NATURAL READING MANUAL OF INSTRUCTION NATURAL READING MANUAL OF INSTRUCTION (FOR TEACHERS) PRESENTING A PERFECTLY NATURAL AND SYSTEMATIC METHOD OF TEACHING READING TO PRIMARY CHILDREN, WITHOUT THE USE OF DIACRITICAL RLIRKS, AND INCLUDING COMPLETE SETS OF PHONETIC PARTS, WORDS AND SENTENCES ARRANGED IN PROPER SEQUENCE FOR BOTH DEVELOP- MENT AND DRILL BY LEW A. BALL Instructor, Primary Grades, Oakland School Department Oakland, California GINN & COMPANY BOSTON • NEAV YORK • CHICAGO • LONDON Copyright, 1906, by LEW A. BALL ALL RICxHTS RESERVED G6.5 GINN & COMPANY • PRO- PRIETORS • BOSTON • U.S.A. LIBRARY Of CONGRESS Two CoDies Received MAY 19 1906 ri Ccpyrlsht Entry >tLAss ^Coiy^c. No ^ COFV B, PREFACE The Natural Reading is a combination of the sentence, word, and phonetic methods. Beginning with short sentences, which keenly interest the child, through the vividness of their content, it leads first to the recognition of the separate words, then to the recognition of the phonetic parts of these words, through a natural order of analysis. No diacritical marks or other arti- ficial devices are used in the teaching of the phonetic parts. Continuing, this method gives the child power to read new words containing a recombination of these phonetic parts. Definite instructions for the carrying on of the work by the teacher are given in the manual. The accompanying primer is the first book to be read by the children. It contains only the application of tlie work, as this work develops consistently under the guidance of the manual, all mechanical drill being reserved for the blackboard. The principles developed in this manual were worked out in the Oakland School Department before being put into final shape. In this connection the author begs leave to acknowl- edge her indebtedness to Professor T. L. Heaton, Department of Education, University of California, for much direction in the preparation of this manual; to Professor Elwood P. Cubberley, Department of Education, Stanford University, for the initial encouragement which led to the undertaking of this work ; and to Professor Henry Suzzallo, Lecturer in Education, Teachers College, Columbia University, for valuable criticisms on the method and material here presented. CONTENTS ^^^ PART I J/,-* V •/"IMflWltSS^Mf- PAGE Preliminary Blackboard Work 1 PART II Blackboard Work and Primer 19 PART III Blackboard AVork and Supplementary Reading 51 APPENDIX Blackboard Work arranged for Cyr's Primer and First Reader 67 INTRODUCTION The Natural Reading aims to teach the you-ngest children to read by the natural method used by both children and adults, — the method of recognizing the sound of new words by their form similarity to those they already know. The children are therefore taught a variety of sight words in groups of sentences, so as to make the words learned a real expression of thought. These sight words contain, with sufficient repetition, the im- portant phonetic parts that the child requires for the recognition of the new words to be found in the first five months' reading. All the phonetic parts, as found in the consonants, are taught at the outset by natural phonic analysis of the sight words, and not by any merely artificial device. All the more important phonetic parts, as found in the sound groups, are also taught at the very beginning. Later, less important sound groups are introduced from time to time, as the expanding reading vocabu- lary of the children demands. The method of development and drill is perfectly simple. The teacher has only one line of work to teach at a given time. The different lines of work follow in perfect sequence, com- plete sets of material being provided at every point. vi INTRODUCTION The steps in teaching beginners to read are as follows : First Step. Sentence reading from blackboard. Second Step. Separating the sentences into words. Third Step. Separating the words into their phonetic parts (consonant sounds). Fourth Step. Separating the words into their phonetic parts (sound groups). Fifth Step. Reconibining the derived phonetic parts into new words. Sixth Step. Drill words and drill sentences. Seventh Step. Teaching new phonetic parts (additional sound groups). The following manual in three parts provides for one year's work, as follows : Part I. Preliminary Blackboard Work. ) First Part II. Blackboard Work and Primer, j half year. Part III. Blackboard AVork and Supple- ) Second mentary Reading. ) half year. Paet I PRELIMINARY BLACKBOARD WORK FIRST HALF YEAR Part I DIRECTIONS In teaching the Natural Reading, no material departure from the following plan should be made. First Step. Sentence Reading from Blackboard Prepare for these lessons by collecting the various objects mentioned in the reading sentences. If not able to get the toys, substitute pictures. 1. Take in your hand an object, for example, the top. Place upon the blackboard the sentence, / have a top} Read the sen- tence to the children. Give the top to a child and let him read the sentence, while he places the pointer upon the blackboard sentence at the same time. Repeat with several children in turn. Erase this sentence ; take another object, the ball, and place upon the blackboard, I have a hall. Proceed as with the former sentence. In this way teach in turn each sentence in the fii-st group of tlie sight sentences on page 4, reviewing meanwhile all that have been presented. Have but one sentence at a time on the black- board until each is learned. Then group the sentences in various ways and have them read, the child holding the object as he reads. 1 The author prefers to use print only for these early blackboard reading lessons, but there is nothing in the arrangement of the book to prevent those teachers who wish from using script. 3 4 NATURAL READING 2. Place upon the blackboard the sentence, / cmi rim^ from the second group. Read it to the children. Let a child perform the action, and then read the sentence. Erase ; write I can jump^ and continue as with I can run. In this way complete the group of action sentences. 3. Each group of the sight sentences should be developed in a similar manner. Use colored crayon in teaching the color sentences. Note. Action, object, and picture work should be utilized throughout the first year's instruction in reading, (1) to give the child the meaning of the reading, and (2) to give the teacher a means of testing whether or not the children have the meaning as they read. Especially can the illustra- tions in Primer and First Reader be used for these purposes. The teacher may even supplement the reading with other pictures. Sight Sentences I have a ball. I have a top. I have a box. I have a doll. I have a book. I have a chair. I have a cup. I have a nut. I can run. I can jump. I can play. I can play with you. I can catch a fish. I can walk. I can read. I can sing. I can sit in a chair. I can make a cake. I can catch you. We have a horse. We have a cow. We have a dog. We have a cat. We have a kitten. We have a hen. MANUAL FOR TEACHERS We can make a cake. We can play seesaw. We can ride on the car. I can read a book. We can jump rope. I can ride a horse. I can catch a ball. We can play ball. We can play top. Can you run ? Can you jump rope ? I see a girl. I see a violet. I see the clock. I see the sun. I saw a ship. I saw the moon. I saw some ice. I saw a kitten. I saw papa. We saw some cows. I saw some ships. I saw a nest. Can you jump ? Can you catch a fish? I see a chair. I see the nut. I see the broom. I see you. I saw a bird. I saw the car. I saw a violet. I saw a fish. I saw the baby. I saw you. We saw some kittens. We saw some violets. A big dog. A little baby. A little fish. A big cake. A big cow. A little kitten. A big ship. A big moon. My kitten is little. We have a little baby. I see a big doll. We have a big tree. I am big. A big doll. A little bird. A little boy. A little girl. My dog is big. I saw a little fish. I have a little box. See the big clock. Baby is little. NATURAL READING A green tree. The red box. My red book. A green top. A yellow bird. The pink ball. The white cat. A black horse. A black dog. A white ship. The black kitten. The white cow. I see a green tree. We have a white horse. My kitten is white. Have you a red book ? Papa has a cane. Baby has a kitten. Baby has a ball. See the red book. I saw a white ship. Have you a black cat ? Have you a pink ball? Mamma has a book. Mamma has a Ijird. Papa has a horse. Baby's kitten. Mamma's violet. See baby's cat. This is papa's cane. I see mamma's clock. Papa's horse. Mamma's chair. See mamma's bird. Papa's book. Baby's doll. This is baby's doll. This is papa's dog. A horse and a cow. A book and a cup. A tree and a bird. Some trees and some violets. The sun and the moon. A cat and some kittens. My dog is black and white. A girl and a boy. Baby and her kitten. Papa and baby. Baby and mamma. The ball and the doll. Some boys and some girls. I love mamma. Mamma loves baby. Baby loves her kitten. I love papa. I love you. Papa loves baby. Baby loves her doll. MANUAL FOR TEACHERS Put the ball on the chair. Mamma has a pet bird. Put the top ill the box. Papa has a pet dog. Put the violet by the book. We have a horse. Put the cake with the ball. Put the ball or the nut Put the cane by the chair. in the box. Put the nut in the box. Put the violet or the top Grace has a pet cat. with the ball. Baby has a pet kitten. Second Step. Separating the Sentences into Words Place upon the blackboard in a vertical row several I have , sentences. Let the children read them. Then erase / have^ I have, I have, leaving a hall, a top, a nut. Then erase a, leaving the single word hall, top, nut. Retain these w^ords for daily drill. Also place each one on a separate sheet of stiff paper to hold before the children, rearranging their order from day to day. Again, place several I have sentences on the blackboaid and erase a hall, a hook, a top, leaving I have, I have, I have. It is well to retain this as it stands, / have, for daily review, in addition to placing the separate words I and have in the list of words. Continue in this way until the list of sight words ^ is complete. It is important that these words be so thoroughly learned that there can be no hesitation nor doubt, for upon the child's recog- nition of these words depend the ease and success of the next step, — the derivation of phonetic parts. The child will have no difficulty in retaining these phonetic parts if he knows definitely the words from which they are derived. 1 See page 8, NATURAL READING Sight Words am catch nest or a and doll nut violet baby ball dog on walk have book fish pink yellow has box girl pet ship I boy hen rope chair is bird horse run white •love big her read this mamma by in ride broom papa cat ice red black put cane jump sun clock some cake kitten see Grace the car little saw green we cup moon sit play with cow make sing tree you can my top Third Step. Separating the Words into their Phonetic Parts (consonant sounds) 1. Place on the blackboard the word sun. As the children watch your lips, pronounce the word s?m, prolonging slightly and making prominent the sound s. Have the children tell what sound comes first in speaking the word. Erase iin from the word on the blackboard, leaving only s, and let the children make the sound. MANUAL FOR TEACHERS 9 Place sing on the blackboard, proceed as with siin^ erasing ing and leaving only the sound s. Continue with see^ saiv, and sit, erasing ee, aiv, and it, 2. Write the word run. Pronounce as the children watch, making prominent the sound r. Erase U7i, leaving r, and give rope^ read, ride, red, one at a time, erasing ope, ead, ide, ed. The danger lies in giving to these separate consonant elements sounds which they do not possess. Properly speaking, some of them have no sound until followed by another letter, usually a vowel. When given alone they should be expressed by a breath only, with lips and tongue in position. No loud explosive sound should be permitted. Continue the plan of teaching the consonant sounds in the following order. c in cat, cane, cake, car, j in jump cup, cow, can. catch V ' ' violet b " ball, book, box, w ' ' walk boy, bird . %^ big y ' ' yellow m " moon, make , my sh ' ' ship h " hen, horse, her ch ' ' chair t '' top wli ' ' white d " doll, dog th ' ' this n " nest, nut bl ' ' black p '' pink, pet br ' ' broom f " fish cl ' ' clock g u girl gr < ' green 1 " little pi ' ' play k " kitten tr ' ' tree 10 KATUEAL READING Fourth Step. Separating Words into their Phonetic Parts (souncl groups) Place upon the blackboard the word sun. Erase s, leaving un. Tell the children what it is, and let them jDronounce it. This phonetic part must remain as it is, — im ; it must not be separated further into u and n. Repeat with r?m, separating it into r and un. Write cake ; erase (?, leaving ake. Tell the children ake., and do not separate further. Repeat with make, separating it into m and ake. Retain these new phonetic parts, un and ake, for daily drill. Continue with the following sight words, erasing the initial consonants and retaining the part that remains as a phonetic part. sun cane pink dock cake moon pet (rrace 5all ride dog pUj hook see car Mrd hig saw box read cat can sing am cup /ish fop and cow Aer sit in catch hoj ship or nut hen white ice nest rope broom on walk red bhck is In addition give the words am, and, in, or, ice, on, is, as they stand, which gives the list of phonetic parts found on the following page. MANUAL FOR TEACHERS 11 The remaining words in the original sight- word list are not to be analyzed into phonetic parts. They must be retained and drilled upon as pure sight words. Phonetic Parts of Sight Words ^ b s Pl alk ink ace c t tr ane et ay d V un oon og ird f w ake ide ar ir g y all ee ox ead h ch ook aw ing ea j sh ig an op am k wh at ish it and 1 th up er ip in m br ow oy ite or n bl atch en oom ice P cl ut ope ack on r gr est ed ook is Fifth Step. Recombining THE Derived Phonetic ; Parts INTO New Words Place upon the blackboard the new word say. Pronounce the word say., making plain to the child the result of the new blending or combining of the phonetic parts, without making any more of an artificial separation than is necessary to help the child over this new step. 1 Capital letters, or rather the capital forms of the consonant sounds, may be introduced gradually as there is need for them in proper names or at begin- nings of sentences. 12 NATURAL READING Write soon, and show in like manner the recombination of the phonetic parts. Continue, taking one word at a time, with sir, side, sand, sink, sat, sup, set, sack. Then continue with the words in the first list, beginning on this page. The success of this exercise lies in the child's ability to promptly pronounce the separate phonetic parts. There must be absolutely no uncertainty, no guessing. Ability to read new words containing familiar phonetic parts will come with practice. This work must all be under the direct supervision of the teacher. Sixth Step. Drill Words and Drill Sentences As the child gains facility in reading new words, use these words in sentences. Many teachers prefer to make their own drill words and sen- tences. For the convenience of those teachers who do not, sets of drill words and sentences are provided. Durinof the drill on the words in the drill lists, their mean- ings need not be discussed, the meanings being developed in drill sentences and Primer reading lessons. Word Drill sup side say sir rake run ring sat see sand rook ran rope rip sake saw sea. Roy rut red race soon sing Sam rig rest ride ray sink sit set row rink read rock sun sip sack rat ram raw room MANUAL FOR TEACHERS 13 rack hook lane bun paw dish wide rioe how latch bead pit dip wed fall hat log bee pop day wee fox hatch let bed pet din wing % hog lest bit pen talk walk fat her link balk pace took way far hen lope bite pay toy win fan hat lead bay pack tar wet fog ham led boom pin take sham fish hope Lee back gun tan shook fun hide law band gay test shake fed hit lit bin get tide shut fit hip lip py cook Ted shun fir hop lace jig call top shed face his lay Jane cup ten shop fay hay lock jar cow tea ship fin hack land jest cat tall shock mow hand lake jip cane tip shack mat nook book jet car tock shin mane now ball jaw cake tack chat make net box jam can tin chest man Nat boy Jack catch kite chide match Nan bird pig cut kit chop moon noon big pup caw vane chalk mink nut bow pat cock vest chip met nest bat pane Don wall chin may nun bar pan dig wig when mock Ned bake patch Dan wake whirl mice nor batch Poll doll wish whit Mack nice but pink den west Avhip hall look best pun dog wink white 14 NATURAL READING whack brace kites talking winter then 1 bray jumps wishing butter that broom runs batting better than brand ships cutting clatter thatch bride boxing cunning clutter think grit bowing dipping sister thaw grip bumping fanning under thing Grace balking hitting thunder third green calling hopping chattering thin gray cooking matting hammering blink groom catching popping tallest block grand dishing pinning pinkest black grin falling wedding blackest clog tree fishing running fallen clan trip hatching sitting fatten clink trace looking caller handed clam tray latching dipper rested claw track leading catcher patted cling trice mocking dinner petted clip plat pumping supper boyish clay- plan resting fisher pinkish clock plow Sam's kite fatter grayish brook plane Don's ball hopper finish brig place reading letter finishing brow play rocking reader hatchet bran ball seeing singer rocket brink balls sawing hammer pocket bring kite saying shutter carpet 1 The child's acquaintance with the spoken word (think, then, etc.) will enable him to give the correct sound of th in these different words. See note on variable sound groups, page 20. MANUAL FOR TEACHERS 15 garden bonnet sandman fir tree bowwow gardener Sunday seaside car ■ track tea tray carpenter sidewalk chestnut chatterbox cracker into ^ we be so it me she no its he Sentence Drill go 2 ho Papa has a gun. I can bake a cake. Baby has a ring. My room is little. See the bee. Papa is tall. Let me bat the ball. Have you a bat? I have a bat and a ball. We saw some white mice. Baby has a toy kitten. Jump on the hay. We have some jam. I like cake and jam. Can you cook ? That man is tall. Put the rice in the box. We have a hatrack. See the jar of jam. Jip is my dog. Jip is black and white. - Baby sat in papa's chair. Make a bow. Jack can run. Poll can mock the dog. Cut the cake and make some tea. Make some tea for mamma. Look at my book. See my beads. This is my best doll. Run in the hall. Get the fishhook and catch a fish. Have you a pin ? We saw the sun set. Roy can saw. Put the hat on the hatrack. Sit on the log. Nat can catch a fish. 1 The word to is a new sight word on page 24 of the Primer. 2 The word go is a new sight word on page 28 of the Primer. After it is taught as a sight word it can be followed by .so, no^ ho. IG NATURAL READING Have you a rake ? Get the dish of rice. I saw a horse balk. Baby can hide in the hay. See the nice dish of rice. Sam is a tall boy. How far can you jump ? Mamma has a lace fan. Call the dog. Run a race with me. Sit on the mat. Rock-a-by baby. See my tin cup. The sun sets in the west. Can you win the race ? We can get up on the shed. Let's play tin shop. I have some red chalk. See my little whip. I have a pink hat. This room is wide. We saw some clams. Get some clay and make a clay ball. See the little brook. Have you some blocks ? Look at the kitten's claws. Papa can plow. That horse is balking. Mamma is calling you. Ned is catching some fish. Mamma is resting. Grace is rocking the baby. Baby is talking to her kitten. Papa is reading his book. The kitten is fatter than the big cat. My papa is the tallest. We have some rice for supper. Baby has cunning bauds. Grace has a third reader. My bird is a singer. Baby patted papa's horse. We rested on the hay. Mamma is sitting in tlie sand. Sam is running a race. Sister 1 is cutting the cake. My sister is taller than I am. Get some butter for dinner. Baby is fanning her kitten. See the boys running a race. The big cat is sitting in the sun. Baby is playing catch fish in the brook. 1 The child has learned the word is and not the sound group is (sharp s). Therefore he will, perhaps, read the new word " sister " {z sound), but the mean- ing of the word should give him the correct pronunciation. See note on variable sound groups, page 20. MANUAL FOR TEACHERS 17 Seventh Step. Teaching New Phonetic Parts (additional sound groups) At this stage the child has become accustomed to dealing with the abstract parts of words ; therefore new phonetic parts can now be introduced as they stand, as parts of words to be used later in combining into new words, without analyzing each new phonetic part from some word which must first be learned as a sight word. When a new^ phonetic part is introduced its name must be told to the child, just as the name of any new sight word is told him. Place upon the blackboard at an am sound groups which the child has already learned. Place with these the new sound group ag, and tell the child what it is, pro- nouncing it as a whole, ag. The resemblance to the familiar at^ an^ am enables him to grasp and to remember the new ag without much difficulty. To this list, at an am ag add, one at a time, the new sound groups ap, ad, ax, telling the child the name of each in turn. When these are learned, add them to the stock of cards for daily drill. 18 NATURAL EEADING In the same way place upon the blackboard op og on ox sound groups which the child has already learned. Add, one at a time, the new sound groups ot^ od^ telling the child the name of each, and continue as with the previous set, ag^ ad, etc. In this way take in it ip sound groups which the child has already learned, and add, one at a time, the new sound groups zm, ix, id. Take un up ut sound groups which the child has already learned, and add, one at a time, ng, um, ud, iih. Take at en ed sound groups which the child has already learned, and add eg. As these new phonetic parts are taught, add them to the list of phonetic parts for daily drill. Follow with the word drill and sentence drill given in Part II, page 23, continuing the work as the children read the Primer. Paet II BLACKBOARD WORK AND PRIMER FIRST HALF YEAR Paet II DIRECTIONS Part I completes the preliminary blackboard work. The chil- dren are now ready to read through page 36 of the Primer. The blackboard work in Part II consists of the development of additional sound groups, with material for word drill and sentence drill, and is a continuation of the work given in the seventh step of Part I. This blackboard work should be given along with the reading of the Primer, as indicated in the following pages. The first twenty-two pages of the Primer contain the original sight words only. Beginning with page 23, new words are added on every page, these words being of two classes : (1) phonetic words, and (2) new sight words. 1. Pli07ietic ivords. These the child should be able to read without assistance, if the blackboard drill has been systematic- ally carried on. 2. The 7iew sight words should be told to the child. They occur on the following pages. Page 24 25 come Page 28 go Page 29 do here want 30 goes to like 32 over 29 Poll 34 don't of pretty 21 does n't 22 NATUKAL EEADING Page 38 went 39 they 40 too 47 pussy 49 one 50 hear 51 could 52 down 54 was 55 said our Page 56 what 58 old good 59 again another 60 full 61 where been 63 tied 65 their 67 tried Page 70 woman 73 there gone 74 school pony 80 great 85 any 87 water 98 caught 101 very XoTE. Such words as three, V^Z^ 30, eat, page 50, iduj, page 62, are phonetic words containing only familiar phonetic parts, although they precede their regular phonetic lists. The child will probably easily read them as they occur in their sentences ; therefore they need not be taught as sight words. Drill for Primer Pages 37-43 Phonetic Parts ^ at et it ot ut an en in on un ag ed ig og^ ug am im op um ap ip ox up ad id ub IX 1 For development of this set of phonetic parts, see pages 17-18. MANUAL FOR TEACHERS Word Drill is dim hip log peg sap wit if dip hid lop pit sad win of did hot mat pin set wig bat dot hog man pup sit yet bag Don liop map pig sin yes bad dog hod mad pot sip chat Ben den hug Mab . pop six chap beg dug hum met pod sob chit bed fat hub men pug sun chin bit fan jam mix rat sum chip bin fed jet mop ran tan chop big fit j'g mug rag tag sham bib fin Jim mud ram tap shad box fig flip Nat rap tax shed Bob fix jog Nan Rab Tab ship but fog j^ig nag red ten shot bun fox keg nap rig Ted shop bud fun kit net rim tin shut cat get kid Ned rip Tim shun can got Lig nip rid tip when cap gun lap not rod tot whit cot gum hid nod Rob Tom whip cod hat let nut rut top whim cut ham leg nun run tug than cup had led pat rug tub then cub hen lit pan rub vat them Dan hem lip pad sat van thin din hit lid pet sag wet this dig him lot pen Sam web bran 24 NATURAL READING brag better hugging patted tapping brig boxes humming padded tender brim boxing jogging petting velvet blot boxer kitten petted winter clam cabin lagging pinning yesterday clap cotton ladder picnic chatting club cutting letter popper chapter grit cutter letting popping chopping grin cunning litter rapping shopping grip dinner lumber redder whipping plat digging matter reddest thinner plan dipper matting ripping thinnest plot dotted manner robin brimming plod dotting member runner blotter plum fatter mixing rubber blotting trap fattest mitten rubbing blotted trim fixing mixes satin clapping trip getting mutton sadder clapper trot hammer mopping saddest grinning trod hammering netting sitting trimmer batting happen number sipping trimming batted happening nodding sister tripping batter hemming nutting sobbing trotted begging hitting patter Sunday trotting beggar hopping pattering summer bitter hopper patting supper MANUAL FOR TEACHERS 25 Sentence Drill Get me a pin. I see ten boys. Can you hop? Hop to the chair. Did you win the race ? We have a pet hen. Tab is my cat. Don't get in the mud. Baby has a rag dolL The dog bit baby's dolL Baby took a nap. Here is my tin cup. Mamma has a little tub for baby. Catch the fish with this net. Shut the lid of the box. Did you ever see a fox ? My dog likes ham. Let 's dig in the sand. Sit on the log. My hat is wet. Let 's sit on the rug. Rap-a-tap tap. Do not get wet. Here is a pretty pink bud. Come and play in the lot. Have you a pen ? Hug mamma, baby. Ned has a fishing rod. Can you fix the lid of the box ? My top can hum. Have you a humming top? I saAV six white rats. Max has a pug dog. Have you a cap ? Do you like figs ? We have a fig tree. Don't make a litter. See the boys hopping. Get the hammer for papa. See the big ladder. I saw a robin. Mamma has a red velvet ribbon. I have a pink satin ribbon. I saw you yesterday. Have you some rubbers ? Do you like summer? Do you like winter? Do you like summer or winter best? Have you a baby sister ? I like to go shopping with mamma. We had a picnic. Baby can clap her hands. Papa is fixing the ladder. 26 NATUKAL READING We have a plum tree. Get me a blotter. My sister can get the dinner. My kitten ran up the ladder. My bud is the reddest. We saw some clams. Develop new sound groups, as follows : Place upon the blackboard ack and atcJi^ which the child already knows. Add to these the remaining sound groups in column 1, telling the child what they are. Repeat with columns 2, 3, 4, 5. This process of development should be used when- ever new sound groups are to be taught. The attention of the child should not be called to the single vowel sound. It is enough for him to know that at is at^ and ate is ate^ as a whole. He must always deal with them as wholes. Variable sound gi^oups. When a sound group has different sounds in different words, the child must be trained to judge which one is used by the meaning of the sentence in which it occurs. Example : The wind blew the tree down. Will you wind up this string? Drill for Primer Pages 44-51 Phonetic Parts ack atch end ill uck ash ell ick iss unof ang ess ish ock unk ank est ing ong uss and ent ink oss uff MANUAL FOR TEACHERS 27 Word Drill ashes dock Jess locking necklace back doll Jill long Nell backing doff Jock longer pack bang duck kick longest packing bank ducking kicking longing packer band fell kill luck patch batch fish kiss Mack patching beckon fill kisses mash patches bend filling kissing mashing peck bell fuss lack mashes pecking Bess gush lacking mend pick bill hack lash mending picking boss hash lashes mended pink buck hang lashing mink pitch bunk hanging lank mill pitching buff hanger land miller pitches cash hank landed miss pitcher catch hand landing misses puff. cuff handed latch missing puffing coffee handling latches mock rack dash handing latching mocking racket dashing hatch lend mocker racking dasher hatching lending moss rash Dash hatches lick mosses rang dell hill licking mush rank Dick hiss link muss rich dish hush linking mussing ring dishes hung lock muff ringing differ Jack locker neck rill 28 NATUllAL BEADING rock suffer check clashes sadness rocket tack chess clashing tenderness rocker tacking chick clang blackness rocking tank chicken clank camp rush tend chill click camping rushing tending shell clicking camper rushes tended shock cling damp rung tell thank clock dampness sack telling thatch cluck clamp sash teller thick clung lamp sashes tick thing grand best sang ticking think grill bent sank tinker whack plank belt sand tock brick pluck bench satchel toss bring plucking desk send tossing brinoiiiof plush felt sending tuck brink track help sell tucking brushes trash helper selling tucker brushing trick helping sick well black trinket nest sing wick blacken trunk rest singing wicked blacker trill rested sink wish blackest trilling resting sinking wishing blank truck tent sill wishes blanket trunks tenting sock wing blink less west song Avink bliss wingless went suck winking blush matchless chest sucking wind blushes joyless finch sung Avitch blushing dimness gild sunk will clash madness gilt MANUAL FOE TEACHERS 29 lift brisk romping hunted pumping lifted sift softer hunting punch lifting sifter softest hush rust list sifted bumping jump tusk mist sifting bump jumping thump mint silk bunch lump clump milk tint dust lunch plump milking whisk duster must blunt pinch lost hump musk rift loft hunt much risk romp hunter pump Note. The word rich is given in this class of words, although the sound group ich is omitted because so few words contain it. It is needless to teach a sound group for the sake of only one or two words. So, too, fresh is given, e>>t'e given, urse omitted (page 45), etc. Phonetic Parts dr gl sk sm sw spr thr fl pr sc sn scr spl qu fr si sp St str shr squ Word Drill drab drill flat flit fret Frank prick drag drop flap flock fresh glad prink drank drug flax fling frill gloss prop drench drum flash floss frog glimmer proper drip drift fled flung from prank primer drink flag flesh flinch Fred prim prompt 30 NATURAL READING slab slot spin stag stuff strap shrink slam sketch spick stack stamp string shrill slap skill spill stand stump strand thrash slat skiff spot stem swam stress thrush slack scum spun stick swell struck thrill slash scat spent sting swim sprig quack sled scan small still swing spring quick slid scamper snap stitcli switch sprang quit slim span snatch stop scrap sprout quill slip sped snip stud scrim split quilt slit speck snug stun scrub splash slick spell stab stung scratch shrank Sentence Drill Ring the bell. The bell rings ding-dong. Sing a song. Baby can sing a pretty song. I can pack mamma's trunk for her. Baby has a little trunk for her doll. Here is a long rope. Do you like to swim ? Do you like to swim in the pond? Hush-a-by, baby. I like hash. Dick likes to go fishing. Here is your hatchet. We had a mocking bird. The bell rang. Tuck the baby up. Lend me your book. Mamm.a has a muff. See the pretty moss on the tree. Here is the hammer. Get me some tacks. Papa can mend the ladder. Have you a pocket? Hang up your hat. See the pretty shell. I have a pink shell. The clock goes tick-tock. Sing a song of sixpence. MANUAL FOR TEACHERS 31 See my pretty necklace. Can you pack a trunk ? My doll has some dishes. Dmg-dong bell, Pussy is in the well. I saw a bird's nest hanging in the tree. Can you trill like a bird? Baby has fat hands. He handed me the ball. See the thick rope. That horse will kick. Jump on the plank. Baby will kiss mamma. See my pet chicken. See all the bricks. Papa will hitch the horse. Here is mamma's satchel. Bring me that brick. The bell is ringing. Bring me the big pitcher. Pick up the tacks. I saw a little green frog jump into the pond. I like mush. See the big sack of nuts. Baby can say, " Thank you." Here chick, chick, chick ; here is some dinner for you. The humming bird has pretty little wings. Did you ever go camping ? We are going camping when summer comes. Let 's sit under this clump of trees. Mamma has a pretty lamp. We have a pump by our well. How much did you pay for the milk ? I like muskmelon. Jack and Jill Went up the hill. Do you like milk ? Do you like mush and milk ? I like cake and milk. The kittens like to romp. We have a tent to play in. Let's sit on this bench and finish our lunch. Ned is milking our pet cow. Can you lift that big brick ? Baby likes to dust. She has a little duster. We have a big chest. Do you like chestnuts ? Mamma has a silk dress. I lost my belt. Can you help mamma? Can you help with the dusting? Baby's hands are the softest. This is my desk. 32 NxVTUllAL EEADI:NG Get up on the loft and jump into the hay. My kitten drank the milk. The duck goes splish-splash. Smell the pretty violets. Hear the duck say " Quack, quack ! " I have a pretty quilt. See this long string. Here we stand, hand in hand. See the kittens scamper off. Don't slip on the hill. I saw a big flock of blackbirds. Did you prick your finger ? We slid downhill. Here is some nice fresh milk. The violets are nice and fresh. I drank some milk and did not spill a drop. Can you read in the primer? Papa had a sled when he was a little boy. See the big haystack. Can you spell ? This bud has a long stem. Let's get a drink at the spring. Here is a ball of string for your kite. Don't spill the ink and make a blot. I spent a nickel for a strap. Split the kindling for mamma. I like to swing. We have a big swing. Drill for Primer Pages 52-53 Word Drill little brittle puddle hobble grumble battle shuttle paddle thimble ruflle bottle whittle candle ramble muffle cattle middle cuddle scramble scuffle cuttle fiddle dimple bramble giggle kettle riddle ripple scribble wiggle nettle saddle supple bubble struggle rattle bundle topple hobble uncle settle muddle dapple mumble ankle MANUAL FOE TEACHERS buckle pickle tickle tackle tangle trickle kindling handling tumbling grumbling rattling whittling middling fiddling ruffling giggling struggling bubbling rippling Sentence Drill I have a bottle of milk for my lunch. Do you like pickles ? I have a silver thimble. Hey diddle diddle The cat and the fiddle. Baby has a dimple in her chin. She has some dimples in her little fat hands. I must put a ruffle on my doll's dress. Don't step in the mud puddle. Can you whittle this stick ? See the big kettle. Baby has a rattle. This stick is brittle. Get me a bottle of ink. Bring in some kindling. Papa has a saddle for his horse. Here is a candle for you. My Uncle Will likes little boys. Mamma lost the buckle from her belt. Don't tangle baby's hair. Stand in the middle of the room. I have three ruffles on my red dress. We picked up a big bundle of sticks. Ben likes to rattle his marbles. Drill for Primer Pages 54-57 Phonetic Parts ate ace ine ice ode ole ane age ime ire ope oke ame ake ide ife ose use ade ite ipe ile ore ute 34 NATUEAL READING Word Drill cane Kate dale note these Pete tape base fate like wife vale mine pride bake dime jute rule rode chore stile huge bake fore wave muse tune poke life lone line mane save choke rage dame dice fade sage woke mote tame came cage gaze nice mace race sure face hide fine page rise chide quire space lope lake wage vase sake price gale dive haze brave shore mile trade cove core file wire rice tore brute hose home hale nine male chose stale fuse gave pane wane chime side quite hive dome mice brace vane mire prime cure lane chase while shine pine trace cave case tire rude pale tone stage gate. gale same vote mute pipe glide bone dose mule whine shave tile quake Jane lace rate slice make pure thrice lame date wide rove ride tide clove fire cake pace white skate sole l)rize cape hire lute pave more pile thrive hole daze bride made shake spade prune late lime sane those mite time glaze cute bite wise rose tube pose frame five hope nose name sale take state kite dine mate wore rake broke close bide fife wake rope mole stove tripe game here brine vine shade pole drape MANUAL FUK TEACHERS 35 snake plate plane grace scrape drake flame glade trice sprite stroke smile slave spire splice smoke grope slate strike drive grope grove place grate grade spore Sentence Drill Run home with me. I made a kite. My dog's name is Don. Smell the pretty rose. I saw a pine tree. I have nine marbles. How much is a dime ? Stand in a line. Let's play a game. Come and sit in the shade. Let 's run to the gate. We can go swimming in the lake. I tore a hole in my dress. Make a fire in the stove and cook the dinner. Can you skate ? See the smoke. There must be a fire on the hill. Here are some grapes. Do you like black grapes best? Get the spade and the rake and make a garden. See that long hose in the garden. We can drive this nice old mule. I can make baby smile. Let 's make a fire in the grate. Don't let it blaze up too much. Were you late to-day? I had some dates for lunch. Have you a slate ? Doyou like spice cake? Mamma made a spice cake for dinner. We rode on the stage. We rode five miles. Did you ever ride on the stage? See the big grove of pine trees. We had a picnic. We ate our lunch under the pine trees. Papa's horse has a long black mane. We have a big grapevine. When the grapes are ripe you can have some. Jack drove the cows home. 36 NATUKAL HEADING Run a race to the gate and back. Drive the cattle into the lot and close the gate. See the sunshine on the wall. Those grapes are not ripe. Here is a long pole. Can you play a pretty tune ? Wake up baby. It is time to go for a ride. We woke the baby up. Get the pipe and let's make some bubbles. I broke my cup. My chickens are all tame. We are going to the seashore next summer. My sister is in the second grade. Can you splice these ropes ? Go to the store and get some rice. Baby likes to hide from papa. Baby's name is Helen, but we call her Baby. Drill for Primer Pages 58-61 Phonetic Parts ay ai ail aid ain Word Drill bay may clay spray gaining nail painter day May sway stray hail nailing rail fay pay tray away hailing paid railing gay paying gray bait laid pail rain gayest Ray play fail lain pain raining hay say playing failing maid paining raise haying saying pray failure mail paint raising lay way stay faint main painted sail laying bray staying gain mailing painting sailing MANUAL I'OK TEACHERS 37 saint chain drain stain spraining explain ail tail braid frail train maize explaining aid wait braided snail quail faith raisin aim waited braiding grain quaint maiden praise waist claim plain sprain afraid aiming Sentence Drill See the hay. May likes to play. Ray can paint. The ducks like the rain. We went out in the rain. Did you ever see it hail? It rained and hailed one day. Get me some nails. See that stray dog. The men are haying. Come home with me and stay all day. Let's go for a sail. We went down by the bay. We are going sailing. Canyon paint a pretty picture ? Stay with me and let 's play. I want some clay. My sister is staying at home to play with the baby. Rain, rain, go away. We were afraid of the cows. My dog ran away. We planted some grain. Is baby afraid of the dog ? We saw some quail. Give the chickens some grain. The painter is painting the fence. Mail this letter for mamma. Wait for me and I will go sail- ing with you. Drill for Primer Pages 62-68 Phonetic Parts ee eed een eep eet ead eal ea eak cam ear eap eat each 38 NATURAL READmCx Word Drill bee heaping leap rear screen feast seam beating keenness preacher heed feet leaning leaf preach peach feeling beast three cheated neater nearest reader lead treat bean neatest heath speed squeak geese heap reap teach bleating tease beak leanness keeping wee seek mean reaches leader bleak beef seat deer shearing tree leave meal lean leading please near sea reaper street cheating neat peel keep teacher squeeze team peeling deepest stream weed fearing meat reaping wheel clean neatness seem leaking queen week beet feeding keeping shear steep tea seedless reach teaching sweetest need least reaching streak cheat fearless feed deep sheet queer beetle dear seeing breeze glean heel leaping needle teaches sweeter beach dearest leak squeal weep fear peep steed scream cheapest beam hearing leafless sheep glee bead read reef steam steepest heedless seed keen beat Greek peaches reading sheath veal weeping nearer seen teeth preaching greeting MANUAL rOK TEACHERS 39 steeple cheese sweeper yeast dream cheaper greet cleanest fleece creep cheap sweet weaken sweeping speaker sweetness weaker green year cream steal sleeping sleeve dreamer sneeze weak cheese weave clearness speech clear greenest freeze sweep speak sleep weakest sleek Sentence Drill creak east See the bees. We have a beehive. Did you ever see a queen bee ? Make some tea for mamma. I can read in my sister's reader. We planted some peas and some beans. Did you ever see a beetle ? The leaves have fallen off of the tree. We have a peach tree. Do you like peaches ? Our peaches are not ripe yet. We like to play on the beach. Mamma needs me. I must help her. See the pretty sunbeam. String the beads and make a pretty necklace. We have some seedless grapes. We like seedless raisins. Let 's run down the steep hill. Hear the little lambs bleating. My mamma is teaching me to play a pretty tune. See the white sheep all fast asleep. My plants will freeze in that breeze. See the tall steeple. My hands and face are clean. This is my cleanest dress. Take the weeds out of the garden. Put them in the wheelbarrow and wheel them away. My lamb's fleece is white. Get your broom and help mamma sweep. 40 NATURAL BEADING I have a little carpet sweeper for my doll. This red apple is the sweetest. Let 's go fishing in this stream. What street do you live on ? This big stream is deeper than our creek. That pan leaks. We must have it mended. Can you reach the top shelf? Peel some peaches for lunch. We are not afraid of the geese. Baby is feeding the chickens and the ducks and the geese. Can you help freeze the ice cream ? Do you like ice cream? Please help me sweep this room. Can baby say " Please " ? Don't tease the geese. My wagon wheel is broken. The man will shear the sheep. Baby smiles in her sleep. Per- haps she is dreaming. Let's save these apple seeds and plant them. I like to sit on the driver's seat when I ride on the stage. Please go to the store and get some cheese. See this queer little chicken. We saw a pretty deer. Drill for Primer Pages 69-73 Phonetic Parts old olt oa iizht Word Drill cold hold golden coal loaves colder liolding mold coat loan coldest told molding coach load bolt scold fold coaches moan bolted jolt folded coast road bold jolted folding coaster roar boldness gold colt loaf roaring MANUAL FOR TEACHERS 41 roast floated fight tighten dry soap groan fighting flight fly soar groaning light slight fry soaring throat lighten fright pry toad whoa lightning- frighten shy toast sigh lighter frightening spy toasted high lightest frightened sty boat higher might bright try cloak highest night my why croak nigh right by spry float sight tight Sentence Drill cry sly Please bolt the gate and keep it closed. It is cold to-day. We have a goldfish. Papa is painting our boat. I have a coaster. I can coast down the steepest hill. Butter the hot toast and make some tea for mamma. Please bring in some coal. Clear the road. Here come the boys on their coasters. Papa gave me a pretty gold ring. AVhere are the oars for papa's boat? We can ride on the load of hay. By, baby, by, do not cry. Here is the candle to light you to bed. Try, try again. We saw the lightning in the sky. Swing me higher, higher, higher. We played ''I spy" last night. 42 NATURAL READING Drill for Primer Page 74 wrap knock gnat wring knocker gnash wrung knocking gnashing wrench knack gnaw wren knuckle gnawed wrist knee gnawing wrong kneel gnarl write kneeling gnarled wrote knelt gnome written knit wreath knitting gn wrestle knitted wriggle knickerbocker wrapper knife wrapped knapsack wreathes knob wrecked knight wrenching knead wringer knives wTinkle wry kn WT Sentence Drill Wrap tlie baby up and don't let her get cold. I Avrote a letter to papa. We have a little wringer. We can wring the doll's clothes. I lost my knife. Will you lend me your knife? When I tie my dog, he will gnaw the rope and run away. Let 's make a pretty wreath. MANUAL FOR TEACHERS 43 Have you written your lesson ? My lesson was wrong and I We saw a little wren's nest. wrote it again. Baby has dimples in her I have a little knapsack. It is knuckles. just like papa's big knap- See all the little gnats. sack. My pet squirrel likes to gnaw My papa has three knives. his nuts. Drill for Primer Pages 74-79 Phonetic Parts ar ard ark arm Word Drill art arch car charming marching hardest lard starch part spark market smart darkest marking tart darkness mark bar charm Clark start barking artist sparkle farmer partner star far march chart card carpenter barn park quarrel harm carpet farm part quarreled dark farther scarlet parted quarreling tar lark dart large darker hard garden Carl barge jar scar gardener sharp shark alarm sharpen gardening 44 NATURAL READING Sentence Drill I like to ride in the street car. See the bright stars. The stars shine in the dark night. We can play in the barn. My uncle is a farmer. He has a big farm. Please sharpen my pencil. Hear the dogs bark. The carpenter mended my wagon . How much did the man charge for your book ? Tramp, tramp, tramp, the boys are marching. Your pencil is sharper than mine. This nut is too hard to crack. We had some tarts for lunch. Do you like tarts ? Come out and see the stars sparkle. Make some starch and starch baby's clean dress. We are going out to the park. SAveep the carpet and make it nice and clean. Hear the lark sinof. Can you jump farther than I can? See this nice large apple. My ball is the hardest. Can you go to market for mamma? That man is an artist. What does an artist do ? Mamma does not like it when we quarrel. Drill fok Primer Pages 80-82 Phonetic Parts er ir ur * Word Drill Bert turning surf burned . verse turn curve burn squirm verses turned birthday burning sir purr MANUAL FOE TEACHERS 45 bird birches pert churned shirk squirming chirp stir hurting church squirmed chirping stirring hurt churches nurse chirped stirred hurling herd nurses squirt churn burnt girl squirrel thirst curling stern firm fern thirsty fir third firmest fur perch curbing first curl September jerk clerk burst churning purse jerked Thursday bursting skirt birch jerking Saturday Sentence Drill hurl iceberg Please turn the rope and let us jump. Don't burn your hand on the hot stove. My birthday will come in Sep- tember. Baby's birthday is in May. My kitten lias soft black fur. Baby has pretty golden curls. Sometimes mamma curls my hair. We have a pet squirrel. We made some big bubbles, but they all burst. The liot sun will burn baby's face. This church has a big steeple. Next Saturday Bert is coming to play with us. There was a little girl And she had a little curl. Don't jerk the string and make the kite come down. The birch tree is very pretty. We saw a herd of cattle. I burnt my finger. The little bird sleeps on its perch. Hear my kitten purr. Mamma gave me a purse. Did you ever bathe in the surf? Hear the little birds chirping. Ned is churning to-day. He will make some nice butter for us. 46 NATURAL READING Drill for Primer Pages 83-89 Phonetic Parts ou ow ound oud out our Word Drill ounce owl bow pounding shouting scour crown spout mow plow louder how coward loud trowel pound cow mount mouse loudest cloud blouse mountain lounge down howl bowing ground proud town spouting brown trout scow stout hound thousand south row bound frowning sour pout sprout pouch brow around pouting sprouting towel frown about round shout pounded now aloud sourest shouted drowned Sentence Drill flower We saw a big owl in the barn. I saw a little brown owl stand- ing on the fence. Can you come to my house and play with me ? Here are some pretty flowers for you. Mamma is going down town. Baby can say,"How do you do?" I can help papa with the plow- ing. See these nice round stones. Lie down on the lounge and go to sleep. We saw some pretty speckled trout in the stream. We climbed the high mountain. This apple is too sour to eat. MANUAL FOR TEACHERS 47 Do you like sour lemons ? Can you count to one thou- sand ? We planted some sunflower seeds, and they are begin- ning to sprout. The painters are painting our house. It will be a brown house now. Take the trowel and dig in the ground. We went to the store for a pound of tea. The man in tlie south Burnt his mouth Eating cold plum porridge. I scoured my doll's knives and made them nice and bright. This is the house that Jack built. A little mouse ran across the room. Drill for Prlmer Pages 90-91 Phonetic Parts oy 01 or oin oil ork orn Word Drill boy pointed join choice border north toil pointing joining for bordering fork toiling coin toiler stork Morse nortliern broil boiler soil corn corner horse broiled coil soiling born storm horses broiling spoil moist cord storming morn Joy spoiled boyish thorn cork morning boil spoiling toy nor Norse scorch boiled hoist oyster short form torch point joint loyal scorn former shorter pointer noise voice scorning hor-n shortest 48 NATURAL KEADING Sentence Drill Point to the east. Point to the west. Point to the south. Let 's join hands and make a ring. I saw an oyster in its shell. My sister has a jointed doll. Don't spoil your nice clean book. We have a big closet for our toys. My big horn makes a loud noise. I woke up at five o'clock this morning. We were out in the storm. Have you a knife and fork ? Here is some corn for the horses. Get a cork for this bottle and don't spill the ink. Did you ever play " puss in the corner " ? Get the pitchfork and give the horse some hay. Drill for , Primer Pages 92-95 Phonetic Parts all alk aw au ew awn awl Word Drill aught paw Maud walking calling hauling balk paw walker saw. straw stall draw fall chalk drawn fawn pause falling shawl walk caught pausing dawn Paul walked lawn malt cawing law walking hall walk wall halt small caw walked call haul sprawl MANUAL FOK , TEACHEKS 49 hawk talking- clew stew newer screw smaller pause few newness mewing blue smallest cause mew flew brew flue strawberries because new stewing drew hue salt taller pew newest strew cue talk tallest yew grew Lewis screw^ing Sentence Drill Let 's Dlav or 1 the lawn, I saw a ] Little fawn. What is Take this green chalk and draw a tree. London Bridge is falling down. My sister is taller than I, and baby is the smallest of us all. Do you like to draw on the blackboard ? I must go in the house, because it is getting late. This is the malt that lay in the house that Jack built. Does your horse balk ? a fawn? Mamma has a pretty pink shawl. Do you like strawberries? This is my newest doll. Have you a new hat? Get some screws and screw the lid on the box. My bird flew away. Our sunflowers grew up tall. Have you a blue dress? Frank drew my picture. Pick a few violets for me. ook Drill for Primer PxIges 96-102 Phonetic Parts ood oom oon ool oot ow ou ind book hook cook good cooking goodness Word Drill look wool looking woolen hoof foot hood soot nook wood rook wooden 50 NATURAL READING shook tool smooth crowed growing grind brook stool droop know own grinding crook school scoop known soul blind crooked cool proof show course rind crookedness ; cooler pool showing- four kind stood foolish gloom flow pour kinder moon foolishness slow flowing pouring kindest noon room slower mow court finding soon broom snow mowing fourth bind sooner tooth blow row fourteen binding spoon goose blower rowing find food loose blowing grow wind spool rooster crow grown mind Sentence Drill Are there any fish in the brook ? I liurt my foot. Baby has a pretty little fat foot. Mamma made me a red hood. Grace is cooking breakfast. I had a little wooden horse. We stood in a long row. See the crooked line. Bring in some wood for mamma. We ran to school. Here is a spool for the kitten to play with. Grace has a pet rooster. Let 's sit in this nice cool room and look at the picture book. The dish ran off with the spoon. My papa comes home to his lunch at noon. I have a tool chest. It has a hammer and a saw and a plane in it. The man in the moon Came down too soon, To ask his way to Norwich. The man in the south Burnt his mouth, Eating cold plum porridge. Paet III DIRECTIONS The blackboard work in Part III consists of the development of additional sound groups, with material for word drill and sen- tence drill, and is a continuation of the work given in Part II. This blackboard work is designed for use with any reader intended for the second half year of school. The work here outlined extends the power of the child to read phonetic words. Such new sight words as the child may meet in any reader should be told him. Phonetic Parts adge edge idge < 3dge udge ence ince ounce Word Drill badge lodge thence flouncing singe strange Madge pledge pounce bouncing twinge stranger judge fence flounce fencing plunge strangest ledge mince bounce pouncing lounge changing wedge since ounces fenced hinges changed bridge quince quinces bounced fringes ranger dodge hence princes pounced lounges manger hedge prince pounces hinge change danger trudge pence bounces fringe 53 range lamb 54 NATURAL READING crumb numb crumbs earn learn heard pearl thumb limb thumbs earning learning earth search dumb lambs limbs earned learned Earl searching Sentence Drill We ran across the bridge. We were playing hide and go seek, and we hid down by the hedge. Madge put some pretty fringe on her doll's dress. Let 's give these crumbs to the birds. My uncle has fourteen little lambs. He is going to give me one little pet lamb. Will you learn a pretty new song for papa ? Do you like mince pie ? My brother can jump over a high fence. Mamma made some quince jelly. See how high my ball bounces. Put baby on the lounge and let her take a nap. See how tall the corn is growing. Can you earn ten cents next Saturday ? We have a big range in our kitchen. We heard my pet rooster crowing at four o'clock this morning. Phonetic Parts ny ry gy zy sy ey dy py ly ty cy ie Word Drill ^, rainy hurry city pity prettily kindly lovely sleepy story dizzy lady nearly kitty ivy very happy nicely slowly daisy pony Nancy merry silly only funny downy shaggy fairy frosty early Harry every candy happily neatly daily MANUAL FOK TEACHERS 55 Benny cloudy sadly partly monkey Nellie jolly empty partly dainty donkey pansies penny tiny hardly pantry chimney pennies jelly puppy starry salty barley stories Billy easy fifty hilly parsley parties lonely rosy "giy rusty turkey cities quietly sorry swiftly mighty journey puppies brightly Jenny twenty hungry honey monkeys sunny chilly thirty pansy money turkeys carry holly sixty muddy Bessie donkeys queerly dolly seventy surely Jessie chimneys quickly berry plenty closely Charlie lazy badly softly strangely Hattie Sentence Drill Windy, windy weather, Frosty weather ; When the wind blows, We all go together. Here is some candy. Now we can have a little party. Mamma made some strawberry jelly- Four and twenty blackbirds Baked in a pie. We have twelve little downy chicks. See how brightly the sun shines so early in the morning. I saw a bird's nest, but it was empty. The little birds had all flown away. My brother found a tiny little puppy. Can you tell me a fairy story ? How many pennies have you in your bank ? Have you any pennies in your pocket? We saw a funny little monkey. We gave him some peanuts and that made him happy. Did you ever hear the story about the ugly duckling? I had some pretty purple pansies. 56 NATURAL READma Phonetic Parts ful ace il ble ure ; age el Word Drill able cheerful venture voyage anvil channel cheerfulness mixture lovable pencil chapel careful moisture agreeable pupil kernel faithful capture peaceable camel bushel faithfulness picture vegetable panel tassel gleeful village handsome parcel hazel playful sausage lonesome barrel mantel beautiful message tiresome level weasel hopeful courage winsome laurel quarrel graceful damage palace satchel travel thankful package terrace tunnel helpful cabbage necklace morsel pasture passage surface funnel failure manage furnace Sentence Drill kennel Did you evei ' see a camel ? Our little puppies are very Go to the garden and get some playful . They try to play nice fresh vegetables. with the mother dog. We planted a vegetable gar- Can you carry this big parcel den. for mamma? Here is a pencil for you. Baby is lonesome when we The cattle are in the pasture. are at school. MANUAL FOR TEACHERS 57 The king and queen live in the palace. I have a big cabbage in my vegetable garden. See this beautiful rose. It is for mamma. Be careful and don't let it wither. What is an anvil ? My grandma lives in a little village. I strung some beads and made a pretty necklace for baby. We saw the anvil in the black- smith's shop. See if you can carry mamma's satchel. Phonetic Parts tion tious en sion cious in ion ous Word Drill ain mansion station gracious porous frozen urchin action section million gorgeous oven napkin auction junction trillion wooden sudden robin auction eei ■ question onion lighten children cousin motion portion cushion tighten chicken mountain caution mission fashion seven quicken captain mention permission . opinion sharpen woolen bargain excursion cautious companion written satin fountain addition luscious joyous blacken basin certain attention precious famous sweeten cabin vacation delicious wondrous broken raisin Sentence Drill My big brother can count up We are going to the railroad to one million. station to meet papa when Have you written your lesson ? he comes on the train. 58 KATUEAL READING Do you like raisins ? I am going to visit my cousins when vacation comes. A robin has a nest in our gar- den. Get some cushions and put them in the hammock. Then we can be comfortable. The chickens scratched up my vegetable garden. I had planted some peas and beans and onions. Please sharpen my pencil. I have broken the point. That big house is called a mansion. The children like to play out in the old log cabin. We climbed a high mountain last summer. Phonetic Parts a ble gle out die tie. in fie Word Drill pie about amusement outshine invite title around alive outline instead brittle across along outbound intrude stifle adrift alone outer table trifle agree aloud invent sable eagle alarm amazement invention cable double again abundant invert ladle trouble against aboard indent cradle feeble aside awake intend needle people awhile away insist idle marble adopt April insisting bridle turtle afraid apricot inside rifle girdle agreement acorn inquire noble myrtle amuse outside inquiring bugle MANUAL FOR TEACHERS 59 Sentence Drill My dog always runs when he hears the fire alarm. He likes to race the horses to the fire. He is not afraid of the fire. My sister's birthday comes in April. We have an apricot tree. Do you like apricots ? We went to the woods and gathered some acorns from the big oak trees. We saw a big eagle up on the mountain. Here is the church and here is the steeple, Open the door and see all the people. Hear the bugle call. Please find mamma's needle. Papa has a new saddle and a new bridle for his horse. Can you amuse the baby and keep her from crying ? Baby does n't like to stay alone. Mamma says that I can invite you to my party. Phonetic Parts be de re Word Drill pre follow following listen because belong tallow willow hasten before beyond narrow minnow glisten below between elbow borrow fasten becoming beside arrow shallow fastening begin behind fellow meadow glistening beginning beseech mellow yellow listening began deceit shadow hollow softening beneath deceive sparrow often become behave decline pillow soften became behold declare 60 NATURAL READING defeat delightful recess replying preserve defend depart receive select prepare delay departure refresh secure prefer degree deserve refreshment pretend delaying destroy rejoice pretending delight recall reply Sentence Drill prevent Come and play follow the leader. You may be the leader. I will go behind you. See how big my shadow looks. We ate our lunch under the willow trees. See the little brown spar- rows. Here is a pillow for papa. He is tired. Let baby sit between us on the bench. If you will listen, you will hear the bird sing. It is a meadow lark. See the dewdrops glistening on the grass. Mamma is making apricot pre- serves. Does this pencil belong to you? Baby must not destroy her toys. I must hurry home because mamma wants me. Baby is delighted with her new playthings. I have a bow and some arrows. I can shoot the arrows up into the willow trees. com con ap ad Phonetic Parts ac af at an ab as MANUAL FOK TEACHEBS 61 Word Drill combine conductor advice Atlantic command appear address assist commence appearing adventure assistance compel appearance advance astonish compelling abrupt advancement astonishment complete absent affection angry animal completed absence afford completing according attack i-vxx J. 11.1 Ct J. ankle compelled account attend annoy annoyance angle anchor commencement complain accuse acquaint attention attic complained acquaintance attract complaining admit attractive consent admittance attempt confuse admire attempted Phonetic Parts dis mis per pro en ex Word Drill dismay discharge disappoint misstep disappointment mistake disappointed mistaken discard display disturb distinct distinctly persist perform exchange excuse express exact procession entice protect entreat protection engage pronounce explain promote explaining extend promotion expect performance prolong expected perfume provide excite proceed enjoy excitement 62 NATURAL READING Sentence Drill My mamma does not want me to be absent from school unless I am sick. We are going to see the pro- cession. My papa has gone across the Atlantic Ocean in a big ship. Mamma is reading me about the adventures of Robinson Crusoe. We like to play in the attic. I have a red express wagon. Will you come and play with me next Saturday ? I shall be disappointed if you don't come. My sister was promoted. Will you exchange this book for me? We are going to have a circus performance in our yard. We shall expect you to come. Don't make too much noise and disturb mamma when she is resting. Phonetic Parts inter under ob oc op al Word Drill interfere already poison whistling cedar interest almost collar cent cement understand also dollar century center understood always cedar cell centipede undertake beckon nectar cider central obtain beckoning poplar cistern certain obstruct lesson mirror ceiling certainly occur reason parlor cinder circle occurred reasoning whistle cease city oppose reasonable rustle cylinder cities obstruction prison castle circus MANUAL FOR TEACHERS 63 Sentence Drill I have ten cents. Our cistern is full of water. Can you throw this ball as high as the ceiling? We saw the circus parade. Stand in the center of the circle and show us a game to pla}^ Draw a circle on the black- board. Which do you like the best, the city or the country ? Did you ever see a centipede ? Can you make a clay cylin- der? See all the cells in the honey- comb. My sister has a promotion certificate. I saw a row of cedar trees. Did you ever see a poplar tree? Mamma has a big mirror in her room. How many ten-cent pieces are there in a dollar ? Phonetic Part ph Word Drill Philip sphere glove done Monday phaeton ought gloves none money physician bought shovel son honey pheasant brought shoveling won cover photograph thought loving ton color camphor thoughtful come month comfort nephew sought comes front discover orphan love coming sponge among sulphur dove some monkey wonderful cipher doves one young nothing 64 NATURAL READING tongue obey freight veil wonder whey neigh skein they eight neighbor reindeer prey weight weigh neighborhood Sentence Drill My brother's name is Philip. What color is 1 your new We have a I photograph of the dress ? baby. Do you like bread and honey? I like to ride in mamma's The king was in the counting phaeton. house I saw a pheasant. Do you Counting out his 1 money. know w hat a pheasant is? The queen was in the kitchen Find me a sphere. Eating bread and [ honey. Get the shovel and shovel up Santa Claus drove eight tiny the sand . reindeer. I bought mamma a pair • of I wonder where the reindeer gloves fc ►r a birthday present. are now. Word Drill puss piece receiving prove threaten full brief Ruth prune thread pull chief truth improve ! head push shield truthful work meant bush thief ruby word deaf cushion belief truant worm ask pudding believe true ! world task bullet deceive brunette worse bask pulpit receive brute worst basket field believing rule bread flash yield deceiving rude spread glass MANUAL FOE TEACHEES 65 pass grasp quaff calf calm lass clasp aft half palm brass fast after aunt psalm class fasten waft daunt laugh grass last raft haunt laughing dance past draft jaunt laughed prance chaff craft launch laughter glance staff shaft Sentence DriU aim Sing, sing, what shall I sing ? The cat ran away with the pudding bag string. Ruth is a little girl who lives in our neighborhood. Puss likes to sleep on mamma's nice soft cushion. I have some rosebushes in my garden. Your writing is improving every day. Do you like prunes? Please spread some jelly on my bread. Can you thread mamma's needle for her? Here is a nice basket of fruit for grandma. The grass needs cutting. Can you run the lawn mower? Mamma has a ruby in her ring. What color is a ruby ? i APPENDIX BLACKBOARD WORK AEIiANGED FOR CYR'S PRIMER AND FIRST READER APPENDIX THE APPLICATION OF THE NATURAL READING METHOD TO THE CYR READERS The method here presented is the same as that given in the pre- ceding pages of this Manual. The arrangement differs, in part, through following the order of words found in the Cyr Primer. For clearness and for convenience in using the method with this set of words, the detailed directions which are given in Part I of this Manual are repeated. FIRST STEP. THE SENTENCE Blackboard Reading Note. The words used in these sentences arranged for preliminary blackboard work are those found in the first twenty pages of the Cyr Primer. Call a child to the front and ask him to run across the room. Then place upon the blackboard the sentence I can run and read it to the child. The child may then read the sentence, as a whole, slipping the pointer across the entire sentence and not stopping at the separate words. Repeat with several children in turn. Erase this sentence, place upon the blackboard I can catch you and proceed as with the former sentence. 69 70 NATURAL READING In this way, teach in turn several " action " sentences, review- ing meanwhile all that have been presented. At first have but one sentence at a time on the blackboard until there is no longer danger of confusion. 3tion sentences : can run. can catch you. can play. can sing. can feed my kitty. can fly like a bird, can ride a horse. Again, place in a group several objects and ask a child to select one. As he holds it (a book, for example), place upon the black- board the sentence, I have a book. Read it to the child, and let him read it. Erase this sentence, permit another child to choose an object, and continue as follows : I have a doll. I have a bird. I have a nest. I have a slate. I have a horse. I have a cow. I have a kitty. Use toy or picture bird, cow , etc. With the same group of objects, follow with the sentences, Take the book. Take the doll. Take the nest, etc. Look for the slate. Look for the kitty, etc. MANUAL FOR TEAC^HEKS 71 Continue introducing short sentences, using the words in the list on page 73. At this early stage a sentence containing a 7iew word must first be read to the child. Whatever plan is used, each sentence presented should be inter- esting from the chilcfs point of view. It is better to tell the whole story in one sentence and have it strong, as, — My papa has a new gun, than to dilute it and spread it through many weak sentences, as, — See my papa. See the gun. I see my papa. I see the gun. It is papa's gun. It is a new gun. Nonsense jingles are always well received, and many needed words may be introduced in this way which would not lend them- selves readily to good vital sentences. Run, run, run, Oh, see the fun ! Here we go All in a row. Hip, hip, hop, Do not stop. SECOND STEP. THE WORD Blackboard Reading — Continued Place upon the blackboard a group of sentences, which the chil- dren know how to read, as : I have a book. I have a cow. I have a nest, I have a slate. 72 NATURAL BEADma Let the children read them. As the children watch, erase / have, I have, I have, I have, leaving have. 1 havi a book. a cow. a nest. a slate. Have the children tell what remains. Then erase a, a, a, a, leaving the single word , , ^ book. cow. nest. slate. Retain these words for daily drill, rearranging their order from day to day. Again, place upon the blackboard the same group of sentences, and as the children watch, erase a hook, a cow, a nest, a slate, retainint^ "^ I have. I have. I have. I have. Erase /, retaining have, and add / and have to the list of words for daily drill. Note. To economize time, the daily word drill may be a concert exercise. The danger in concert work is that a few children lead ; the others follow and derive very little benefit. Tliis difficulty may be over- come by permitting the leaders to stop reciting, as they seem to know the words, thus throwing the responsibility upon the weaker ones and giving the drill where it is most needed. In this way, give the sentences, I can run. I can play. I can sing, etc. MANUAL FOE TEACHEKS 73 Erase / can, I can, I can, leaving run. play, sing. Continue until the list of sight words below is complete. It is important that these words be so thoroughly learned that there can be no hesitation nor doubt, for upon the absolute cer- tainty of the child's recognition of these words depends the ease and success of the next step. At this stage the three lines of daily work are : 1. Drill on the separate words for rapidity and accuracy in recognizing, regardless of meaning. 2. Sentences giving a new arrangement of these words. 3. New sentences introduced as the former ones were, these sen- tences containing new words. They must be told the child outright — and told him again if he does not remember them. There must be no guessing nov puzzling, for as yet the child cannot be expected to have a clew to the new words. Words from Primer Pages 1-21 am at and book bird baby big can catch cow doll do feed for fly go give horse have has is in it I kitty little look like mamma my me mouse mice may milk nest on oh papa pretty play run ride sing ^ sew school slate 1 The words sing and take occur later in the Primer, not in the pages, but they are added here for use in the next step. see take ^ tree the to you your yes Alice John Willie first twenty 74 NATURAL BEADING THIRD STEP. PHONETIC PARTS OF WORDS Blackboard Beading — Continued 1. Place upon the blackboard the word sing. As the children watch your lips, pronounce the word sing, prolonging slightly and making prominent the initial sound s. Have the children tell what sound comes first in speaking the word sing, or rather, ask them to show how they would begin to say the word sing. Erase ing, leaving only s. Place see on the blackboard, and proceed as with sing, — erasing ee, leaving only s. Write the word mice. Pronounce, making prominent the sound 7n. Erase ice, leaving m ; continue with may, mouse, milk, erasing ay, ouse, ilk. Continue this plan and teach the consonant sounds from the following words. b — book 1— little bird look big like c— can m — mice catch may cow milk d— doll mouse f— feed n — nest for P — papa ^—^^ r — run h — horse ride J — John s — sing k— kitty see t- -take W- -Willie y- -yes MANUAL FOR TEACHERS 75 The initial v occurs for the first time in Primer, page Q>S, very. Therefore it may be taught later. The initial z being so uncom- mon, it may be omitted at this point. Drill on these consonants, as separate sounds should be discon- tinued as soon as the drill begins in reading lists of words in which they are constantly repeated. See Fourth Step. 2. Again, place upon the blackboard the word sing. Erase s leaving ing. Tell the children what it is, and let them pronounce It. This must remain as it is, ing, no attention being called to the separate letters. Continue with the following sight words, erasing the initial consonants and retaining the part that remains as a phonetic part or sound group. smg fplay 1 may big Jsee ride |tree bird feed can nest cow fbook {look run for mice take slate catch From these words obtain ing irdi ide ee est eed an un ow ook ice or ate atch ake ay ig To which add am, at, and, it, in, from the word list. The remaining words in the list are to be retained as pure sight words. There are not a sufficient number of words that resemble them in sound to make them useful as phonetic foundations. 1 Ketain sound group ir, not necessarily ird. Words containing ir plus con- sonant {ird, irt, irm, etc.) are given in a later group. See pages 44-45. 76 NATURAL READING This completes the preliminary blackboard reading. It will take probably from six to eight weeks. At this point the child may begin reading the Primer, while blackboard reading is still carried on. As soon as a word has been resolved into its phonetic parts, it may be dropped from the list of sight words, the drill being given to the phonetic parts only. FOURTH STEP. RECOMBINATION OF PHONETIC PARTS, FORMING NEW WORDS Lines of Work ri. Read Primer to page 2J. Time, about | 2. New sight words from Primer, pages 21-40. four weeks i 3. Recombining phonetic parts into new words. I Blackboard sentences containing these new words. Place upon the blackboard the following new words. sun say sand sit sake side seed sat Pronounce the words slowly and very clearly, making plain to the child the result of the new blending or combining of the familiar phonetic parts without making any more of an artificial separation than is necessary to help the child over this new step. The word is not ,9-?m, nor s un^ it is sun ; and to make a pause between the two parts instead of blending at once puts a stumbling- block in the way. MAKUAL FOE TEAOHEES 77 The success of this exercise lies in the child's ability to pro- nounce promptly the separate phonetic parts. There must be no uncertainty, no guessing. Continue with man mate match mat make reading them as before and having the child read them several times. Then continue with the following words. They need not all be read to the child. He should soon show ability to combine the phonetic parts and read new words for himself. Word Drill sun rest lit hat dig bin rings say rice latch hide day jam rests sand ran lay hatch date jig fans sit rake lake hay • Dan pat hands sake ride land hit Kate pig cooking side ray late how kit patch resting sing ram Lee hook king pay singing seed ring nest ham bat pin saying see run now hand best pan feeding sat fat nice cat big wake running Sam fig need cake book west digging man fun nor can band wing winning mate feed Nan catch bee wide patting match fan Nat cook bird win cunning make fit tin cow bow way mice fin take gun bake wee mat for tan gate bay wig may look tide gay bit weed rat lest took deed bun runs 78 NATURAL READING Sentence Drill Run, run, run. Oh, see the fun ! We have a big fig tree. Do you like figs ? I can ride on papa's liorse. Baby likes to play in the sand. Can you make a cake ? I can take the baby and mamma can rest. Can you cook ? Bake a cake for papa. I ran to school. My papa has a gun. I can play in the hay. Baby took a ride on papa's horse. Baby has cunning little hands. Baby can play pat-a-cake. A wee, wee bird, In a wee, wee nest. Make a bow. The little mouse bit my cake. See the bee. Baby feeds the birds. Pat papa's horse. Nan is digging in the sand. Do you like to dig in the sand ? Latch the gate. Do you like jam ? I like cake and jam. Words from Primer, Pages 21-40 Note. In each advanced set of words from the Primer there are some that it will not be necessary to teach as sight words, since they contain sound groups previously taught. The child should be able to read these words. Words that do not fall under any phonetic classification — been, ivant, what, etc. — should be retained as sight words. The words given are selected because of their usefulness in further phonetic drill. glad thank Grace gave pail riet did fnot nut jget will jgot up Ned think rose her wish tim€ white boat iSee page 12. little MANUAL FOK TEACHERS Phonetic Parts ad et id ot lit ank ed ill ose up ace er ink oat ave ish ail ime ite Also : sh - -she wh- — white thi — them, that th- - thank. 79 tie Time, about two weeks Lines of Work 'Read Primer to page 41. New words from Primer, pages 41-60. Phonetic parts of these words. Continue recombining, forming new words. Word Drill sad sailing rail net letting but set saddest railing netting lad boat sets mad rose not lace bill setting met fed nail link had sup mill fill nails led hail sank . mills filling nailing lime hail in sill mink face nose lid hid save mail fish nut bad her sink mailing fishes nuts bit hill sinking race fishing Ned bank hills sail rill fail let bed hot sails red failing lets bite hose 1 See note on variable sound groups, page 26. 80 NATURAL READING hut cups wet thinner shook thinking glide did cot will better shake slate Grace dish kid wave fatter shave slam grand dishes kill wedding bitter shed slammed gray dime kite wink fisher shot slit grin get jet winking fisherman shut slice grit getting Jill wish hatchet shutting slide little gave pet wishing rested shutter slid battle got petting supper needed . those slat rattle goat pup dinner landed than sled settle goats pave butter handed thin play bottle cut pail singer looked thinner plan nettle cutting pot ladder fanned thinnest plate kettle cave tank hatter cooked thing plow coat time hammer patched thank plank coats tail catcher pinned thanking place cup Ted letter matched think glad Sentence Drill Let 's go for a sail in my boat. We can sail on the lake. My doll has a lace hat. We have a pet goat. Have you a bank ? Baby has a little red tin pail. 1 have a tin cup. A nice little fish, In a nice little dish. Let 's go fishing. We can go in my boat. Cut the cake and make the tea. This pretty cup is for you. See the pretty red rose. I fed the little fish. Let 's run a race. Ted has a kite. I am a fisherman. I can catch fish. Mamma can cook the fish for supper. Have you a sled ? I have a little hatchet. It is dinner time now. Baby can say, '' Thank you." Jill is my gray kitty. MANUAL FOR TEACHERS 81 Baby has a little plate. Can you mail the letter for Let's cut a slice of cake for mamma? baby's plate. I wish that I had a hammer and I have a dime in my bank. some nails. Words from Primer, Pages 41-60 cap back name saw- sleep dear rhim I swim dog hope [gold found [south must ap ack ame aw eep ear Phonetic Parts im ^ou og ope old ood oon Tout ^ ound [outh ust Time, about two weeks Lines of Work Read Primer to page 61. New words from Primer, pages 61-80. Phonetic parts of these words. Continue recombining. 1 See page 82. 82 NATURAL READING Word Drill moon found cold hope shearing must folded colder hold shuttle mold folding coldest holding thaw mouth fold came Jim whack molding nap dear just slack molded name deep jaw sleep mound noon deeper Jack slim map near deepest jacket slope Mack tap dim keep swing rap tapping dog keeping swinging rust tapped dust lap sweep rusted tack dusted log swim rack tacked duster lame swimming racked tacking dusting law free racket tame dame peep Fred raw tear dearest peeping frame rope told deep peeped frog round timid game pack flat sap back gold packed flatter sack backing gust packing flake sawing backed good pound flit soon bold him paw float sold bolder hog wood floating same boldest hack weep flap fog bound hear year flame fear cap hearing sheep Note. Words containing ou + consonant (out, our, ound. etc.) and ow + consonant are given on page 46. For ook, ood, and oon words see page 49. These words may all be read, omitting, at this point, words ending in suffixes ness, ain, el. MANUAL FOK TEACHERS 83 Sentence Drill I saw the moon. My kitty is tame. Have you a rope ? I sold my old sled. Now I can have a red sled. I saw papa shearing the sheep. Baby likes to dust for mamma. She has a little duster. I can sweep. I have a little gray squirrel. It is tame now. I can sing, " Sleep, baby, sleep." We can have a picnic in the woods. We can make a swing. I have a rope. Can you swim in the lake ? Can you swim where it is deep ? It is cold to-day. Where is my coat? Baby has a little gold ring. See the pretty white boat float- ing on the lake. Papa is sawing the wood. I like to saw. Baby had a nap. My dog's name is Jack. My kitty's name is Jill. Where is my cap ? Let 's play a game. Let 's play seesaw. My hammer can go '^rap-a-tap- tap." ar Words from Primer, Pages 61-80 corn made Then [ when pick sick barn farm eat find all tea Phonetic Parts ade en ick arn eat ind^ arm ea duck uck all From very, initial consonant v. 1 See note on variable sound groups, page 26. 84 NATURAL READING Lines of Work TRead Primer to page 81. Time, about J New words from Primer, pages 81-102. two weeks I Phonetic parts of these words. *- Continue recombinin.2r. Word Drill made sick beat hen shade men sea ball hind then morn sickest call heat thick morning seat caller kick when meat suck calling kinder pluck mind ten called kindest grade fade tick corn pen grind farm ticket den pick drake fall tall Dick picking drank falls tea duck wall drill falling luck ducks wick drink find Ben horn wicked draw finding barn harm wade vest rind born hall wind golden Also, select words containing ec + consonant, ea + c, pages 38-89, or ^ c, page 47, ar and ar + c, page 43, omitting words ending in less and ness. I see ten men. Dick has a pet goat. T fed the little ducks. We made a big sand hill. Sentence Drill Let 's help mamma. We can set the table. Get the cups and saucers. Where are the plates? Mamma is calling me. MANUAL FOK TEACHERS 85 Let 's play ball. I have a bat and a ball. , Do you like to wade in the bay? My doll ate her cake and drank her tea. Now we can wash the dishes. How tall is the baby ? I am taller than baby. I have some hens and some ducks. My hens like corn. My ducks like corn, too. I fed them all. Baby likes to say, '^ Good morn- ing'' to papa. She can say, " How do you do ? " I saw some cunning little ducks. My grandpa is a farmer. Draw a bucket of water. The sun is very hot to-day. Let's play in the shade of this big tree. Words from Primer, Pages 81-102 iress ess nine nod night rock long room fsnow \ show Phonetic Parts ine od ight ock ong ^oom ow (o) From cheese, cli. hurt urt Lines of Work ™. . , ( Read Primer to paere 102. Time, about „ , , ^^ ^ , < Complete sound groups, two weeks \ .. . -,■ . L Continue recombinmg. 1 See page 49. 86 NATURAL READING Word Drill song mow locket pod sting sight fine longest pocket still right fight Bess goodness stack rod fur bow chat stall rocking night tight chest stick rocket nodding tar chin snail rocker lesson car chill snap rocked line cod chime seedless mine light dine chick sadness might lighter dock chicken gladness mock locked gong- clock mocking locking Jess stand mocked longer pine stay Also, select words containing er + c, ir + c, ur + c, page 44. ow (o), page 49. oa 4- c, , page 40. ai + c, page 36. Sentence Drill We have some little chickens. See the girls all standing in a row. I saw a mocking bird. It mocked our cat. My grandpa has some beehives. The bees do not sting me. We are going up to the pine trees on that steep hill. We have five little white mice. We feed them cheese. Sing a song for baby. Sing " Rock-a-by, baby." Baby can sing a song for papa. This stick will make a good fish- ing rod. My kitten has pretty white fur. I know my lesson. Will you dine with me to-day ? I saw a snail this morning. Star light, star bright, First star I 've seen to-night. I wish I may, I wish I might Have this wish I wish to-night. MANUAL FOR TEACHERS 87 Sound Groups In the following list are the sound groups obtained from the Primer. Those in italics are not found in the Primer, but are added here because of tlieir importance. ^'^ et ig ot un ^* ed it og ut ^^P en in od uvi ad ess id op ug ^'^ ^^l ini ock . ust «r/ est \p ong uck ack ee ick ope and ee + c. ill ose (^ng ea + c. ii,g ole ^"^ er ink oke ^^^^ fer + c. ish ore a*<^l^ ^ ir + c. ice fook ate Ur + c. ide jood ake ace ew ime room ite |oon ^^^ ine ow ^"^^ He row + c. I ou + c. ade iHjf < ave ind oa + c. ^^ old ai + c. ar + c. ar all aw aw -f c. au -f- c. or + c. oy 01 -\- c. ow (o) 88 NATURAL READING Word Drill The follow ing sound groups are not found in Primer. bag hum sage choke quail bell hug sell ■ ship queer bug hole sip shell quick cash lash tag shop queen cage mug tell shore stripe core mole tip whip stroke Dash Nell tug while string dip page wag clash spring dipper pug woke clip sprang dug pole wore flag spray fell rag well skip splash hang rug chip smell split hash sang chop smile FIRST HALF YEAR Outline for Term Time, six f I to eight ^ Blackboard reading : sentence, word, phonetic parts. Words from Primer, pages 1-20. weeks [ Phonetic parts of these words. Time, f Read Primer to page 21. about I New words from Primer, pages 21-40. four I Phonetic parts of words, weeks |^ Recombining to form new words. Time, f Read Primer to page 41. about I New words from Primer, pages 41-60. two Phonetic parts of words, ■weeks [ Continue blending or recombining. MANUAL FOR TEACHERS 89 rRead Primer to page 61. Time, about] New words from Primer, pages 61-80. two weeks i Phonetic parts of words. [Continue recombining. 'Read Primer to page 81. Time, about New words from Primer, pages 81-102. two weeks Phonetic parts of words. Continue recombining. Time, about ( Read Primer to page 102. two weeks ^ Complete phonetic lists. Note, Time will be longer in schools where the teacher has many grades, but older pupils may be trained to do part of the drill work, thus shortening the time otherwise required. SECOND HALF YEAR Lines of Work Read Cyr's First Reader. Review sound groups given during first half year. New words containing new sound groups, also prefixes and suffixes. The phonetic drill given during the first half year will have been a preparation for reading Cyr's First Reader. More than half of the new words in the First Reader contain sound groups and con- sonant sounds previously drilled upon. The child should be able to read these words without further help. The word drill is continued during the second half year, retaining for constant review the sound groups previously developed. By the same method obtain material for advanced phonetic drill, — new sound groups and analogous words. These should grow out of, or be closely allied to, the new words that occur in the First Reader. 90 NATUEAL READING For example, in the first twenty pages are found the words bubble, 7neadow, yellow, donkey, honey, across, tiny, fence. These may serve as bases for the following new word drills. bubble meadow donkey across fence tiny ramble yellow monkey around hence funny scramble shadow honey along since sunny thimble follow money about mince penny mumble willow turkey agree bounce downy Complete word and sentence drill lists for this advanced work are given in Part III. From among these select first those that most closely follow the First Reader words. These are : 1. Words ending in ble, tie, die, cle, gle, fle, pie, pages 32-33. 2. Words like know, knew, page 42. 3. Words ending in ny, py, ly, ty, ey, ie, pages 54-55. 4. Words ending in ow, page 59. 5. Words having prefix a, page 58. 6. Words having prefix be, pages 59-60. 7. Follow with page 53, and the remaining pages to the end. Ki/iY19tfc«^