and had gone out into the yard to play, when they heard a boy call, "Joe!" Joe answered, "Who are y-ob ?" The boy said, "I am Nat, that's h-oo." Joe called, "Come over here, "Nat." Then tney heard a girl call, "I'm here, t-oo." May asked, "h-oo are y-oo?" The girl said, "I am s-oo ; that's h-oo." Joe and May called, "Come over here, s-oo ; we are glad to see you, t-oo." Soon the gate opened and in came Nat and s-oo, those t-oo. Nat had his kite. Joe and May and Nat and Sue went out into a field to fly the kite. The wind bl-oo, and the kite fl-oo. Up, up, it went. The higher the kite fl-oo, the smaller it gr-oo, till it looked like a speck in the sky. DRILL TEACHER PUPILS TEACHER PUPILS y-oo you bl-oo blew t-oo too fl-ob flew s-oo Sue gr-oo grew WORD GAME- -VISITING The teacher says: "Let us play that I am spending I shall sound slowly the names of the things I see in who can guess what I say." the night at your home, your dining-room. See TEACHER (sounding PUPILS TEACHER the wor ds) br-ead t-able table b-utter ch-airs chairs m-ilk r-ug rug t-ea b-ell bell m-eat cl-ock clock e-ggs kn-ife knife p-ickle f-ork fork j-am sp-oon spoon c-ake phate plate cr-eam c-up cup fr-uit (Questions the teacher asks the children during The teacher asks The teacher asks "Can you — " The p upils answer : "Can you — " r-ead read s-ew wr-ite write c-ook sp-ell spell sw-eep dr-aw draw d-ust PUPILS bread butter milk tea meat eggs pickle jam cake cream fruit g the evening) The pupils answer : sew cook sweep dust [22] o-x p-ony c-alf sh-eep g-oat m-ule SEAT WORK INDIVIDUAL WORK The teacher says: "We shall now play that I went to sleep that night and dreamed that the school room was a barn yard, and the children were animals. "John, I dreamed that you were a r-at. What did I dream you were?" John answers, "A rat." Teacher — "Mary, I dreamed you were a c-at. What did I dream you were?" Mary answers, "A cat." Give each child a chance to pronounce the name of some animal, such as: c-ow o-x p-ony k-id h-og c-alt sii-eep m-ouse p-ig g-oat m-ule d-og Trace, color, and cut kites. Continue the Story of Joe : The Tree Nat's kite went up higher than any tr-e. It pulled hard on the cord. Nat asked Joe, "Do you want to hold it, Joe?" "Yes," said h-e. So Nat let Joe hold the cord. Then May said, "Now, let m-e." So Nat let May hold the cord. Then Sue said, "Now, let m-e." So Nat let Sue hold the cord. Then Nat pulled in the cord and brought the kite down. When the kite got nearly to the ground, it fell into a little tr-e. Joe said, "Now, s-e what you have done." Sue asked Nat, "How can you get the kite out of the tr-e ?" "I will show you," said h-e. Then Nat tried to climb the little tr-e. But the rough tr-e hurt Nat's n-e. Nat said, "O m-e ! I can't climb this tr-e." Just then Joe gave the cord a jerk and got the kite fr-e. Then they all went home, for it was time for t-e. TEACHER PUPILS TEACHER PUPHS tr-e tree n-e knee h-e he fr-e free m-e m= t-e tea s-e sec ' Note — The teacher may read the pupils such stories as Little Black Sambo, Mother Goose Rimes, etc., pausing to sound some of the words. If the pupils pronounce the words correctly the teacher shows them the picture. Review the circle or the oval in the air and on the board. Teach the class to make lines in the air. (See the chapter on Writing in this manual.) T231 REVIEW OF PHONIC DRILLS (Individual Work) TEACHER PUPIL TEACHER PUPIL TEACHER PX FIL j-6 Joe cr-I cr j' m-a May h-6 hoc m-i my g-a gay t-0 toe h-i hi! gh w-a way s-6 so S-l sigh d-a day b-6 bow b-i bye pl-a play n-o no t-I tie th-a they g-6 go p-i Pi p-a pay TEACHER PUPIL TEACHER PUPIL y-oo you tr-e tree h-oo who h-e he t-00 too m-e me S-00 Sue s-e see bl-oo blew n-e knee fl-00 flew fr-e free gr-oo giew t-e tea SUPPLEMENTARY WORK "Billy Bobtail." Story Book by Jane L. Hoxie. "The Town Musicians of Bremen," Grimm. Howell Second Reader. DRAMATIZATION Dramatize "Billy Bobtail" or "Town Musicians." CONVERSATION Animals. Kindness to animals. OCCUPATIONS Cut animals mentioned in the stories. Cut them from magazines, or trace and cut from patterns. Model animals with clay. GAME "Rhythm Game." Songs of the Child World, Book I, Gaynor. [24] THIRD DAY SECOND STEP EAR TRAINING ONLY In this step the teacher pronounces the words and the pupils separate them into their sounds. For example, the teacher says : "Now, I want you to sound some words. Sound this word: Joe!' The pupils should say "j-6." If they do not do this they must be taught how to utter the elementary sounds. Let the teacher pronounce the word again and show the pupils how to separate it into two sounds, by uttering the first sound, and then pausing before the second sound is given. Let the pupils sound the word with the teacher. Proceed in the same way with each word in the drill. • Drill For Long 1 Vowels TEACHER PUPILS TEACHER PUPILS Joe j-o may m-a toe t-0 say s-a so S-0 pay p-a bow b-6 day d-a. no n-o gay g-a go g-o jay j-a show sh-o way w-a hoe h-6 nay n-a. TEACHER PUPILS TEACHER PUPILS pie p-1 see s-e my m-i tea t-e by b-I me m-e th t-i she sli-e you y-oo we w-e Sue S-00 h» h-e two t-00 be b-e do d-oo knee n-e The teacher then pronounces the words given in the drill above in the following games. . FLOWER GARDEN Teacher — "We will play that the school room is a flower garden, and the boys and girls are butterflies. How many little butterflies would like to fly about in the garden, and gather honey from the pretty flowers? If you can give me two separate sounds in each of these words you may do so." A NUTTING PARTY Teacher — "We will play. that the school room is an oak forest, and the boys and girls are squirrels. How many little squirrels would like to go out in the forest and gather acorns? If you can give me two separate sounds in each of these words you may do so." [251 Note — The analysis of words into separate sounds is a most important step in ear training, and should be stressed in all phonic drills. The teacher must not become discouraged if the pupils do not master this second step in ear training at once, but keep reviewing. Vary the work as much as possible. WRITING Review and practice all that was taught the first and second days. SEAT WORK Let the pupils cut flowers from old magazines. Let them represent a forest on their desks, using pegs for the trees. REVIEW — PHONICS Review the drill for Long Vowels. For the pupils who can not give two separate sounds in the words, the following plan is suggested. The teacher pip- nounces the word Joe. She then gives, slowly the two sounds, j-6, and requires each child to give the two sounds, j-0. When each child has given the two sounds in the word Joe it will be easier for them to give two sounds in the other words in the list. SUPPLEMENTARY WORK STORY "Stanley and the Squirrel." Half Hundred Stories, Kate Brown. SONG "The Squirrel." Finger Plays, Emilie Poulsson. • OCCUPATIONS Cut squirrels and nuts. Fold and make a basket of stiff paper. Model squirrel and nuts. NATURE STUDY Squirrels and nuts. GAME "Chasing the Squirrel." Songs and Games for Little Ones, Walker and Jenks. 126] FOURTH DAY Review the drill for Long Vowels. NEW LETTER (a A) Present and teach the letter a A and its sound. FIRST STEP EAR TRAINING ONLY PHONIC STORY Once there was 7 a little boy named Nat. He had a little baby sister. The baby's name was Ann. She was a good baby and seldom cried. Little Ann would try to talk, but all she could say was "a-a-a." PHONIC STORY -WITH WORDS CONTAINING THE SOUND a Tell the following story, sounding the black-face letters and pausing as indicated by the hyphens, and letting the children pronounce the words, as in the other stories. Three Old Cat One day two boys came to see Joe. They were his friends, n-a-t and s-a-m. Don came with n-a-t; he is n-a-t's big dog. S-a-m brought his ball. Joe said, "I have a b-a-t; let's play three old k-a-t." "All right," said n-a-t and s-a-m. Joe said, "I'll have first inning, because it is my b-a-t." "Then, I will pitch," said s-a-m, "because it's my ball." "Well," said n-a-t, "I will k-a-ch." The boys began to play. S-a-m pitched the ball. Joe hit it with his b-a-t. Then Joe r-a-n for the base. Sam r-a-n to get the ball. But Don r-a-n faster than s-a-m. Don got the ball. Sam r-a-n after Don, but he could not k-a-ch him. Then Sam called to n-a-t, "O n-a-t! Make Don bring the ball b-a-k." And Nat called to Don, "Here, Don, here! Bring that ball b-a-k, you b-a-d dog!" After a while Don brought the ball b-a-k. "You're a b-a-d dog," said n-a-t. Joe said, "We don't want you to play with us, you b-a-d dog; you don't know how to play k-a-t." "Go home, Don," said s-a-m; "go on b-a-k." But Don w-agd his tail, and waited for the boys to hit the ball again. DRILL Let the teacher sound the following words for the pupils to pronounce : TEACHER PUPILS TEACHER PUPILS k-a-t cat b-a-g bag b-a-t bat t-a-g tag n-a-t Nat b-a-k back s-a-t sat s-a-k sack f-a-t fat t-a-k tack m-a-t mat j-a-k Jzck p-a-t pat p-a-k pack h-a-t hat b-a-d bad r-a-t rat m-a-d mad [27] SECOND STEP EAR TRAINING Do the reverse of the above drill; let the teacher pronounce the following words, and the pupils separate them into their three sounds. Pupils answer first in concert, and then individually. DRILL FOR a-t TEACHER PUPILS TEACHER PUPHS cat c-a-t rat r-a-t bat b-a-t hat h-a-t Nat n-a-t sat s-a-t mat m-a-t pat p-a-t Ask pupils to suggest words containing the sound they have heard in the words in the drill— the sound the baby made when she tried to talk (a). The teacher may help the pupils, at first, by asking questions. Teacher — "What fruit begins with the sound a?" Pupils — "Apple." Teacher — "Can you think of a boy's name beginning with the sound a?" Pupils — "Albert." Teacher — "Can you think of a girl's name beginning with the sound a?" Pupils — ' 'Annie . " Note — After the drill in the second step in ear training, a song and a poem are suggested. The teacher sings the song and the children are told to listen and tell the words they hear containing the new sound. The teacher then recites a poem and the children tell the words with the new sound. SONG "Jack Frost." Songs of the Child World, Book I, Gaynor. POEM Pat-a-cake, pat-a-cake, baker's man ! So I will, master, as fast as I can : Pat it, and prick it, and mark it with T, Put in the oven for Tommy and me. THIRD STEP EYE TRAINING WITH EAR TRAINING Teacher — "You have heard the sound a in words, stories, songs, and a poem; and now I am going to show you the letter that stands for that little sound." ' Teacher writes the letter a in the air and on the board several times. Reserve a place upon the board to list letters as fast as learned. Write a small and a capital a upon the board and let them remain for daily review. [28] PERCEPTION PHONIC CARD Show the class the letter a on the perception phonic card. Call attention to the picture and to the fact that the first sound in the word apple is the same sound the baby made when she tried to talk. SEAT WORK Give the pupils some letter a's for the seat work letter box. With these letter cards match small script a's from the board. Cut and color apples. Model apples with clay. FOURTH STEP MUSCULAR TRAINING WITH EYE AND EAR TRAINING Teach the class to make small script a in the air and on the board. (Sec the chapter on Writing in this manual") PLAYING SOLDIERS PHONIC GAME Teacher — "How many would like to play soldiers and march with me? If you can give the two sounds in the words I pronounce you may join in the march and be a soldier." Teacher pronounces the words in drill for Long Vowels. SUPPLEMENTARY WORK STORIES "The Red and Blue." Five Minutes' Stories, Laura Richards. "The Brave Tin Soldier." Andersen's Fairy Tales. SONGS "Our Flag." First Year Music, Dann. "Rub-a-dub." Songs of the Child World, Book I, Gaynor. CONVERSATION United States Flag. OCCUPATIONS Cut and color flags. Make flags of red, white and blue paper. Draw gun, drum, bugle, sword. Model gun, drum, bugle, sword. GAME SONG "Soldier Boy." First Year Music, Dann. [29] FIFTH DAY Review the drill for Long Vowels. Review the drill for a-t. NEW LETTER (t T) Present and teach the letter t T and its sound. FIRST STEP EAR TRAINING PHONIC STORY It was hard for Nat to wake up in the morning. His father bought an alarm clock and put it by his bed. Nat went to sleep and dreamed of soldiers marching; and, instead of the captain saying, "Left, right; left, right," he was saying, "t, t; t, t," just like the clock. DRILL Let the teacher sound the following words for the pupils to pronounce : TEACHER PUPILS TEACHER PUPILS b-a-t bat t-a-g tag k-a-t cat t-a-k tack n-a-t Nat t-a-p tap s-a-t sat t-a-n tan f-a-t fat p-a-t pat in-a-t mat h-a-t har SECOND STEP EAR TRAINING Do the reverse of the above drill; let the teacher pronounce the following words, and the pupils separate them into their three sounds : drill for a-t TEACHER PUPILS TEACHER PUPILS csc k-a-t rat r-a-t bat b-a-t hat h-a-t Nat n-a-t sat s-a-t mat rn-a-t pat p-a-t Ask pupils to suggest words containing the new sound t (Tom, Ted, toy, top). Let the pupils tell the words in the following song and poem containing the sound of the new letter t. 'SONG "Song of the Kitchen Clock." Songs of the Child World, Book I, Gaynor. POEM Little Tom Tucker How shall he cut it Sings for his supper; Without e'er a knife? What shall he eat? How will he be married White bread and butter. Without e'er a wife? [30] THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Write the letter t in the air and on the board. Add the letter t T to the letter a A on the board and let them remain there for daily review. PERCEPTION PHONIC CARD Show 1 the class the letter t on the perception phonic card. Call attention to the picture, and to the fact that the first sound in the word top is the same sound that Nat dreamed the soldiers were making. SEAT WORK Give the pupils some letter t's for the seat work letter box. Select all small a's and t's from the box. Cut and color tops. Model tops. FOURTH STEP WRITING Teach the pupils to write the letter t. Ask the pupils to write the letter that stands for the first sound of apple (a). Give the sound and not the name. FIFTH STEP (A) EYE TRAINING WITH EAR TRAINING (Combining Letters into Words) STORY Two little letters, one called a and the other t. You can call them both at one time. When you call them, what word do you say? (at). Note — As the sound of each letter is mentioned the teacher writes the letter on the board. Then' join the two letters and write the word at several times. Let it remain on the board for review. PERCEPTION WORD CARD Show the class the word at on the perception word card. SUPPLEMENTARY WORK STORIES "Father Time and His Children." Half Hundred Stories, Brown. "Little Tom Tucker's Bun." Mother Goose Village, Madge Bigham. SONG "Tick-Tock." . First Year Music, Dann. CONVERSATION Time. OCCUPATIONS Drawing clocks. Folding and making clocks of stiff paper. GAME "The Pendulum." Songs and Games for Little Ones, Walker and Jenks. [311 SIXTH DAY If this day is Monday, the children will probably have forgotten some of the things taught last week. It will be well to begin with a word game similar to those used last week. These reviews are necessary for the benefit of the new pupils who enter late. Review the drill for Long Vowels, and the drill for a-t. Review perception phonic cards a. and t. Review perception word card at. NEW LETTER (nN) Present and teach the letter n N and its sound. FIRST STEP EAR TRAINING — -PHONIC STORY Nat went to the country to visit his little friend Sam. He took his dog Don with him. One day while the boys were playing with Don in the barn- yard they heard the little baby calf crying for its mother. It was saying "n-n-n!" DRILL Let the teacher sound the following words for the pupils to pronounce : TEACHER PUPILS TEACHER tupils TEACHER PUPILS k-a-n cane k-e-n keen n-e-d need ch-a-n chain kl-e-n clean n-6-d nod m-a-n mane m-awr-n morn n-u-t nut p-a-n pain b-awr-n born n-o-t not st-a-n stain n-I-n nine n-o-t note i r-a-n rain n-u-n none n-i-t knit tr-a-n train n-a-n Nan n-e-t net br-a-n brain n-oo-n noon n-a-m name gr-a-n grain n-e-d SECOND Ned STEP n-i-f knife EAR TRAINING DRILL FOR a-n Words for the pupils to sound : TEACHER PUPILS TEACHER Turns TEACHER PUPILS man m-a-n fan f-a-n Dan d-a-n pan p-a-n ran r-a-n Nan n-a-n can c-a-n tin t-a-n Ann a-n Ask pupils to suggest words containing the new sound n (Ned, Nan, nose, nut). SONG "The Bird's Nest." Songs of the Child World, Book I, Gaynor. [32] POEMS Little Robin Redbreast Sat upon a rail, Niddle, naddle, went his head, Wiggle, waggle, went his tail. Little Nancy Etticoat, In a white petticoat, And a red nose; The longer she stands, The shorter she grows. THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Teacher writes the letter n N in the air and on the board. Add this new letter n N to the other letters on the board. PERCEPTION PHONIC CARD Show the class the letter n N on the perception phonic card. Call attention to the picture and to the fact that the first sound in the word nest is the same sound the little baby calf made when it cried for its mother. SEAT WORK Give the pupils some letter n's for the seat work letter box. Match small n's and the other letters previously taught, from the board. With the letter cards build the word at. FOURTH STEP WRITING Teach the pupils to write the letter n. Review writing from dictation all letters taught. Ex. — Write the letter that stands for the first sound of apple (a), of top (t), and of nest (n). This reference to the picture leads to independence in reading the new sounds through the picture. FIFTH STEP (A) MAKING NEW WORDS — STORY Two little letters, one called a and the other n. You can call them both at one time. When you call them, what word do you say? (an). Reserve a place upon the blackboard to list the words as fast as they are learned. Let them remain for daily review. With the new letter n and the letters previously taught, the teacher works out the following words by "families." In double letters sound the first letter only. at an Nat Nan tan ant Ann 1331 PERCEPTION WORD CARDS Show the class the words an, Nat and Ann on the perception word cards. They have already been taught the word at. Let these four words form the beginning of a pack of perception word cards for daily review. FLYING BIRDS (Game for the Quick Recognition of Words and Sounds) Give a child the perception phonic card with the a sound. Let him play it is a bird, and as it flies away it sings a, a, a, a, a, a, a, a (singing the scale). Proceed in the same manner with the t and n cards. Play the same game with the perception word "cards at, an, Ann, Nat. SUPPLEMENTARY WORK STORIES 'Out of the Nest." More Mother Stories, Maud Lindsay. 'The Bird's Concert." Half Hundred Stories, Brown. 'Spring in the Apple Tree." Half Hundred Stories, Brown. 'Crooked Man's Story." Mother Goose Village, Bigham. SONG 'The Sparrow." Finger Plays, Emilie Poulsson. POEM Sing a song of sixpence, A bag full of rye : Four-and-twenty blackbirds Baked in a pie ; When the pie was opened The birds began to sing; Was not that a dainty dish To set before the King? The King was in his counting-house, Counting out his money; The Queen was in the parlor, Eating bread and honey; The maid was in the garden Hanging out the clothes; By came a little bird, And snapt off her nrse. NATURE STUDY Birds in season. OCCUPATIONS Cutting, drawing, tracing birds, nests, and eggs. Model birds, eggs, and nest. GAME "Hop, Hop, Come Birdies All." Songs and Games for Little Ones, Walker and Jenks. [34] SEVENTH DAY Review the drill for Long Vowels, the drill for a-t, the drill for a-n. Review from the board all letters previously taught. Review the words on the board, the class sounding the letters in concert and pronouncing the words. Review the perception phonic and word cards previously taught. NEW LETTER Cm M) Present and teach the letter m M and its sound. FIRST STEP EAR TRAINING — PHONIC STORY Nat and Sam were sorry for the little calf when they heard it crying for its mother. They were glad to drive the mother cow home from the pasture in the evening. When the cow reached the gate, and heard her baby calf crying, she threw up her head and said, "m, m, m." DRILL Let the teacher sound the following words for the pupils to pronounce: TEACHER PUPILS TEACHER tupils TEACHER PUPILS ga-m game 1-i-m limb m-i-t mit s-a-m same br-i-m brim m-ar-k mark t-a-m tame f-ar-m farm m-a-d mad kr-e-m cream ch-ar-m charm m-a-d made dr-e-m dream m-a-t mat m-u-d mud st-e-m steam m-a-t mate m-aw-d Maud st-e-m stem m-e-t meat rp-u-f muff j-i-m Jim m-e-t met m-u-g mug d-i-m dim m-i-t might m-6-p mop SECOND STEP EAR TRAINING DRILL FOR a-Hl TEACHER PUPILS lamb 1-a-m ram r- a-m TEACHER PUPILS Sam s-a-m jam j-a-m TEACHER PUPILS ham h-a-m mam m-a-m Ask pupils to suggest words containing the new sound m (Mary, Mack, mat, moon, man). "The Moon." Songs of the Child World, Book I, Gaynor. "The New Moon." First Year Music, Dann. [35] POEMS Little Miss Muffet Sat on a tuffet, Eating her curds and whey. There came a big spider, And sat down beside her, And frightened Miss Muffet away. Mistress Mary, quite contrary, How does your garden grow? With cockle-shells and silver bells And mussels all a-row. THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound Taught) Teacher writes the letter m M in the air and on the board. Add this new letter m M to the other letters on the board and let them remain for daily review. PERCEPTION PHONIC CARD Show the class the letter m M on the perception phonic card. Call at- tention to the picture, and to the fact -that the first sound in the word man is the same sound the mother cow made when she saw her baby calf and heard it crying. SEAT WORK Give each child some letter m's for the letter box. Match the letters in the box with the letters from the board. Build the words from the board (at, an, Nat, tan, Nan, Ann, ant). FOURTH STEP WRITING Teach the pupils to write the letter m. Write from dictation all letters previously taught. FIFTH STEP (A) MAKING NEW WORDS — STORY Two little letters, one called a and the other m. You can call them both at one time. When you call them, what word do you say? (am). FAMILIES To the "at family,'* add the new word mat. To the "an family," add the new word man. To the "am family," add the word mam. at an am Nat Nan mam mat tan Ann man T36] PERCEPTION WORD CARD Show the class the word man on the perception word card. Add this card to the pack of perception word cards, for daily review. CLIMBING THE LADDER (Game for the Quick Recognition of Words) Draw a ladder on the board. Write a word on each round of the ladder. See how many pupils can climb the ladder without missing a word. The ladder may be taken down by the pupils erasing the words as they are pronounced correctly. SUPPLEMENTARY WORK STORIES "Imgard's Cow." More Mother Stories, Maud Lindsay. "The Cow." Stories Children Need, C. S. Bailey. "Dan." Mother Goose Village, Bigham. SONG "Making Butter." Finger Plays, Poulsson. poem — "the cow" The friendly cow, all red and white, I love with all my heart: She gives me cream with all her might, To eat with apple-tart. She wanders lowing here and there. And yet she can not stray, All in the pleasant open air, The pleasant light of .day ; And blown by all the winds that pass, And wet with all the showers, She walks among the meadow grass And eats the meadow flowers. — Robert Louis Stevenson. CONVERSATION Cow, calf, milk and butter. OCCUPATIONS Cutting— Illustrate Little Miss Muffet. Cut Miss Muffet, spider, tuffet, bowl, spoon. Arrange on bogus paper with suitable background. Construction — Make a barn of stiff paper. Model cow and calf with clay. Represent a barnyard on the sand-table. GAME SONG "Muffin Man." First Year Music, Dann. [37] EIGHTH DAY Review the drills for a-t, a-n, and a-m. Review from the board all letters previously taught. Review the words on the board, the class sounding the letters in concert and pronouncing the words. Review the perception phonic cards previously taught. Review the perception word cards previously taught. NEW LETTER (r R) Present and teach the letter r R and its sound. FIRST STEP EAR TRAINING — PHONIC STORY Don did not like cats. In the barn, hunting rats, were two cats named Tab and Tom. Whenever the cats would come near Don he would run at them and growl "r, r; r, r." DRILL Let the teacher sound the following words for the pupils to pronounce: TEACHER r-e-d r-e-d r-i-d r-6-d r-6-d r-i-b r-6-b r-6-b r-u-b TUFILS red read ride rode rod rib rob robe rub TEACHER rUITLS r-u-n run r-a-n rain r-e-n wren r-a-g rag r-u-g rug r-6-p rope r-i-p ripe r-a-p rap r-i-p rip TEACHER PUPILS r-a-k rake r-6-k rock r-a-k rack r-I-t write r-6-t wrote r oo-t root r-u-f rough r-oo-f roof r-o-z rose TEACHER PUPILS row r-6 rav r-a SECOND STEP EAR TRAINING — DRILL FOR 1' TEACHER PUPILS rye r- 1 TEACHER PUPILS ran r-a-n ram r-a-m rat r-a-t Pupils suggest words containing the sound r (Ray, Rose, rat, red, round). SONG "The Little Shoemaker." Songs of the Child World, Book I, Gaynor. [38] POEM The rain is raining all around; It falls on field and tree. It falls on the umbrellas here And on the ships at sea. — R. L. Stevenson. THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Teacher writes the letter r in the air and on the board. Add the letter r R to the other letters on the board, and let them remain for daily review. PERCEPTION PHONIC CARD Show the class the letter r on the perception phonic card. Call attention to the picture and to the fact that the sound Don made when he growled at the cats is the same as the first sound of the word rat. SEAT WORK Give the pupils some letter r's for the seat work letter box. Match a's, t's, n's, m's, from the board. Build with the letter cards the words on the board. FOURTH STEP WRITING Teach the pupils to write the letter r. Review from the board all letters previously taught. FIFTH STEP (A) MAKING NEW WORDS Add to the "at family," the word rat. Add to the "an family," the word ran. Add to the "am family," the word ram. PERCEPTION WORD CARD Show the class the word ran on the perception word card. Add this card to the word cards already taught. GOING TO A PICNIC WORD GAME Draw steps on the board. Write words on the steps. If a child can pro- nounce the words he may march up the steps to a picnic in the park. [39] FIFTH STEP (B) COMBINING WORDS INTO SENTENCES If the teacher thinks best she can now begin writing sentences on the board for the pupils to read. Use only the words previously taught. Nat ran at Ann. Ann ran at Nan. Nan ran at an ant. An ant ran, ran, ran. CIRCUS PARADE — PHONIC GAME Teacher — "Children, how many would like to play that you are different animals and march with me in a circus parade? If you can give three separate sounds in the words I pronounce you may do so." (Teacher pronounces the words in the drill for a-t.) SUPPLEMENTARY WORK STORIES 'The Dog and His Shadow." Children's Hour, C. S. Bailey. 'Our Dog at Kindergarten." Half Hundred Stories, Brown. 'Mother Hubbard's Easter Lily." Mother Goose Village, Bigham. Old Mother Hubbard Went to the cupboard To get her poor dog a bone ; But when she came there, The cupboard was bare, And so the poor dog had none. Dogs. Cut dogs, cats, rats. Draw rats. Model dog, cat, and rat. NATURE STUDY OCCUPATIONS SONG GAME "Kitty Cat and the Mouse." Songs and Games for Little Ones, Walker and Jenks. [40] NINTH DAY Review the drills for a-t, a-n, a-m, and r. Review from the board all letters previously taught. Review the words on the board, the class sounding the letters in concert and pronouncing the words. Review the perception phonic cards previously taught. Review the perception word cards previously taught. NEW LETTER (sS) Present and teach the letter 5 5 and its sound. FIRST STEP EAR TRAINING PHONIC STORY While Nat and Sam were driving the cow home from the pasture, they saw a large snake crawling slowly through the clover. The boys called Don. When Don saw the snake he ran at it barking. The snake heard the dog barking and threw out its head and hissed "s-s-s." DRILL Let the teacher sound the following words for the pupils to pronounce: TEACHER PUPHS f-a-s face b-a-s base ch-a-s chase p-a-s pace k-a-s case g-oo-s goose g-e-s geese TEACHER PUPILS h-ou-s house m-ou-s mouse m-I-s mice r-i-s rice n-I-s nice s-6-p soap s-oo-p soup TEACHER PUPILS s-a-k sack s-i-k sick s-o-k sock s-u-k suck s-oo-n soon s-u-n sun s-e-t set SECOND STEP EAR TRAINING DRILL FOR S TEACHER PUPILS TEACHER PUPILS so s-6 sat s-a-t sigh s-i Sam s-a-m Pupils suggest words containing the new sound s (Sam, Susie, soap, soon). SONG "See, Saw." Songs of the Child World, Book I, Gaynor. TEACHER TUPILS say s-a see s- e POEMS See, saw, Marjory Daw, Jack shall have a new master. He shall have but a penny a day, Because he can't work any faster. [41] Simple Simon went a-fishing For to catch a whale ; All the water he had got Was in his mother's pail. THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Teacher writes the letter ^ 5 in the air and on the board. Add the letter 5 5 to the other letters on the board and let them remain for review. PERCEPTION PHONIC CARD Show the class the letter s on the perception phonic card. Call attention to the picture, and to the fact that the sound that the snake made is the same as the first sound of the word saw. SEAT WORK Give the pupils some letter s's for the seat work letter box. Build with the letter cards the words on the board. FOURTH STEP WRITING Teach the pupils to write the letter .?. Review all letters previously taught. FIFTH STEP (A) MAKING NEW WORDS Add to the "at family," the word sat. Add to the "am family," the word Sam. PERCEPTION WORD CARDS Show the class the words Sam and sat on the perception word cards. Add these words to the word cards previously taught. GAME — POTATO RACE Place the perception word and phonic cards, previously taught, in the chalk tray. Two children race to see which can bring the teacher the greatest number of potatoes, by pronouncing the words and sounds correctly. The child reads the word, or gives the sound of the letter on the card, as he hands it to the teacher. [42] FIFTH STEP (B) SENTENCES Let the teacher write sentences on the board for the children to read. Use the words already taught. SUPPLEMENTARY WORK STORY "Raggylug." How to Tell Stories to Children, Bryant. POEM Rabbit, rabbit, rabbit pie ! Come, my ladies, come and buy; Else your babies, they will cry. SONG GAME "The Little Rabbit." Dramatic Games and Dances for Little Children, Crawford. OCCUPATIONS Cut mother rabbit and baby rabbit. Draw rabbits. ' Model rabbits. CONVERSATION Obedience. Note — The teacher may read to the class : "Peter Rabbit," Potter. "Johnny Chuck Finds the Best Thing in the World." Stories Children Need, C\ S. Bailey. [43] TENTH DAY Rapid review of the drills for a-n, a-m, r, and s. Review the words on the board, the class sounding the letters in concert and pronouncing the words. Review from the board all letters previously taught. Review the perception phonic and word cards previously taught. NEW LETTER (hH) Present and teach the letter h H and its sound. FIRST STEP EAR TRAINING PHONIC STORY When Nat and Sam heard the snake hissing in the clover, they were fright- ened ; and, calling their dog, they ran, ran, ran ! When they reached home they were tired, and sat down on the grass to rest. Don lay on the grass panting "h-h; h-hP' DRILL Let the teacher sound the following words for the pupils to pronounce: TEACHER PUPILS TEACHER PUPILS TEACHER PUPILS h-6-t hot h-a-d had h-o-p hope h-e-t heat h-er-d heard h-i-p hip h-i-t hit h-6-m home h-aw-k hawk h-I-t height h- l-m him h-a-z has h-er-t hurt h-u-m hum h-i-z his h-e-d head h-e-n hen h-6-g hog h-i-d hide h-6-p hop h-u-g hug hi-d hid h-e-p heap h-ou-s house SECOND STEP EAR TRAINING — DRILL FOR h. TEACHER PUPILS hoe h-6 who h-oo hat h-a-t TEACHER PUPILS TEACHER PUPILS hay h-a he h-e high h-I Pupils suggest words containing the new sound h. (Harry, Hattie, hat) ham h-a-m has h-a-z had h-a-d 'Frog and Horse." Songs of the Child World, Book I, Gaynor. POEMS Little Jack Horner sat in the corner, Eating his Christmas pie. He put in his thumb and pulled out a plum, And said, "What a good boy am I !" [44] Humpty Dumpty sat on the wall; Humpty Dumpty had a great fall. All the king's horses and all the king's men Can not put Humpty Dumpty together again. THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Teacher writes the letter h in the air and on the board. Add the new letter h H to the letters on the board and let them remain for daily review. PERCEPTION PHONIC CARD Show the class the letter h on the perception phonic card. Call attention to the picture, and to the fact that the sound Don made when he was out of breath is the same as the first sound of the word horse. SEAT WORK Give the pupils some letter h's for the seat work letter box. Build with the letter cards the words on the board. FOURTH STEP WRITING Teach the pupils to write the letter h. Review all letters previously taught. FIFTH STEP (A) MAKING NEW WORDS Add to the "at family," the word hat. Add to the "am family," the word ham. PERCEPTION WORD CARD Show the class the word hat on the perception word card. FISHING — PROGRESSIVE GAME Write the words and letters on the board. See how many children cart catch the fish from the pond by pronouncing the words and sounds correctly. STRINGING THE FISH Draw a vertical line on the board. As the child pronounces the words and sounds correctly they are erased and the teacher writes them on the line. Pro- ceed in this way until each word and letter has been erased from the pond and written on the string. COOKING THE FISH Draw a large frying-pan on the board. As the words and letters are pro- nounced and erased from the string the teacher writes them in the frying-pan to be cooked for supper. [45] FIFTH STEP (B) SENTENCES Let the teacher write sentences on the board for the children to read. Use the words already taught. SUPPLEMENTARY WORK STORIES 'The Little Gray Pony." Mother Stories, Maud Lindsay. 'School Martin's Pie." Mother Goose Village, Bigham. SONG 'Song of Iron." Songs of the Child World, Book I, Gaynor. POEMS Shoe the pony, Shoe the horse, Shoe the wild mare; Shoe the donkey, Shoe the mule, But let the colt go bare. I had a little pony; His name was Dapple Gray; I lent him to a lady, To ride a mile away. She whipped him, she lashed him; She rode him through the mire; I would not lend my pony now For all the lady's hire. CONVERSATION Kindness to animals. OCCUPATIONS Cut horse, colt and mule from old magazines, or free-hand. Model horse, colt and mule. SONG GAMES "Little Jack Horner." First Year Music, Dann. "The Little Blacksmith." Songs and Games for Little Ones, Walker and Jenks. [46] ELEVENTH DAY Review from the board all the letters and words previously taught. Review the perception phonic and word cards. Review the drills for a-n, a-m, r, s and h. NEW LETTER (b.B) Present and teach the letter b B and its sound. FIRST STEP I EAR TRAINING — PHONIC STORY Nat and Sam were playing down by the brook. They found a big bottle. They would fill the bottle with water, and pour it out again. They liked to hear the water talk as it came out, saying "b-b-b !" Let the teacher sound the following words for the pupils to pronounce: TEACHER PUPILS TEACHER PUPILS TEACHER PUPILS b-6-b bob t-u-b tub b-ob-t boot s-6-b sob k-u-b cub b-a-k back k-6-b cob b-a-b babe b-a-k bake w-e-b web b-i-t bite b-ar-k bark b-i-b bib b-i-t bit b-ar-n barn kr-i-b crib b-e-t beat b-e-n Ben kr-a-b crab b-e-t bet b-u-n bun gr-a-b grab b-u-t but b-i-n bin TEACHER PUPILS bow b-6 bee b-e by b-l SECOND STEP EAR TRAINING — DRILL FOR b TEACHER PUPILS bay b-a dab d-a-b nab n-a-b TEACHER PUPILS tab t-a-b Rab r-a-b cab c-a-b Ask pupils to suggest words with the sound b (Ben, Bessie, bed, boat, Bob) "Here's a Ball for Baby." Finger Plays, Poulsson. [473 POEMS Bye, baby bunting, Daddy's gone a-hunting, To get a little hare's skin To wrap a baby bunting in. Hush-a-bye, baby, on the tree-top, When the wind blows, the cradle will rock ; When the bough bends, the cradle will fall, Down will come baby, bough, cradle, and all. Little Boy Blue, come blow your horn, The sheep's in the meadow, the cow's in the corn. Where's the little boy that looks after the sheep? He's under the haycock fast asleep. Will you wake him? No, not I; For if I do, he'll be sure to cry. THIRD STEP EYE TRAINING WITH EAR TRAINING (Teaching the Letter that Stands for the New Sound) Write the letter b in the air and on the board. Add the new letter b B to the other letters on the board. PERCEPTION PHONIC CARD Show the class the letter b on the perception phonic card. Call attention to the picture, and to the fact that the first sound of the word boy is the same sound that the water made when it ran from the bottle. SEAT WORK Give the pupils some letter b's for the letter box. Build with the letter cards the words on the board. FOURTH STEP WRITING Teach the pupils to write the' letter b. Pupils write from dictation all letters previously taught. [48] FIFTH STEP (A) MAKING NEW WORDS Add the word bat to the "at family." Begin the "ab family." A.dH Tab, Rab. PERCEPTION WORD CARD Add the word Tab to the word cards. WASH DAY — PROGRESSIVE GAME I Draw a clothes-line on the board. Draw squares and oblongs hanging from the line. Write words in these squares and oblongs. Tell the children that a storm is coming up and the clothes must not get wet. The child who can go to the board and pronounce the words correctly may take the clothes from the line by erasing the words. n Draw a large clothes-basket on the board. As the child erases the word from the clothes-line, the teacher writes it in the basket. Continue in this way until all the words have been erased. in Draw a long horizontal line on the board for an ironing-board. The clothes must now be ironed. A child is called to pronounce the words in the basket. As the words are pronounced correctly, they are erased by the child, and the teacher writes the words on the ironing-board. IV A child pronounces the words on the ironing-board. As these words are pronounced correctly they are erased and supposed to be put away in the trunk. FIFTH STEP (B) SENTENCES Let the teacher write sentences on the board for the children to read. Use the words already taught. SUPPLEMENTARY WORK STORIES 'How a Little Boy Got a New Shirt." Child's World, Poulsson. 'Pattie's New Dress." More Mother Stories, Maud Lindsay. 'Old Woman's Christmas Tree." Mother Goose Village, Bigham. [49] POEM Little Bo-Peep has lost her sheep, And can't tell where to find them; Leave them alone, and they'll come home, And bring their tails behind them. Little Bo-Peep fell fast asleep, And dreamt she heard them bleating; But when she awoke, she found it a joke, For they were all still fleeting. Then up she took her little crook, Determined for to find them; She found them, indeed, but it made her heart bleed, For they'd left their tails behind 'em ! DRAMATIZATION Dramatize "Little Bo-Peep," and "Little Boy Blue." NATURE STUDY Sheep and Wool. SONGS "The Lambs." Finger Plays, Poulsson. "Spinning the Yarn." Songs of the Child World, Book I, Gaynor. OCCUPATIONS Cut Little Bo-Peep, sheep, crook, Little Boy Blue, horn, haystack, cows, sheep, fence. Model sheep, crook, horn, cows. Represent the story of "Little Boy Blue" on the sand-table. [50] TWELFTH DAY GENERAL REVIEW (Stress Individual Work) Review from the board all letters previously taught (a, t, n, m, r, s, h, b). Review from the board all words previously taught, the class sounding the letters in concert and pronouncing the words (at, Nat, mat, sat, rat, hat, bat, an, Ann, Nan, tan, man, ran, am, mam, ram, Sam, ham, Tab, Rab). Review all perception phonic cards previously taught. Review all perception word cards previously taught (at, hat, Nat, sat, Nat's, an, Ann, man, ran, Sam, Tab). EAR TRAINING Let the pupils give all four sounds of each word separately. TEACHER PUPILS TEACHF.P. POPILS bats b-a-t-s rats r-a-t-s cats k-a-t-s hats h-a-t-s Nats n-a-t-s pats p a-t-s mats m-a-t-s taps t-a-p-s Note — Give the words in pairs: bat, bats; rat, rats, etc. The purpose is for the children to notice the final s sound and pronounce it in the words. WRITING COMBINING LETTERS INTO WORDS Tell the children that now that they have learned to write letters, they may write some words. Dictate the words one at a time, the children standing at the board, facing the teacher, paying attention, and watching her lips. The teacher pronounces the word; the children give its three sounds, then turn to the board and write the word. No other word is dictated until every child at the board has written the first word correctly. The teacher helps the children that do not write the word correctly, by having them sound the parts and noting them carefully, and writing the proper letter for each sound. Suppose the first word dictated is hat, and a child does not know how to write it. Ask him to sound hat. He does so. Ask him, 'What is the first sound?" If he does not know, tell him to sound it again, and as soon as hesays "h," stop him and say, "That is the first sound; now what is the first sound of hat?" As soon as the child can tell you the first sound of hat, have him write the letter; he should know that h stands for the h sound. Proceed in the same way with the a sound and the t sound. The words to be dictated for the pupils to write on the board : hat, bat, mat, rat, sat. Have each pupil read his list of words, sounding each letter, if necessary. This, as has been said before, will probably be difficult for the children. Take time and help them do this. When a child reads "h-a-t," and does not rec- [51] ognize that it makes the word hat, have him repeat it faster and faster; if he still does not recognize the word, let the teacher sound the letters, pointing them out at the same time. Hearing the teacher's voice will help the child to rec- ognize the word. As he reads on, the following words will be less difficult, for they all end a-t. SEAT WORK Let the children build -with letter cards the words already taught. Children read the words they build. GAME The teacher flashes the perception cards (words and letters) before the pupils. Each child in turn calls the word, or sound of the letter, flashed. If the word, or sound, is given correctly, the card is given the child. When all the cards have been given out, the child having the greatest number of cards wins the game. The child who wins the game is allowed to play teacher and flash the cards. The class pronounces in concert. SENTENCES Let the teacher write sentences on the board for the children to read. Use the letters already taught. SUPPLEMENTARY WORK STORY "The Three Bears." How to Tell Stories to Children, S. C. Bryant. The New Howell First Reader. DRAMATIZATION Dramatize "The Three Bears." NATURE STUDY Bears. OCCUPATIONS Cut bears, Golden Locks, beds, chairs, table, bowls. Mount the cuttings to represent the story. Draw the bears. Model bears, bowls. Make beds, chairs, and table of stiff paper. Represent the story on the sand-table. GAME SONG "The Mulberry Bush." First Year Music, Dann. [52] THIRTEENTH DAY Review drill for words of four sounds. Review perception word and phonic cards. Rapid review of all letters on the board. Review reading from the board all words taught so far, class sounding the letters in concert, and pronouncing the words. PUPILS ARE GIVEN THE PRIMER Tell the class we are going to find letters in our books. Open the Howell Primer at page 8. Show the children how to hold the book and to keep the place. Ask them to paint out and sound all the letters they know. Speak of the pictures. Let them tell you that the first is a top. Ask them to sound top. "What is the first sound?" They will reply, "t." "There is t for top," the teacher may say. And so with the other letters that the class has studied. (Bear in mind that they have not had d, g, o, i.) If there is time, and the children are not tired, ask them to find letters that they know on the twelfth page. For example, ask them to find a long line of t's ; a long line of a's ; find b, s, r, etc. Note — The purpose of this exercise is to accustom the children to recog- nizing letters in the book; this will be harder for them than recognizing letters on the board or on a card, because the letters in the book are smaller, and also the large number of letters on a page is confusing to a beginner. SEAT WORK Build with the letter cards the words already taught. Pupils read the words they build. Note — If board room is scarce these "families" of words may be written on large sheets of tag-board, or stiff paper. One sheet of tag-board is large enough for three families of words. Having the words on these large cards saves the trouble of writing them each day for review. WRITING Dictate the four words, bat, rat, hat, mat, for the children to write on the board. Let them read the words. Tell them to change bat into bats, etc. Teach them to do this by adding r— ^ '' ' \ E e £ & % —^s^ Ben Ben's Ed bet den dens Ed's get hen hens bed met men men's red net ten tens Ned set beg begs Ted mess egg eggs hen Bess [97 FOURTH STEP MUSCULAR TRAINING WITH EAR AND EYE TRAINING Teach the pupils, to write the letter e. General review of letters already taught. FIFTH STEP (C) EYE TRAINING WITH EAR TRAINING (Studying the Words in the Word List) Let the children place the "marker" under the first word, sound the letters in concert and pronounce the word. Move the "marker" to the next word and proceed in the same way until all the words have been studied. PREPARING THE READING LESSON STUDY OF THE PICTURE As in preceding stories, give some one opportunity to tell the story sug- gested to him by the picture. This should not be required of any child; only permit some child that would like to do this. But if children get into the habit of reading the story at home, or having it read to them, do not let them monop- olize the story telling. This exercise of having some child tell about the picture before the reading of the story, and before the detail questions of the teacher, is intended, not as a memory exercise, but to stimulate the children's imagination, and their original expression of thought. The memory test, the reproduction of the story, comes after it is read in class. Have we seen this boy before? Compare the pictures of Nat and Sam. What is the boy doing? Answer: Gathering eggs. (It may require more questions to get this answer.) How do you know he is gathering eggs? An- swer: Because he has eggs in his hat. Ask the children if they have ever gathered eggs. Let them tell about it. Did the boy get the eggs in his hat from this hen? Let the children give what answers they please, and require reasons for their answers; but leave the final settlement of the question until they read it in the book. Children that have had experience with hens ought to know by the ruffled appearance of this hen that she is sitting on eggs, and that she ought not to be disturbed; her eggs are not good to eat. If no child tells this, even with the help of the teacher's questions, she should tell these facts to the class. The boy- is doing wrong to disturb this hen ; but the hen knows how to protect herself and her eggs. What do you think has happened to this boy? Answer: The hen has pecked him. . Ask the class if any of them has ever been pecked by a. hen. "When was it? Why did the hen peck you? What would , you do if you were trying to get a hen's eggs and the hen should peck you?" [98] Where is this boy? Answer: In the chicken house. (We can tell this from the little door under the window for the chickens to pass in and out.) Is this a big boy or a little boy? Answer: He is a little boy; a big boy would know better than to disturb a sitting hen. Is this a big hen or a little hen ? Answer : A big hen. Is the boy's hat big or little? Answer: Big. What is this story about? DRAMATIZATION OF THE LESSON PICTURE Characters — Ben. Hen. Scene — Ben gathering eggs in a hen-house. Use the corner of the room for the hen-house. A chair or desk for the bench on which the hen has her nest. A large boy for Ben, and a small girl for the hen. Small pieces of crayon in a large hat may represent the eggs in Ben's big hat. Ben and the small girl pose the lesson picture. WORD DRILL 1. The teacher writes the new words, in the reading lesson, on the board. 2. Show the class the new words in the reading lesson on the perception word cards : Ben, Ben's, hen, hen's, egg, eggs, get, Get, red, in, on, an, sits, his. (Add these words to the pack of perception word cards for review.) 3. Matching words. (a) Match the words on the perception word cards with the words on the board. (b) Match the words on the perception word cards with the words in the word list. The teacher holds up the word Ben. The pupils pronounce the word and find it in the first column of words. Proceed in the same way' with each of the new words. (c) Match the words on the perception word cards with the words in the reading lesson. 4. Place the words in the pack of perception word cards along the chalk tray. The teacher calls for the words in the phrase, "a red hen." The pupils find the words and pass to the front of the room, holding the cards in front of their breasts, so as to form the phrase, "a red hen." The pupils read the phrase. 5. The teacher writes the phrase en the board. The pupils find the phrase in the reading lesson. Proceed in the same way with the other phrases in the lesson. [99] SEAT WORK Pupils build the new words in the lesson with the seat work letter cards. WRITING Pupils write the new words in the lesson from dictation. REVIEWS Review the reading lessons, "Tag," "Don," "Ann's Rabbit." BOARD READING LESSON Let the teacher write sentences on the board for the children to read. SUPPLEMENTARY WORK STORIES "Cinderella's Egg Hunt." Mother Goose Village, Bigham. "Little Red Hen." Stories to Tell Children, Bryant; Children's Hour, Bailey; New Howell Primer. POEM "Three White Eggs." Rossetti. SONGS "The Hen and Chickens." Finger Plays, Poulsson. OCCUPATIONS Cutting — Illustrate "Little Red Hen." Arrange on bogus paper, with suit- able background. NATURE STUDY Chickens and Eggs. GAME "Dancing." Songs of the Child World, Book I, Gaynor. [100] TWENTY-FIFTH DAY Review the perception phonic cards. Review the perception word cards. Give special drill on the new words in the lesson "Ben's Hen." Review the drill for the letter e. Emphasize the words of four sounds in the second step of ear training. BEN'S HEN RECITING THE WORD LIST 1. Pupils place the "marker" under the first word in the word list and pronounce the words in turn. 2. Pupils place the "marker" under the first word in the word list and all study the same word at the same time. Teacher calls on pupils to recite the words not in turn. 3. Pupils place the "marker" under the first word in the word list, and teacher calls on one pupil to pronounce all the words in the first column, an- other to pronounce the words in the second, another the third, and another the fourth. (All the pupils keep the place and study the same word.) 4. Teacher calls on one child to pronounce all the words in the list. Note — -When reciting the word list' try to get the pupils to pronounce the words without sounding; but if they hesitate or guess, let them sound the let- ters. When a child can give four separate sounds in a word he will have little trouble with the analysis of words after that. RECITING THE READING LESSON I The pupils place the marker under the sentence and all study the sentence silently. When sufficient time has been allowed for each child to study the sentence silently, the teacher calls on one child to read the sentence orally. If the child fails to read with expression, the teacher repeats the question asked when the lesson was developed. When the sentence has been read with expres- sion, the pupils move the "marker" to the next sentence and study. Proceed in this way until all the sentences have been read. n One child is called on to read the whole story, with proper expression. If the class is not tired, more than one child may read the whole story. [101] BEN'S HEN Ben has a red hen. His hen is big. Ben has a big hat. His hat has eggs in it. Ben's red hen has eggs. Ben's hen sits on eggs. Get an egg, Ben; get an egg. Ben's big red hen bit him. Ben did not get his hen's eggs. [102] QUESTIONS I (After Reading the Story) Repeat some of the questions and require definite answers from the chil- dren's knowledge of what they have read. The book says the hen "bit" Ben. Is this correct? Do hens bite? An- swer: No, they peck; but Ben thought the hen bit him. Are you glad Ben did not get this hen's eggs? Why? What do you think will happen if this hen sits on the eggs long enough? ORAL REPRODUCTION Have some child tell the whole story in his own words. DRAMATIZATION Children dramatize the story. SEAT WORK Build the lesson with the seat work word cards. WRITING Review writing all the letters previously taught. Review writing from dictation some of the most difficult words pre- viously taught. REVIEW Reading in the Primer, "Tag," "Don," "Ann's Rabbit." BOARD READING LESSON Let the teacher write sentences on the board for the children to read. SUPPLEMENTARY WORK STORIES 'Mrs. Speckelty." More Mother Stories, Lindsay. 'The Turkey's Nest." More Mother Stories, Lindsay. I had a little hen, the prettiest ever seen, She washed me the dishes and kept the house clean; She went to the mill to fetch me some flour, She brought it home in less than an hour; She baked me my bread, she brewed me my ale, She sat by the fire and told many a fine tale. SONG Mr. Rooster and Mrs. Hen." Songs of the Child World, Book I, Gaynor. [1031 OCCUPATIONS Cut hen, nest, eggs, hat. Draw hen, nest, eggs, hat. Model hen, eggs, hat. Construction. Make a hen-house of stiff paper. GAME '"Drop the Handkerchief." Songs of the Child World, Book I, Gaynor. ED'S PIG PREPARING THE WORD LIST FIRST STEP EAR TRAINING ONLY Ex. — Teacher, "p-a-n" ; Pupils, "pan." SECOND STEP EAR TRAINING ONLY Ex. — Teacher, "pan" ; Pupils, "p-a-n." THIRD STEP EYE TRAINING WITH EAR TRAINING 1. The teacher writes the letter p P on the board. 2. Show the class the letter p P on the perception phonic card. Call attention to the fact that the first sound of the word pig is p. 3. Children read the letter p in the Primer. (a) Read the letter p in the oblong to the right of the picture of a pig. (b) Read the letter p in the key-words: pan, pot, top. (c) Read the letter * in the words in the word list. (d) Give the children seat work letter cards containing the letter p. [104] pan pen pin Pig peg pat pet pans pens pins pigs pegs pats pets top mop hop pop rap tap sap sip rip dip hip tip nip pip pan pot top [105] FOURTH STEP MUSCULAR TRAINING WITH EAR AND EYE TRAINING Teach the pupils to write the letter p. FIFTH STEP (C) STUDYING THE WORDS IN THE WORD LIST Children place the "marker" under the words, sound the letters in concert and pronounce the words. PREPARING THE READING LESSON STUDY OF THE PICTURE Who are the characters in this picture? What are the names of these characters? What are they doing? What is the boy saying? What objects do you see in the picture? (The pen, the pan, and the peg.) DRAMATIZATION OF THE LESSON PICTURE Let the children suggest the pose for the dramatization of the picture. WORD DRILL 1. The teacher should write the new words in the lesson on the board. (Pig, pig, Rip, pen, pan, peg, Tap, tap, Rap, rap, Ed.) 2. Show the class the new words on the perception word cards. 3. Match the words on the cards with the words on the board, in the word list, and in the reading lesson. 4. Teacher writes the phrases in the reading lesson on the board. 5. Pupils read the phrases on the board, and match them with the phrases in the reading lesson. SEAT WORK Pupils build the new words in the reading lesson with letter cards. WRITING Pupils write some of the new words from dictation. [1061 TWENTY-SIXTH DAY Rapid review of the perception cards. Give special drill on the new words in the lesson "Ed's Pig." Review the drill for the letter p. ED'S PIG RECITING THE WORD LIST 1. The pupils place the "marker" under the words and pronounce the words in turn. 2. Teacher calls on the pupils to pronounce the words, not in turn. 3. The- teacher calls on one child to pronounce the words in first column, another child to pronounce the words in the second column, another for the third, and another for the fourth. 4. The teacher may call on one child to pronounce all the words in the list.' RECITING THE READING LESSON The pupils place the "marker" under the first sentence and study it' silently. The teacher should allow sufficient time for all the children to study the sentence silently, and then call on some child to read the sentence orally. The child looks up from the book and reads the sentence with expression. If he does not read with expression, ask some pertinent question that will make him think about the meaning of the sentence". Pupils move the "marker" to the next sentence and proceed in the same way until all the sentences have been read. One child is called on to read the whole story with proper expression. If the class is not tired, more than one child may read the whole story. QUESTIONS (After Reading the Story) The boy's name ? the pig's name ? what kind of pan ? what is the boy doing with the peg? Children's experience: Have any ever fed a pig? What did you give him? Was the pig in a pen, or in a big lot or field, or in the woods? How did you call the pig (or pigs J ? Did you_ever have a. pig for a pet? What do pigs say when you go to feed them? How do pigs eat? (Fast; greedy; make a noise, etc.) Let them tell about their father's hogs or talk of whatever the story suggests. [107] ED'S PIG Ed has a pig. It is Rip. Rip is not a big pig, Rip is in a pen, Ed has a tin pan. Ed has a peg. Ed hits his pan. Tap, tap, tap. Rap, rap, rap. " Pig. Pig." [108] ORAL REPRODUCTION Let some child tell the story of the lesson in his own words. DRAMATIZATION OF THE STORY The children dramatize the story of the lesson. SEAT WORK Children, at their seats, build the story with the seat work word cards. BOARD READING LESSON The board lesson should be developed from the lessons correlating with the day's work. REVIEW "Ben's Hen," "Ann's Rabbit," "Don." SUPPLEMENTARY WORK STORIES "Three Little Pigs," "The Old Woman and Her Pig," "The Pig Brother/ How to Tell Stories to Children, Bryant. "The Little Pig." More Mother Stories, Maud Lindsay. Jack Sprat's pig, He was not very little, Nor yet very big; He was not very lean, He was not very fat — "He'll do well for a grunt," Says little Jack Sprat. Tom, Tom, the piper's son, Stole a pig and away he run; The pig was eat, and Tom was beat, And Tom ran crying down the street. SONG "The Pigs." Songs of the Child World, Book I, Gaynor. [109] OCCUPATIONS Cut — pig, pan, peg, fence, grass. Draw — pan, peg, pig, fence, grass. Model with clay — boy, pig, pan, peg. NATURE STUDY Pigs. DRAMATIZATION "Three Little Pigs." Note — In the outlines given for preparing and reciting the word lists and reading lessons the teacher must use her own judgment as to how much of the work is necessary. For the first few lessons it is advisable to go slowly and follow the suggestions closely. But as the pupil advances he will acquire the power to work out the word lists and reading lessons with less help. The preparation of the lesson for the next day is essential. Always allow sufficient time for this important work. The lesson should be prepared early in the day, before the pupils are tired. [110] ELEMENTS TAUGHT IN THE WORD LISTS A a (short sound, a) T T is a tongue letter. To sound t the tip of the tongue is placed against the upper palate just back of the upper front teeth. Explode the breath so that the tongue is removed from where "it touched the palate. A stopped voice- less sound. Pronounce slowly the word t-op. N N is a tongue letter. Place the tongue just back of the upper front teeth on the hard palate. Hold the tongue stationary, and let the breath pass through the nose. Pronounce slowly the word n-est. M M is a lip letter. Close the lips, and, with the tongue lying loosely in the mouth, force the breath through the nose. Pronounce slowly the word m-an. R R is a tongue letter. Place the tongue close to the hard palate just behind the ridge of the gums back of the upper front teeth and force the breath gently. Pronounce slowly the word r-at. S To sound 5 place the tip of the tongue just back of the upper teeth, leaving a narrow passage between the tongue and teeth. Force the breath through this passage with a hissing sound. Voiceless. Pronounce slowly the word s-aw. H is a palate letter. To sound h raise the glottis that is used for closing the windpipe when swallowing. Voiceless. Pronounce slowly the word h-orse. (Panting sound.) B B is a lip letter. To sound b purse the lips closely together and try to force the breath through the closed lips. Stopped sound. Pronounce slowly the word b-oy. G The hard g is a palate letter. To sound hard g press the back or root of the tongue against the soft palate. Stopped sound. Pronounce slowly the word g-oat. [HI] D D is a tongue letter. Place the tongue on the ridge back of the upper front teeth and force the breath so as to remove the tongue. The tongue should be thickened in sounding d. Stopped sound. Pronounce slowly the word d-og. o (short sound, 6) I i (short sound, l) The use of a, as article ; the z sound of s, as in tags. E e (short sound, e) P P is a lip letter. Place the lips lightly together and force and stop the breath. A'oiceless. Pronounce slowly the word p-ig. Hard c is a palate letter. (Has the sound of k.) To make this guttural sound, raise the back or root of the tongue toward the soft palate. Voiceless Sound slowly the word c-at. Xi is a tongue letter. Press the tip of the .tongue against the roof of the mouth and force the breath through the mouth. Pronounce slowly the word l-ock. th Th, aspirate and subvocal. Place the tongue against the upper teeth and force the breath through the teeth. After drilling on words with the th sound, with the books closed, tell the class that we use two letters to write that sound. Then make th on the board, and impress the fact that these two letters stand not for t and h, but for one sound, th. [112] Final e for the e sound, as in me. After drilling on words ending with e, with the books closed, tell the class that we use the same letter to say e as we used to say e. Then teach from the board the words me, be, he, the, having the children sounding the e as e, not e; then let them read these same words in the book. Note — This is a good time to teach the names of t, h, and e; and, in gen- eral, the time to teach the name of a letter is when a different use of it occurs from what the child has already learned. Three letters of our alphabet are con- stant in their values: j, q, and v. W W is a lip letter. To sound w purse the lips and gently force the breath through the lips. Sound slowly the word w-eb. F ; or for awr sound. F is a lip letter. Touch the upper, teeth with the lower lip and force the breath through the place of contact. Voiceless. Sound- slowly the word f-an. In or we have a new sound of the letter o. But or stands for two sounds; o has the same sound as a in ball, aw in saw, etc. ; and r has its usual sound. Of course do not mention this to the class. After drilling on words with or, as or, nor, for, etc., tell the class that we write aw with the same letter as 6. XT u (short sound, U) k; ck After sounding the words with the books closed, tell the class that we have two ways of writing k (giving the sound of this letter, not its name). Then write k on the board, and tell the class that this is another way of writing k. (Some teachers call this the broken-back k.) After teaching from the board some words with k, and having the children read from their books the words in the first column, tell the class that often at the end of words we, write both c and k; but that these two letters stand for only one sound. Then have them read the second, third, and fourth columns. . ng Ng is not a blend; it is a new element, and should be taught as one sound, as th was taught. [113] sh; ee Sh is not a blend; it is a new element, and should be taught as one sound, as the th and ng were taught. er=er; br In er we have a new use of the letter e. Br is a blend. a before I; a after w; sw After a sound drill, with books closed, upon words in al, as all, ball, etc., tell the class that in many words a before I says aw. After a sound drill, with books closed, upon words in wa, as in wall, Walter, etc., tell the class that in many words a after w says aw. Sw is a blend. aw; sm Aw stands for the same vowel sound as o in or, a in ball, water, etc. Teach it in the manner already outlined. Sm is a blend. ou; pt Teach ou as one sound, as in the word fount. Pt is a blend. ar In ar we have the a sound for the first time. Car, bar, etc. To sound j, place the flattened tongue against the hard palate just back of the ridge behind the upper front teeth, and force the breath through. Pronounce slowly the word J-ack. ea=e; If; f=v ea equals e, as in the word leaf. Lf is a blend. The word of is the only word in our language in which / has the sound of v. But do not teach it as a so-called sight- word; let the children sound it. If they do not get the word, tell them / says v in this word. 0=0; oe=6 Tell the class that o at the end of a word, or at the end of a part of a word (syllable), generally says 6, not 6 nor aw. [114] Y; 0=6; ow=oo; the pronoun I; ur Y is a tongue letter. To sound y raise the middle of the tongue toward the roof of the mouth. Pronounce slowly the word y-oke. ou equals 06, as in the word soup. 0=6, as in old. There is no need of teaching the use of u in cur, fur, etc., as a new sound, though it has a different diacritical mark from short u in some dictionaries. The children will have no difficulty in reading this list. ch Ch is not a blend ; teach it as one sound ; as the th, ng, and sh were taught. ow=6 ow equals 6, as in the word bowl. nk; pi; sk; (a as in ask) Nk is not a blend ; teach it as one sound ; as th, ng, sh, and ch were taught. PI is a blend. The a in ask, mask, etc., is marked in some dictionaries differently from the a in cat, hat, etc. In other dictionaries there is no difference. Either pro- nunciation is correct. th; thr th (surd, as in thorn), thr is a blend. I in ind In ind we have a new use of the letter i. (As in the word blind.) ew=u; ew=oo ew equals u, as in the word new. ew equals 00, as in the word screw. X=ks The letter x generally stands for two sounds, in this book always ks. aw=aw au equals aw, as in the word auger. silent e in le; eo=e in people Tell the children that in many words e at the end does not say anything. [115] V ; more words with the silent e; o— u; one V is a lip letter, and to give the correct sound, place the lower lip against the upper teeth and breathe strongly through them. In first reading these words, the children, in sounding er in ever, never, etc., will probably give e its short sound, as in very; but if allowed to study the words, they will probably call them correctly without help from the teacher. This should be the teacher's aim in all the word lists : to get the children to pronounce the words by their own unaided efforts. It would be well in this connection to review the words with er. Remind the class that er generally says er. On this page we find silent e not only at the end of words, but within the body of words, as in gives, does, comes, etc. In all the words on this page, o has the sound of short u. The word one is the most irregular word in this book. Let the children sound it for themselves. The o has the same sound as in dove, etc. ; the e is silent, as in other words on this page ; the only thing to be supplied is the sound of w at the beginning. . If the children must be told this word, tell them" after they have tried to get it for themselves, not before. Q=k; «=w; more sounds with ea=e Q is a palate letter. The letter q always has the sound of k; it is always followed in English by u, and this u is generally a consonant with the sound of w. Qu in the New Howell Primer always equals kw. But do not teach this as one sound; it is two sounds. And do not tell the children that qu always says kw. Q always equals k ; but the u is sometimes silent, as in mosquito, conquer, etc. But such words do not occur in the Primer, and no mention should be made of them. ■ ir=er ir equals er, as in the word bird. Z Z is an opened voice sound. Pronounce the word zebra slowly. ay=a ; ay— e as in says ay equals a, as in jay. Says is, of course, pronounced sez. Let the children sound it, as usual; but give them opportunity to determine its correct pronunciation before telling them. But though they may call it saz at first, by no means allow children to continue that pronunciation. [116] 0=00, as in do; silent w in two, who, whom; silent e in shoe, canoe. y=i ; a=e ; e=i y at the end of. a word is a vowel. a equals e in the words any and many, e equals l in the word pretty. c=s; ce=s c before e and i=s, as in cent, city, etc. ; ce=s, as in since, dance, etc. Tell the class that though final e in since, dance, etc., does not say any- thing, it makes the c say s and not k. In accept we have the two sounds of c. The first c has its regular k sound, because there is nothing to change it; but the second c says s, because it comes before e. In the word circus we also have the two sounds of c. If the proper attention is called to the spelling of accept and of circus, it will help to fix this lesson in the minds of children; and that is, that c before e and i says s. se=s se equals s, as in the word mouse. ai':=a ; ai=e ai equals a, as in the word pail, ai equals e, as in the words said, again, against. <7ro=ou ; se=z ; ey=a ow equals ou, as in the word cow. In teaching ease, tease, etc., tell the class that final e is silent, and that s says z. ey equals a, as in the word they. om=u; a=6 ou equals u, as in the word cousin, a equals 6, as in the word was. ou=6b ; y=l ou equals 06, as in the words would, could, should, y equals 1 in the words my and sky, etc. silent k; ear=er; ie=e; 6b Silent k, as in the word know, ear equals er, as in the word heard, ie equals e, as in the word piece. 00, as in the words too and soon. i at the end of an accented syllable says i, not i, as in ivy, icy, etc. i modified by final e, as in hide, ride, etc. ild in wild, mild, child. a at the end of an accented syllable says a, not a, as in lady, shady, etc. a modified by final e, as in came, same, etc. wh for the hw sound, as in when, whet, etc. ere, in there and where. [117] THE NEW HOWELL FIRST READER THE NEW HOWELL FIRST READER should follow immediately after the NEW HOWELL PRIMER. This book begins where the Primer leaves off ; it is made on the same plan as the Primer, and it should be taught in the same way. The words in the word lists are fewer than in the Primer, but these lists in the First Reader are important and" should not be neglected. Pupils should be able to read readily each word list before proceeding to the following story or verses. And not only this; the word drills should be frequently reviewed; the mastery of them will give pupils power to read fluently and independently. The teacher would do well to copy the elements taught in the Primer on the board, or on cards, so that these elements may be frequently reviewed by the whole class. As the new elements are learned in the Howell First Reader add them to the elements already taught and review them daily. There is no need of diacritical marks in teaching this book or any of the Howell elementary series. On the contrary, to introduce them at this stage would only add to the difficulty of teaching. In some instances where a new element is introduced a diacritical mark is used to indicate the sound; but this is only for the teacher's guidance. THE HOWELL SECOND READER The Howell Second Reader should follow the Howell First Reader. This book begins where the Howell First Reader leaves off; it is made on the same plan as the Primer and First Reader, and should be taught in the same way. The only difference being that by now pupils will learn more rapidly. The words in the word lists are fewer than in the First Reader and Primer, because the child masters most of the mechanics of reading in the First Reader and Primer. The teacher must not neglect the word lists in the Second Reader; they contain the less frequent spellings not taught in the other two books. The teacher should keep up the review of the elements taught in the Primer and First Reader. As new elements are learned in the Second Reader, the teacher may write them on the board or cards for the daily review. When a child masters the New Howell Primer, New Howell First Reader, and Howell Second Reader he has acquired all the spelling elements he will need, and he is then prepared to read any book not too difficult in thought or in construction of the sentences. [118] EXTRA SHEET FOR TEACHERS USING THE HOWELL-WILLIAMS PRIMER The following elements in the HOWELL- WILLIAMS PRIMER do not appear in the NEW HOWELL PRIMER, and are therefore not given in the regular order in the manual. Most of them contain no new sound and no new letter; they are merely to give practice in blends. These should be taught ac- cording to the plan given for teaching the other elements. BLENDS Page 34 nt; nd. Page 63 fl; dr. Page 44 st. Page 67 /*. Page 52 tr. Page 69 fr; cr. Page 57 lp. Page 74 si; bl. Page 61 gr. Page 76 sp; str. o=u; silent e; ie=i On page 63 the sound of o is the same as the short sound of u, as in wagon. On page 109 the e is silent. On page 119 ie has the same sound as the short sound of i, as in cherries. APPENDIX List of books and publishers referred to in this manual. For full address of publishers see following list. BOOKS Andersen's Fairy Tales Houghton A. Child's Garden of Verses, Stevenson _ Scribner Dramatic Games for Children, Crawford Barnes Finger Plays, Poulsson Lothrop Five Minute Stories, Richards Little First Year Music, Dann —American For the Children's Hour, Bailey Bradley Firelight Stories, Bailey Bradley Fairy Stories and Fables, Baldwin American Grimm's Fairy Tales Johnson Half Hundred Stories, Brown Bradley How to Tell Stories to Children, Bryant Houghton Heart of Oak, III, Norton Heath Mother Stories, Lindsay Bradley More Mother Stories, Lindsay Bradley Mother Goose Village, Bigham McNally New Howell Readers, Howell & Williams Howell Peter Rabbit, Potter Altemus Rhymes and Jingles, Dodge Scribner Stories to Tell Children, Bryant : Houghton Stories Children Need, Bailey Bradley Songs of the Child World, Gaynor Church Story Book, Hoxie Bradley Songs and Games for Little Ones, W. and Jenks Ditson The Child's World, Poulsson Bradley PUBLISHERS American Book Company 100 Washington Square, New York. Altemus 507 Cherry Street, Philadelphia, Pa. Barnes, A. S. & Company 381 Fourth Avenue, New York. Bradley, Milton Company Arch and Seventeenth Street, Philadelphia, Pa. Church, John Company Chicago, 111. Ditson, Chas. H. & Company New York. Heath, D. C. & Company 110-120 Boylston St., Boston; also New York. Houghton Mifflin Company 4 Park St., Boston; also New York. Howell & Company 80 Broadway, New York. Johnson, B. F. & Company Richmond, Va. Lothrop, Lee & Shepherd 93 Federal Street, Boston. Little, Brown & Company Boston, Mass. Rand, McNally & Company 42 E. Twenty-s«cond St., New York. [1191 V)