Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/manualforelsonruOOelso MANUAL FOR THE ELSON-RUNKEL PRIMER (REVISED EDITION) PRESENTING A DETAILED METHOD OF PROCEDURE FOR THE TEACHING OF READING BY WILLIAM H. ELSON AUTHOR ELSON GOOD ENGLISH SERIES AND LUEA E. RUNKEL PRINCIPAL MARTIN PATTISON SCHOOL, SUPERIOR, WISCONSIN SCOTT, FORESMAN AND COMPANY CHICAGO NEW YORK V Copyright, 1921, by SCOTT, FORESMAN AND COMPANY For permission to use copyrighted material, grateful acknowledgment is made to the Pilgrim Press and to the author for "The Three Rabbits," by Carolyn S. Bailey, from Little Animal Stories; and to Milton Bradley Company for "The Birds' Home," by Evelyn Lincoln, from Half a Hundred Stories. NOV -5 1921 g)C!.A627617 CONTENTS Introduction page The Elson-Runkel Method 151 A Distinguishing Feature 152 Pre-Primer Work 154 Preparatory Development of Each Primer Story 155 Provision for Silent Reading 155 Word Control Through Phonetics 156 Divisions of the Manual 157 Part One (Practical Suggestions) Factors in Reading Ability 159 Aids to Comprehension 159 Eye Movement and Phrasing Abihty 162 Sentence, Phrase, Word, and Phonetic Development 163 Reading from the Book 163 The Personal Touch 164 Children's Limited Experience 164 Suggestions for Supplementary Work 165 Games for Drill 166 Supplementary Equipment 166 Part Two (Games for Drill) 175 Part Three (Pre-Primer Work) Chart for Pre-Primer Work 184 Outline of Lesson Plans 185 The Family Friedrich Froebel 186 How the House Was Built Maud Lindsay 194 The Little Bird Mother Goose 203 Action Lesson 209 The Bird House Old Rime 213 One, Two, Three Old Rime 219 The Birds' Nest Evelyn Lincoln 225 The Little Red Hen Old Tale 236 Action Lesson 250 Silent Reading Lesson 252 The Good Rain 254 The Cat and the Mouse Folk Tale 265 The Three Rabbits Carolyn S. Bailey 274 General Review ' 282 Summary of Part Three . 282 Part Four (Primer Work) Chart for Primer Work 284 The Cat's Dinner Lillian M. Allen 287 149 150 TABLE OF CONTENTS PAGE Spot's Kittens Josephine Jarvis 293 Alice and Her Kitten Jane L. Hoxie. 297 What Was in the Nest? Boston Kindergarten Stories 302 The White Dove Harriet Warren 306 The Jay and the Dove. . L. Alma-Tadema 309 Bobbie and the Apples Kate Whiting Patch 312 AHce and Her Mother Old Tale. 317 Little Boy Blue Mother Goose 321 Little Bo-Peep Mother Goose 323 Baa, Baa, Black Sheep Mother Goose 324 The Pig's Dinner Maud Lindsay 325 Piggy Wig's House Folk Tale 328 The Little Pig Folk Tale 331 Little Rabbit L.E. Orth 335 Jack Rabbit's Visit Mary Dendy 337 Bobbie Squirrel's Tail Carolyn S. Bailey .' 340 Ned Visits Grandmother Marion Wathen 342 Little Owl Anne Schiltze 348 What Brown Pussy Saw Kate L. Brown 352 The Brook Laura E. Richards 354 The Windmill Kathlyn Libbey 356 Who Likes North Wind? Folk Tale 359 How Patty Gave Thanks Emilie Poulsson 362 The Little Christmas Tree Mary McDowell 366 Our Flag E. L. McCord 369 The Easter Rabbit Anne Schiltze 371 In the Barnyard Frances Weld Danielson 374 Alice and the Bird Emily Rose Burt 377 Dark Pony Folk Tale. 380 Summary of Part Four 383 General Summary of Phonetics 384 INTEODUCTION In order to teach reading effectively, some systematic plan or method must be followed which will give beginners the ability to interpret the thought of the printed page, and at the same time equip them with independent control of the mechanical problems involved. Such a method, definite and detailed, is presented by the Manuals accompanying the Elson-Eunkel Primer and the Elson Headers, Books One and Two. The Elson-Eunkel Method The Elson-Eunkel Method is based on the belief that interesting content is the most important factor in learning to read; that the keynote of interest is the story -plot ; and that the child's delight in the oral story should be utilized in the very first steps of reading. In consequence, this method provides the child with stories of such nature as will grip his interest and constantly develop his power for connected thinking, by means of incident and plot-structure. Through the use of this vital content the method develops the various phonetic elements of our language, one by one, as they are encountered in the story. A content of simple but vivid stories, expressed in a typical child vocabulary, will inevitably contain these phonetic elements, and will bring them to the child in the course of his reading nee^5 quite as rapidly as he is capable of mastering them. Moreover, the type words selected from such material for drill purposes will come to him in interesting associations — as integral parts of real stories. Contrast the type words found "in many primers, doled out to the child in stiff, unnatural sentences, built up merely to develop certain word sounds. In the nature of things, reading material constructed on this artificial basis is cer^ tain to lack continuity of thought. Indeed, pages of such primers 151 152 MANUAL FOR may be read almost as effectively by begimiing with the last sen- tence and reading up to the top of the page as by reading in the usual way from top to bottom. Prepared by the Elson-Eunkel Method, the child is eager to master the mechanical difficulties in order that he may read more of the delightful stories provided for him. The important words in the story, rich in meaning to him, he quickly learns to recognize at sight in print or script sentences — a different process from memorizing isolated words merely to drill on some phonetic element. Soon a working vocabulary of printed words is at the child's command, acquired not by painful drill on meaningless forms, but through interesting associations. Thus he is able to read the story he knows and loves. From this point forward, awakened interest and purposeful motive carry him over the formula — from the told story to the reading of the same story in simplified form — with a joy and a growing sense of power to get meaning from the printed page, unknown in a method that subor- dinates content to memory drill. Throughout, he is eager to master sentences, phrases, and words because they come to him as new forms of a content in which he already has abundant interest. This motive compels him to acquire control of all the problems involved in reading. An important feature of this method is that it econo- mizes effort, not only by utilizing the spontaneous power of interest, but also by developing phonetic elements, as one hy one, they arise naturally in the child's reading. In this way the motive for master- ing difficulties is constantly present, and knowledge acquired is immediately applied, without the painful drill necessary in less vital methods. A Distinguishing Feature The distinguishing feature of the Elson-Runkel Method is that by it the child is made thoroughly familiar with the plot of each story, before he attempts to read the text. To accomplish this end, ELSON-EUNKEL PRIMER 153 the teacher tells the fuller story (printed in Parts Three and Four of the Manual), of which the text version is merely a simplified form. This "background of familiarity" provided by the oral story is the most important contribution of the Elson method to the pedagogy of reading. Such a point of departure possesses five dis- tinct advantages: (1) It enables the child to follow intelligently the thread of the narrative, when he comes to the reading of the Primer text. Without some foreknowledge of the plot action, the beginner is so engrossed in the effort to interpret individual words that he is unable to see clearly the movement of the story. (2) It develops the power of connected thinking — the ability to grasp the relationship which each sentence bears to the story- incident. (3) It makes the child thoroughly familiar with the sound and meaning of the words he will later find in reading the text. With this feature in mind, the authors have carefully adapted the oral stories in such a way as to use over and over again the Primer vocabulary. If the child has previously known (orally) a certain word used in the text, his memory of it is thus immediately refreshed; on the other hand, if he has never previously heard the word, he is now made familiar with it, as an integral part of an interesting incident. (4) It enables the child to see the relationship of each printed word to the sentence-thought, instead of looking upon the word merely as an isolated symbol. This complete mastery of the word is insured by the fact that the sentence-thought has already been unfolded to him orally in substantially the same form. (5) It enriches and illuminates the Primer narrative for the child, by adding a setting and interesting details which cannot be given in the text because of vocabulary limitations. 154 . MANUAL FOR ■ Pre-Primer Work The customary preparation for the reading of the Primer selec- tions, before the text is placed in the hands of the child, is fully treated in the Manual, under the heading "PEE-PEIMER WORK." This preliminary training, however, differs from the mechanical drill so prevalept, in that it is based on a group of stories, and the interesting "background of oral familiarity" with which they are associated. These stories, which are to be told by the teacher, are printed in PART THREE of the Manual. They are not the same as the Primer narratives, but are similar to them in theme, and contain the most important words of the early text material. Thus, through the use of the oral story, these fundamental words are thoroughly developed for the child, before he attempt* to read the Primer text. A unique feature of distinct value provides these stories in sim- plified form as reading material during the Pre-Primer stage. By means of a Pupil's Hand Chart, or child's first book, these stories are presented to the pupil in a thirty-two page booklet, fully illus- trated in colors ; they are also provided in a Wall Chart of the usual type. This Pupil's Hand Chart, which appeals to the pupil as a "baby brother" of the Primer, adds greatly to the child's interest by giving him a book early; it offers opportunity, with a small, inex- pensive booklet, to train him in the handling of a book; in type, page-size, and color-scheme it is identical with the Primer, for which it prepares; and the material, which is the same as that of the Wall Chart, lends itself to socialized work. Finally, small groups of beginners can be equipped at a saving over the Wall Chart, owing to the low price of the Pupil's Hand Chart. In the Pre-Primer work, as well as in the Primer text, the stress is laid on complete mastery of the word through its relation- ship to the sentence-thought. In this connection, it will be noticed that the basis of the preliminary work is interest through oral ELSON-EUNKEL PRIMER 155 familiarity. Thus, the Elson-Eunkel Method presents, from first to last, a definite and harmonious mode of procedure. The Pre-Primer work, as outlined in the Manual, covers a period of seven weeks, but varying school conditions may make it desirable for the teacher to modify either the time devoted to this work, or the number of words developed. Teachers who prefer to postpone the introduction of phonetics until the Primer text is begun can readily do so, since all the words developed in the Pre-Primer work appear in the early pages of the Primer. Preparatory Development of Each Primer Story When the Primer is placed in the hands of the child, further preparatory work in word-control is given in connection with each story, before the reading of the text is attempted. In this treat- ment, the words which were not taught in the Pre-Primer work are thoroughly developed from sentences. It will be remembered that the teacher has already told the fuller version of the story, thereby making these words orally familiar to the child. The transition, therefore, from oral to visual interpretation is made natural and simple. Provision for Silent Eeading Special attention is given in the Elson-Eunkel Method to the development of skill in Silent Eeading. The following provisions insure a constant growth in comprehension and speed through prac- tice in Silent Eeading: (1) Silent Eeading lessons are distributed at intervals through- out the Pupil's Hand Chart and the Wall Chart. (See pages 200, 209, 252 of this Manual, and pages 5, 8, 23 in Chart.) (2) Twenty seat work lessons (see cards of New Set YII-A) are provided, of such a nature as to bring into action the pupil's play instinct. The Manual suggests the appropriate places for 156 MANUAL FOR the use of these cards and offers detailed plan of operation. (See Manual, pages 171, 218, etc.) Similar set of cards, New Set VII-B, is provided for Book I, thus affording continuous practice in Silent Eeading throughout the year. (3) A large number of games (see page 175) are suggested, many of which afford practice in Silent Eeading. (4) The Manual from time to time offers suggestions for additional Silent Eeading practice. (See pages 250, 308, etc.) (5) Further supplementary practice in Seat Work Silent Eead- ing is furnished by the cards of New Set VI. (See page 171.) Word-Control Through Phonetics The manner in which the Elson-Eunkel Method enables the child to read the interesting content of the Primer has already been made clear. The ability to read a given book, however, is not an end in itself, but merely a foundation for the larger power of con- trolling new words as they are encountered in more general reading, where the "background of familiarity" is wanting. This larger power, it is universally recognized, comes most easily through mas- tery of the various phonetic elements of our language. The value of this training lies in the fact that it enables the child to control not only the particular type word chosen to illustrate a given phonetic element, but also all words of the same family wherever found in later reading. A detailed plan for establishing such mastery is carefully marked out by the Elson-Eunkel Method. This plan, however, differs from that of prevailing mechanical methods, in that the phonetic elements are taken up as, one by one, they appear in the printed story. Thus the child^s immediate reading needs, and not arbitrary, adult opinions, determine the order in which these elements are treated, and furnish the motive for their mastery. ELSON-RUNKEL PRIMER I57 Divisions of the Manual For the sake of convenience, the Elson-Eunkel Method is treated in the Manual under the following heads : Part One — Practical Suggestions (page 159). Part Two — Games for Drill (page 175). Part Three — Pre-Primer Work (page 181:). Part Four — Primer Work (page 38-1). Part One discusses certain fundamental points in the teaching of reading which should be given special attention. Part Two consists of a series of games (for the most part in con- nection with card devices) for drill in silent reading and in sen- tence, phrase, and word mastery. Part Three provides lessons preparatory to the use of the Primer text. It thoroughly develops from parallel oral stories and verse (see pages 186 and 225 for examples) some seventy -three of the most important words found in the early Primer pages, as well as the sounds of certain phonetic elements. Systematic drill upon these fundamental words and sounds is provided through black- board work, card sets, charts, and games. Part Four outlines the work in connection with the Primer text. It contains the fuller oral stories upon which the Primer versions are based, and a complete development of these selections, as well as the phonetic elements taught through them. PART ONE PRACTICAL SUGGESTIONS Factors in Beading Ability Good reading ability is made up of a number of factors, and the teacher should have a clear perspective of the relative values of these factors, as a daily guide in her class work. Obviously, the power to control words comes first. The teacher, however, should remember that word-mastery is merely a means to an end — the interpretation of the thought of the printed page. For reading is vastly more than mere word-getting. It is not sufficient that the child can recognize a given word at sight and call it correctly. He must also associate it with its appropriate meaning — it must sug- gest to him its full content. Finally, reading includes the ability to interpret thoughts in their organized relation to the story, that is, the power of following the plot. Since thought-interpretation is the ultimate goal of all reading lessonSj the teacher should constantly test her pupils to mahe sure that they have a thorough appreciation of the story-unit. Aids to Compeehension Recent studies in silent reading give new emphasis to the fact that comprehension of thought is the primary aim in all reading. This fundamental truth has guided the authors in the preparation of the Elson-Eunkel Method. Distinct provision is made for the following essential aids to comprehension: I. Vital Story Content. Interesting stories constitute the most important factor in learning to read. Dr. Edwin B. Huey says, "The child loves a story, loves to get somewhither in what is said, wants an outcome to the discussion." Obviously the story-plot is 159 160 MANUAL FOR the keynote of interest. The Elson-Rnnkel Primer makes constant use of the child's curiosity in "what is going to happen next"; it is rich in stories having a plot, a series of incidents, and an out- come. A book that ignores the child's interest — ^his only motive for learning — by failing to provide him with vital story content is extremely wasteful of energy. For interest is the most powerful, impelling force; when it is lacking, its place must be taken by external force. Thus, vital story content that appeals strongly to the child's interest in plot-action is a powerful aid to the develop- ment of thought. II. The Told Story. The child's delight in the oral story should be made use of in the very first steps of reading. Thus the school, beginning its work where the home leaves off and utilizing the capacities which the child brings with him, iuilds upon his previous experience. The use of the told story is the natural point of depar- ture in teaching the child to read, for he has acquired in the home the power to translate spoken words into meaning and to visualize situations described by them. The five distinct advantages gained by the use of the oral story, with its "background of familiarity," are noted on page 153. III. Page Unity. Not only does the Elson-Eunkel Method make use of the oral story as an aid to comprehension, but the story- element has been unfolded in such a way as to make each page of the Pupil's Hand Chart and the Primer a distinct unit. The Primer lessons presuppose that the teacher has first told the chil- dren the fuller stories, as given in Parts Three and Four of this Manual. The oral story should be told to the children until a "background of familiarity" for the story-plot is well established. In this oral presentation, the teacher should make each incident stand out clearly, having the pupils track the story with her by means of the pictures in the Pupil's Hand Chart and the Primer. A good plan for testing the children's mastery of the plot is to ask them to give back the incidents of the story in proper order, Chil- ELSON-RUNKEL PRIMER 161 dren will be aided in this work by the fact that each important step in the story is accurately visualized in an illustration, each page of the text dealing with a distinct incident. The page unit forms a convenient basis for the retelling of a part of the narrative by individual pupils. IV. The Illustrations. The illustrations in the Pupil's Hand Chart and the Primer are an important aid to comprehension. They are not mere decorations, but are so drawn as to present in visual form each step of the narrative. They give, as it were, a complete panorama of the story, unfolding the action pictorially as the text unfolds it through the printed word. So intimate is the connection between text and illustration that pupils may well be encouraged to study the pictures systematically before they begin to read. The teacher will share with the children the enjoyment that comes from this study, directing their attention to points in the pictures that make the story-action vivid. In this way the illustrations will serve their full purpose, enriching the text and aiding the children to gain the complete content of the story. V. Dramatization. A further aid to comprehension is found in acting or playing the story. Practically all the stories of the Pupil's Hand Chart and the Primer lend themselves to dramatic treatment, thus providing an excellent type of project work. Dramatizing a story makes it real to the child and makes his impressions vivid. In this way the several incidents are made to stand out distinctly, and the child is enabled to reproduce them in their proper order. For, when the child becomes an actor in a drama he must hold in mind the run of events and do "team work" with others. The teacher should remember that entertainment and show are not the aims, but an accurate interpretation of the story — a better seeing and a keener appreciation. Some of the stories may well be drama- tized several times, for this will call into action all the different children, offer opportunity for individual initiative, and strengthen the feeling of unity for the story-whole. If pupils are given a large 162 MANUAL FOR part in planning and arranging the dramatic presentation, the value of the exercise will be the greater. Eye Movement and Phrasing Ability In reading, the eye moves along the line by leaps or jumps, mak- ing pauses by the way. Dr. Huey has pointed out that slow readers read a word at a time, while rapid readers visualize complete phrases, making only a few pauses per line. By scientific tests Dr. Gray has shown that the average number of eye pauses for eight elementary-school pupils rated as good readers was 6.1 per line, while that of nine pupils of like grades rated as poor readers was 10.8. Thus, the ability to take in longer groups of words — phrasing ability — is an important factor in reading efficiency. In oral read- ing the distance that the eye travels in advance of the voice is called the eye-voice span. Investigations show that good readers have a longer eye-voice span than poor readers. In the early grades, where oral reading predominates, the eye-voice span should steadily increase and the number of eye-pauses should decrease. A simple experiment for showing the eye movement may be made by standing behind the reader and holding a hand-mirror in front of the reader's eyes in such position as will show the eye movement. Indeed, by this experiment one can roughly determine the number of pauses the eye makes per line. Since the eye span affects rate in reading, practice should be given to increase the eye span. Excessive drill on isolated words, so common in phonetic systems of beginning reading, tends to establish the habit of a short eye span, whereas drill on phrases and groups of words tends to develop the habit of a long eye span, so essential to speed and com- prehension. The Elson-Eunkel Method makes definite provision for estab- lishing the habit of phrasing. Through the use of flash cards (New Set IV) phrasing practice is given on word-groups of varying length, as they appear in the reading lessons from day to day. This ELSON-RUNKEL PRIMER 163 drill is supplemented by the use of phrase cards (New Set VI) for seat work, with which the pupil synthetically builds up his reading lesson, comparing it with the printed text. This practice is further supplemented by the use of drill cards (New Sets VII- A and B) for silent reading and crayoning. These cards provide tests for comprehension and at the same time supply seat work of an educa- tive kind. These drills, supported by the free use of the blackboard and the Wall Chart, tend to decrease the number of eye-pauses, to increase the reading rate, and thus to aid in thought-getting. Sentence, Phrase, Word, and Phonetic Development A complete system of phonetics is worked out in the Elson-Eunkel Method, based on the vocabularies of the Primer and the Elson Readers, Books One and Two. The fundamental phonetic elements are thoroughly developed. The Primer Manual treats the various sound elements which enable the child to master the important phonetic words found in the text. (See Parts Three and Four of this Manual.) Systematic drill should be given on the sentences, phrases, and words listed for that purpose. Advantage should be taken of the phonetic cards and games to make this part of the work enjoyable to the children. The plan provides for two lessons in reading and one separate exercise in phonetics each day. In the Elson-Eunkel Method all phonetics are developed from hnown words. Opinions differ as to when phonetics may be profitably introduced and as to the amount of time that should be devoted to them, but there is common agreement that the phonetics taught should have immediate hearing on the reading in hand, and that this training may best be given in a separate lesson. (See The Twentieth Yearhoofc of the National Society for the Study of Education, page 12.) Eeading from the Book The teacher should make sure that the pupil has the thought of a sentence before he attempts to read it aloud. Time should 164 MANUAL FOR first be allowed for silent interpretation. This, in connection with the "background of familiarity" previously supplied by the told story, will enable the pupil to read aloud with understanding. It is well not to allow children to point to the words as they read, for such a habit tends to weaken the feeling for phrase-unity. When they have acquired some power, they should read more than one sentence at a time — a group of sentences, a page, even an entire story. In this way they learn to tell "what it's all about." The teacher should not fail to show children by example how to read difficult sentences. Indeed, from time to time, she should read entire pages for them. This presentation of a "model" by the teacher should not, however, precede the effort of the pupils to express the same passage. The Personal Touch In the use of oral stories, it is desirable to establish a vital connection between the pupils and the selection, for it is the per- sonal touch of interest that counts with children. Recognizing this fact, the authors have chosen for the Elson-Runkel Primer, stories that largely center around characters and incidents that are significant to the normal child through his own experience. The teacher will utilize this basis of personal knowledge by reviving the experiences of the children. This gives a sense of reality to the stoTj and enables pupils to realize in imagination the events they read about. Children's Limited Experience It goes without saying, however, that no body of material can be chosen that is wholly based upon experiences common to all children. When the teacher finds a story, or an incident in a story, that deals with experiences foreign to some of the children, ELSON-RUNKEL PRIMER 165 it must be made meaningful to them. There are many ways of giving such a passage significance and, therefore, vividness. The teacher recounts experiences of her own that are similar to those described in the story. She has seen what the characters in the narrative saw, or something quite like it; so she tells about it. She may directly, by means of objects, or indirectly, by means of pictures, supply the necessary concrete experience. Whatever method she employs, it is important that she should avoid the com- mon mistake of assuming that the printed name of an object calls up to the children its appropriate mental picture, when in fact the word has no significance whatever. A safe maxim for the teacher, here, is "Be sure that the pupils have mental images corresponding to the words they read." City children are par- ticularly limited in their sense training of objects in Nature, and the teacher is in danger of taking it for granted that such children have had experience which in reality is totally lacking. Suggestions for Supplementary Work In Parts Three and Four of this Manual, supplementary stories, verses, songs, games, projects, occupational work, etc., are sug- gested for use in connection with individual stories or story-groups. For convenience, these suggestions have been placed immediately following the Manual treatment of the basic story which they are intended to supplement. This additional material gives variety and enrichment to the work and offers enlarged exercise-ground for establishing the child in the mechanics of reading. At the same time it increases interest through new treatment of a theme that is already familiar. Before taking up a new story, the teacher should consult the Manual treatment of both the basic and the supplementary stories. She will then be in a position to make her program in the light of all the data offered, drawing upon the supplementary material in the most advantageous way. It is not expected that the teacher 156 Manual for will find time to use all the supplementary material suggested, but rather that selection may be made according to her needs and available time. Games for Drill Part Two of this Manual consists of games, suggested as a means of practice in silent reading and of making interesting the neces- sary drill upon the mechanics of reading. In Parts Three and Four reference is made by number to games in this list that are suited to the particular kind of drill required. These suggestions, however, are merely tentative. The teacher should feel free to draw upon any game in Part Two, whenever it seems suited to her needs. Supplementary Equipment for Primer The Elson-Eunkel Method is provided with a series of carefully prepared charts and sets of cards that add interest to the work and afford abundant opportunity for practice work in silent reading, and in mastery of sentences, phrases, words, and phonetics. This supplementary equipment consists of the following units : PRICE New Set I — Outline Pictures (9 cards, 18 pictures) $0. 35 New Set II — Letter and Phonogram Cards (69 cards — print and script) 75 New Set III— Word Cards (295 words, 75 print and script) 3.50 New Set IV — Phrase Cards (phrases and group words) 2.00 New Set V — Seat Work Letter Cards (word builders), per doz. . . .60 New Set VI— Seat Work Sentence, Phrase, and Word Cards (12) .25 New Set VII-A— Seat Work— Silent Reading and Crayoning (10) .25 Pupil's Hand Chart — Pre-Primer Booklet (32 pages, illustrated in colors) 12 New Wall Chart— 38 pp., illustrated 5.00 Phonetic Chart, A — (30 strips). For use with Book One also 2.00 New Teachers' Edition (Primer)— Complete, detailed manual ... 1.00 ELSON-RUNKEL PRIMER 16' A detailed description of each unit in this list, together with sug- gestions for its use, follows: NEW SET I This set consists of 18 large picture cards similar to the small reproduction here given. The cards furnish valuable drill in associating the visible object with its word sj^mbol. Various games (see page 175) are based upon the use of these cards. They also provide excellent models for free-hand cutting. The following list shows the subjects in the order of their use: 1. mother 7. 2. hen 8. 3. father ~ 9. 4. dove 10. 5. boy 11. 6. cow 12. girl 13. bird rabbit i4. barn tree 15. cat sheep 16. nest house 17. dog eggs 18. mouse NEW SET 11 This set contains cards showing all the phonetic elements treated in the Manual, as well as such letters of the alphabet as are not treated. Large print is on one side and script on the reverse. The cards are similar to the small reproduction here shown. The following list shows the complete contents of the set in the order of their use : 1. m 13. sh 25. ee 37. ame 49. ell 61. et 2. b 14. e 26. tr 38. y 50. ed 62. ut 3. s 15. g 27. eep 39. fl 51. ate 63. a 4. 1 16, o 28. si 40. ood 52. ould 64. i 5. c 17. r 29. ove 41. ack 53. ight 65. q 6. d 18. an 30. .1 42. cr 54. ook 66. u 7. n 19. t 31. ing 43. ound 55. br 67. V 8. f 20. oo 32. ake 44. ear 56. ill 68. X 9. at 21. ay 33. orn 45. th 57. sn 69. z 10. w 22. gl- 34. P 46. en 58. kn 11. h 23. and 35. ind 47. ig 59. out 12. ow 24. k 36. ane 48. it 60. other cumjz. 168 MANUAL FOR NEW SET 111 This set contains 295 cards, including all tlie 292 Primer words, and the three words into, listed in the Manual as combined from in and to, peep from Bo-peep, and good from good- hye — in, to, Bo-peep, and good-hye being words already known earlier. The 73 words devel- oped in the Pre-Primer work appear in both script and print, and words appearing capitalized in the Pupil's Hand Chart are given with both capitals and small letters, as shown in the accom- panying reproduction. This set furnishes excellent material for drill on word-mastery, and for practice in building sentences and phrases; it also lends itself to many of the games listed on pages 175-183. The cards are assembled in a strong box, and are indexed in the order of their use. NEW SET IV looked in the nest This set contains 153 of the most important phrases and word groups that are developed in the Pre-Primer and early Primer lessons. The accompanying reproduction shows the appearance of the cards, and the following Index indicates the phrases included in the set: Alice said, 105 are a good girl, 96 are in the nest, 39 are little, 37 are not a good girl, 93 are not good, 60 are wet, 58 are white, 38 boy and girl, 69 can go into the house, 64 can not go, 76 can not play, 61 can play in the house, 65 Can you guess, 131 Come to dinner, 106 Come to me, 129 Come to the barn, 112 could fly, 152 Cows and sheep, 67 day after day, 147 Do not go away, 66 do not like rain, 63 ELSON-RUNKEL PRIMER 169 do not like you, 92 do you like milk, 78 flew away, 45 flew from the nest, 142 flew from tree to tree, 153 Fly to me, 11 for me, 134 for you, 135 gave it some milk, 137 gave some milk, 86 gave them milk for dinner, 117 gave them some dinner, 104 Give them some dinner, 103 Go away, 59 has four kittens, 119 Hens and birds, 68 in the rain, 62 is a little dog, 132 is a little nest, 36 is black, 121 is black and white, 118 is in the tree, 17 is like Spot, 123 is not a dog, 133 is not a good rain, 57 is white, 120 I will, 49 I will not, 46 likes her kitten, 136 likes me, 26 likes the bird, 22 likes the bird house, 23 like the cat, 25 like the cow, 30 like the dog, 27 like the dove, 31 like the garden, 97 like the hen, 28 like the sheep, 29 'looked in the nest, 149 may go, 88 may play, 71 one bird, 12 one boy, 15 One day, 124 one girl, 16 one tree, 54 One, two, three, 24 ran and ran, 90 ran away, 89 ran into it, 95 ran to the cow, 83 ran to the white cat, 87 said the cat, 52 said the cow, 47 said the dog, 51 said the dove, 53 said the hen, 50 said the sheep, 48 sang and sang, 148 sat in a barn, 73 sat in the nest, 40 sat in the tree, 41 sat on the nest, 141 sat there, 146 saw a bird, 108 saw a good garden, 94 saw a little girl, 91 saw a little mouse, 74 saw a mouse, 114 saw eggs in the nest, 144 saw it, too, 109 saw the cat, 110 saw the kittens. 111 saw the little bird, 8 saw the little boy, 9 saw the little girl, 10 saw the rabbits, 99 see a gray kitten, 122 see a nest, 33 see a tree, 32 sees the bird house, 19 170 MANUAL FOR sees the boy, 18 sees the little bird, 21 sees the tree, 20 See the basket, 130 See them play, 102 She said, 42 The bird, 7 the boy, 3 The eat said, 79 The cow said, 85 the father, 2 The father bird, 34 The father said, 43 the girl, 4 the house, 6 The little birds said, 44 the mother, 1 the mother bird, 35 The mother said, 101 The mouse said, 75 the tree, 5 the white rabbits, 100 three eggs, 56 three houses, 14 to fiud a dinner, 77 two birds, 55 two trees, 13 was a little nest, 138 was in the nest, 143 was wet, 125 went into the house, 127 went to sleep, 128 went to the barn, 113 went to the house, 115 were blue, 145 were in the nest, 151 were in the tree, 140 were pretty birds, 139 were wet, 126 We said, 116 what they saw, 150 will find a dinner, 107 will fly to the tree, 70 will give me milk, 81 will give the milk, 82 will go to the cow, 80 will not wet you, 72 will play in it, 98 will you give me milk, 84 ELSON-RUNKEL PRIMER NEW SET V 171 These seat work cards consist of all the letters of the alphabet, both capitals and small letters. The let- ters are to be cut apart and used for word-building. See accom- panying reproduction of cards. A C E G I L N P S UWla b d f h i k m n p 7 s u w y y A C E G 1 L N P s UW^a b d f h i k m n p s u w A c E G 1 L N P s ux a b e f h J kdn p ti w y A c E G J L N Q s ux a c e f h J km p u w y A c E H J L Q s ux a c e « h i m p u w y A c EH J MO Q s V Y a c e R i J m p V w y AD EH JMO Q T V Y a c e K J mo q V X z tiU FHK^O R T V Y a c e K J n q s V X z BD FHK^VIO RT V Yb d e K J n o q s V X z BDF 1 KMP R T V z b d e K k 1 n q s V X z H ^ « 1 KN P RTWZ b d f h i k 1 n r s u V X ^ \ti EG 1 KM P RT|^Z 1 I { I I ? ? ? ? ? NEW SET VI Seat work practice in building vari- ous stories that appear in the Pupil's Hand Chart and the Primer is provided by the cards of New Set VI. Each card, with the exception of 8, 9, 11, and 12, contains an exact reproduction of some Hand Chart or Primer story. Pupils first cut apart the complete sentences, then cut these sentences into their phrase or word-group divisions, and last (in certain cases) cut apart individual words. As a final step, the pupil re- builds, from the cut-apart strips, the various page units of the stories, using the Hand Chart as his model. This affords seat work exactly paralleling the Manual development of these stories. When the pupil has completed the les- son, he should place the small strips that have been cut, in an envelope, marked with the title of the story. The strips may then be used again for later review work, or for another glass the NEW SET \1 (7) p. p. SPOT'S KITTENS Spot is my cat | She is black and white | Come Spot come | I 1 like Spot 1 Spot 1 likes me | Spot 1 has four kittens | One kitten | is white | One kitten | is black | I see a gray kitten | too | One kitten | is like Spot | It j is black and white | One day | it rained Spot 1 was wet | The. kittens j were wet | too | Spot said 1 Mew mew | We 1 are wet | We | are wet [ Spot 1 went into the house The kittens | went | too | They | went to sleep | following year. 172 MANUAL FOR NEW SET VII-A one bird the mother bird?_ Is the nest in the tree? Are three eggs Are the ( the nest?_ white? Is one bird the father bird? This set furnishes valuable seat work practice for developing both comprehen- sion and speed in Silent Reading. The questions and answers on each card are so phrased as to contain only words that have been developed previous to the time when the card is to be used. The plan of use is as follows: The pupil cuts apart the answers from the bottom of the card; he then reads each question silently and places the correct answer opposite it. Most of the questions require the pupil to judge what the correct answer is by a scrutiny of the picture, or by his familiarity with the plot of the story (which he has previously read in the Hand Chart or Primer), but occasional questions are in the nature of general im- telligence tests. At first the pupil should be allowed as much time as he wishes for answer- ing each card, but after he has become accustomed to this type of work the teacher will increase his speed in silent reading by introducing the time element. One good way is to play Game No. 18, page 178, which brings into action the competitive instinct. By recording the results of the game, the teacher can determine a standard time that average pupils should be allowed for the various cards. When each card has been read silently, and the questions answered, pupils should place the cut-apart answers in a properly labeled envelope, for use in later reviews or for subsequent classes. The card may then be used for additional seat work by having pupils crayon the outline pictures. Pupils may be allowed to color the pictures according to their individual art sense, or they may be directed to follow the color scheme as shown on the picture in the Hand Chart or Primer. The eRgs are white. | Three eggs are in the nest. One bird is in the tree. The nest is in the tree. One bird is the mother bii'd. One bird is the father bird. ELSON-RUNKEL PRIMER PUPIL'S HAND CHART 173 See discussion on page 154 of Manual. This chart is a thirty-two page booklet, fully illustrated in color, con- taining in simplified form the stories given the pupils during the Pre- Primer period, and providing an easy, early acquaintance with the printed page. These stories should supplement the blackboard work as indicated in the Manual and may be referred to later when the pupils are building sentences, phrases, and words with New Set V, New Set VI, or New Set VII- A. NEW WALL CHART This large loose-leaf chart contains the exact material given in the Pupil's Hand Chart, except that the pictures are in black only. The separate leaves of the Wall Chart are unbound, to enable the teacher to use only the pages needed for the particular lesson, to enable her to show more than one page at a time, and to enable her to use them in two or more units in different parts of the room for different groups of children doing more or less advanced work, for the reading lesson or to be referred to by them when building sentences, phrases, and words. For this pur- pose four hooks are furnished, to be inserted in the blackboard molding or other conven- ient place. The stories in the Wall Chart should supplement the blackboard work indicated in the Manual and also provide a convenient form for reviews. THE THREE RABBITS Three rabbits ran away. They ran and ran. The rabbits saw a gardea They ran into it. The rabbits saw a little girL They said, "We do not like yoa You are not a good girL" They ran away. PHONETIC CHART A This set contains on long cardboard strips the various word-family groups developed throughout the Manual. They may be placed on the blackboard ledge, or hung from the hooks provided with each set. 174 MANUAL roll The phonogram of a word-family group is shown first and is followed by the words of the group in the order in which they are developed. The teacher should be careful not to ask pupils to read words in the group that are formed with sound or blends not yet taught. For example: After the at phonogram has been taught, Card 1 of the Phonetic Chart A may be shown them. At that time pupils will know five sounds and be able to read the first five words; namely, mat, hat, sat, cat, fat. Soon the sound of h is developed and then they will be able to read the next word, hat, and so on until all consonants and blends have been developed. Do not ask pupils to say the word hat until the h sound has been developed. Cards 65-69 of this set group the various consonants and blends developed, and offer valuable practice in the formation of words. Pupils may be given cards from New Set II and asked to see how many words they can build by placing these cards from New Set II in contact with strips 65-69 of the Phonetic Chart. TEACHERS' EDITION OF PRIMER 'The complete Manual, bound with the Primer text, furnishes detailed sug- gestions for tie teaching of reading through the Elson-Runkel Method. PART TWO ^AMES FOR DRILL Game 1. Have list of phrases or words on the board. Select two children, giving each a pointer. As a phrase or word is called, see which child can find it first. Then select two more children, and so on. Or cards from New Sets III or IV may be nsed, by placing them on the blackboard ledge. Game 2. Place picture cards from New Set I on blackboard ledge ; then place on another part of the ledge the word cards from New Set III that give the name of each picture. Call on one child at a time to place the proper word card from Set III with the picture from Set I. Game 3. Have phrases or words on board. Say a phrase or word and then call a pnpil to erase it. Continue until all are erased. Game If.. The man who built the house didn^t have time to build the chimney. We will build it for him. Every time a child climbs the ladder to the roof of the house (with a word), he carries a brick for the chimney. Every child who can carry up a brick, places it in the chimney. Game 5. Have words on board. A child thinks of one of these words; another child tries to guess it by saying, "Is it (dog)?" pointing to "dog." Continue until word is guessed. Game 6. Place two columns of words on blackboard — same words in different positions. At a signal two children pass to the board to see which can say column of words first. 175 176 MANUAL FOR Game 7. Teacher holds a package of word cards (New Set III) in her hand. She begins with John and shows him a word; if he can pronounce the word, he gets the card. If he does not recognize it, she passes to the next in order, Tom. Tom gets the card if he knows the word. Teacher goes up and down the class until her package of word cards is exhausted. John has ten cards — more than any other child, and so wins the game. Game 8. Hold a group of word cards (JSTew Set III) or phrase cards (New Set IV). Call out a word or phrase. Flash one after the other of. the cards, the children to clap hands when the given word or phrase is shown. Game 9. Hide phonetic cards (New Set II), word cards (New Set III), or phrase cards (New Set IV) about the room. Allow children to hunt for them, taking only the ones they know. Who has the most? Game 10. Picture of a swing tied to the branch of a tree is placed on the board. The words to be drilled are written parallel to the swing. Child naming the greatest number of words "swings the highest." Game 11. Teacher flashes a phonetic card (New Set II) or a word card (New Set III) before children and calls on a child to speak the sound or word. If he does not say it correctly, give him the card, tell him the sound or word, and later call on him to say it. Game 12. Draw a barn with yard surrounding it. Place animal names in barn and yard. How many children know all the animals ? Game 13. Take phrases from the lists given in Parts Three and Four. Children stand in a row in front of the board, looking a+ ELSON-RUNKEL PRIMER I77 the first phrase. When a child is sure that he can repeat it from memory he turns his back to the board. Teacher waits until all have turned their backs. The child who turns first wins the game. Teacher requires all to repeat phrases. Game IJf. Draw birds and write a word under each bird. See how many birds fly away (are erased) when the words beneath them are called. Game 15. Teacher places a column of words on the board. John and Mary step to the board. Teacher points to a word. Which can pronounce the word first, John or Mary? Sometimes John recognizes it first; sometimes Mary; sometimes both recognize and pronounce the word at the same time. Children are the judges. They decide who wins the game, and choose the next two con- testants. Game 16. Children stand in semicircle. One child plays on the outside of the semicircle, standing directly behind No. 1. Teacher starts in front of ISTo. 1 on the inside of the semicircle, holding a package of word cards (New Set III) in her hand. She holds a word in front of No. 1 ; if he correctly calls the word before the child behind him calls it he gets the card. If, however, the child behind him is the first to name it, they exchange places. Teacher continues to the opposite end of the semicircle and if her cards are not exhausted begins with No. 1 again. The game is to hold one's place in the semicircle and get as many cards as possible. Game 17. Place phonogram cards (New Set II) on blackboard ledge. Give each child a consonant card and see how many words he can make by placing it before phonograms, skipping those that do not make words that he knows, as : b ay b and b ake c at c an b ag 178 MANUAL FOR Game 18. Give each pupil a card from New Set VII-A. See who can first read silently all the questions and cut and properly place the answers. Game 19. Draw a large basket and write words on it. See how many can carry it by calling all the words. Game 20. Distribute word cards (New Set III), giving one word to each child. Call a phrase, as, "to the house/' or a sentence, as, "The mouse ran away." The children who have these words pass to the front of the room and stand in correct order to form the phrase or sentence. Game 21. Show a card from New Set Til or New Set IV. Have children open their books at a given story, and find the word or phrase in some sentence in the story. Have a child say the word or phrase and then read the sentence containing it. Game 22. Draw a garden and put words in for flowers. How many children can name all the flowers? Game 23. One child, who is "It," faces the class and says a word, as cat. The other children tell him words that rime with cat. The child who tells the most words wins the game and is "It" for the next game. Game 2Jf-. The teacher whispers different words to several chil- dren. The child who thinks of the most words to rime with his word wins the game. Game 25. Write any number of phonograms on the blackboard — one for each child. Suppose tw^elve children are playing. Each child chooses a phonogram card (New Set II) and takes his place at the blackboard where his phonogram is written. Each of the twelve ELSON-RUNKEL PRIMER I79 children pronounce his phonogram. Teacher rings a bell as a signal. No. 1 changes places with No. 12. They repeat the phonograms acquired by the exchange. No. 2 and No. 11 now change places and pronounce the phonograms acquired. No. 3 and No. 10 change places. The process is repeated until all have changed places. At first teacher may ring bell as a signal. After one round has been played no signal will be needed. Game 26. Draw a fish pond. See who can catch the most fish by calling words which are written in the pond to represent fish. Oame 27. Write a column of words. Call on one child at a time to say a word; if he knows it, draw a stone for a wall. See how high a wall can be built. Game 28. Have a ^^spelling down" match, to see which child can stand the longest, using cards from '^qw Sets II or III. Game 29. If twenty children play, write nineteen words on the board. Place these words far enough apart so that each child can stand with his back to a word. Write the word high enough to be just over his head. The twenty children stand in a part of the room opposite the board which contains the words. When the teacher rings the bell each child tries to run to a word he recognizes, before any other child can reach it. If he succeeds, he stands at the board with his back to it. Since there are but nineteen words, one child (John) fails to get a place at the board. He did not recognize a word soon enough, or he did not move fast enough; for this reason, he's ^^It.'' But John has another chance, for now the nineteen children call the words in rotation. If John can pronounce Mary's word before she does, he takes her place and Mary is "It," and so the game continues. The result is a chang- 180 MANUAL FOR ing and scrambling for a place at the board. After the nineteen children at the board have pronounced their words, the first half of the game is over. Teacher rings the bell, and all children, including "It," run around the room. Each child chooses another of the words on the board. (He must not choose the same word he did in the first half of the game or he's "out.") Some child is "It" again and the game is repeated. Game SO. Draw a tree with apples on it. Write words on the apples. See how many children can pick all the apples. Game 31. Children play this game at their desks. Primers in hands. Teacher indicates which portion of page all the hunting is to take place in. She then says, "Find 5tr6?.'' Each child as soon as he finds the word, places his index finger under it, and says, "1 spy," and runs to the front of the room, keeping liis finger under the word. When all of the children playing have found the word and have run to the front of the room, the teacher places her hand on a child's shoulder as a signal that he is to repeat the word he has his finger on, and then skip back to his seat. Each child in turn is treated in the same way. When all of the children are back in their seats, the teacher asks for another word and the process is repeated. If John cannot find his word, teacher places the word on the board to assist him. This is not done until all of the other children have found the word and the teacher is sure John cannot. Game 82. Draw a picture of a kite. Who can fly the kite the highest? (Recognize the largest number of words written on the board.) Game S3. Draw a clover field, writing words with pink crayon for clovers. See how many the children can pick by naming words. Game SJi-. Draw a tree with nuts on the ground. Write words under nuts. See who can fill the biggest basket. ELSON-RUNKEL PRIMER 181 Game. 35. The teacher sings a postman song. She is the post- man and the children are asleep, each with one hand outstretched as a mail box. The teacher drops post cards or letters (consonant cards, New Set II) into the different boxes. Pupils awake and read the letters or post cards to the class. Anyone who cannot read his own- keeps it until the next reading, other pupils having told him what it is. The winners are those who can read their mail. Game 36. .Eule the board to represent post-oflBce boxes. Assign each child a box. As letters are put in his box have him read them. Game 37. Sketch brook with stones in it. Place words on stones, and let children see who can cross the brook without "fall- ing into the water." ♦ ^ Game 38. Draw a circle on the board to represent a merry-go- round. Place words around the outside to represent the horses, etc., and see how many children can go around the circle. Game 39. Draw a sled at the top of a hill, which is represented by words. See how many children can slide down without falling. (A word missed is a fall.) Gam,e IfO. Played the same as Game 35, except that the child gives the sound of the letter and a word that begins with that sound. The winners are those who can give the sound and a word. Game J^l. Draw a Christmas tree and place words on it, calling each word a present. See how many children can tell what are in the packages. Game J+2. Cut out stockings; write a word on each. Give each child a stocking and ask him what is in it. 182 MANUAL FOR Game 43. Have paper flags with word written on each one. How many can tell all the words? Game JfJf-. Draw Easter eggs, writing a word below each one. Who can find the most? Game 45. Draw a railroad track and place stations along the ack cal stations. track calling each station a word. Choose a conductor to call the Game 46. Teacher writes words on board in groups of three, then touches, with pointer, three words in succession. Call on some child to pronounce the words, in order given. If he does so, let him point to three other words and call upon another child, who must proceed as he did. Vary this by using w«rd cards (New Set III) and turning them before asking pupils to pronounce. Game If! . Have paper stars with a word written on each one. A child who names all has a star to take home. Game 48. The teacher writes several words on the board {cat, cow, dog, see, an, etc.) The children one at a time say one of these words and a word that rimes with it. The winners are those who can give a word that rimes with the word chosen. Game 49. Draw a picture of a book with words written in it. Who can read every word in it? Game 50. Play we are jumping rope. Who can jump without a miss? (Eecognize words or phrases written on the board.) Game 51. Place words on steps of a fairy house. Climb to the house by pronouncing the words. ELSON-EUNKEL PRIMER 183 Game 52. Place a list of words on the board. Have them pro- nounced, letting the girls pronounce the first word, the boys the second, etc. Game 53. Draw pictures of toy balloons on the board, placing a word or phonogram on each. Let children buy balloons by pro- nouncing the words or phonograms. Game 5J/-. Flash cards of words that show action (Few Set III) before the class and call upon one or more children to perform the act. Game 55. Give each pupil a card from New Set V. Have him cut letters and build words that are listed on the board. The first child to complete the list wins the game. Game 56. Give each child a card from New Set VI. Have the class, starting at the same time, cut and rebuild some specified page of Hand Chart or Primer. The first child to rebuild a page correctly, wins the game. Game 57. Place any strip from 65 to 69, Phonetic Chart A, on blackboard ledge. See which child can build the greatest number of words by placing letter or blend cards from New Set II before the various phonograms on the strip, and pronouncing each word thus formed. 184 MANUAL FOR CHART SHOWING WORD AND PHONETIC DEVELOPMENT IN THE PRE-PRIMER WORK Story (In Hand Chart or Wall Chart) Days Pages (Of Charts) Sight Words Phonetic Words Phonetics The Family 1- 2 1- 4 mother father boy girl Rimes How the House Was Built (Silent Reading) 3- 4 5 Find the tree house Rimes The Little Bird 5- 6 6- 7 saw little bird in Fly to me m b Action Lesson (Siltent Reading) 7 8 one two three away Plural with s The Bird House 8- 9 9-10 is sees It likes s 1 One. Two, Three 10-12 11-12 I cat dog hen sheep cow dove c (hard) d The Birds' Nest - 13-16 13-15 a nest She eggs They are white said Good-bye flew sat n i at The Little Red Hen 17-20 16-21 Moo will not Baa Cluck Mew Coo No Bow-wow w 6w h Action Lesson (Silent Reading) 21 22 Give Run we sh Silent Reading Lesson 22 23 Can Yes you e The Good Rain 23-26 24-26 lain wet play do and may go g (hard) o r The Cat and the Mouse 27-30 27-28 barn mouse dinner milk gave some ran an The Three Rabbits 31-34 29-31 rabbits garden them Review Review Word Diill 35-40 32 PART THREE PBE-PEIMEB WORK The lesson plans throughout Parts Three and Four are developed under four* main steps, as follows: First Step — The Oral Story. The teacher tells the oral story, repeating it at each lesson if necessary. The pupils follow by means of the pictures in the Pupil's Hand Chart or in the Wall Chart (or later, in the Primer), which help them get the thought. They then tell the story-incidents in their order. Second Step — Dramatization. The children act out the events of the story, simply and naturally. Third Step — Sentence and Word Development: Phonetics. When the story-plot has been established, the teacher develops the "mechanics" of reading under the following topics: (a) Sentences. The sentence is the unit of thought, hence all words are developed from their use in sentences. Complete sentences are listed for drill, to present the individual words of a sentence grouped in a thought-unit. (b) Phrases. Words in groups are listed for drill, to establish word relationship and phrase-unity in reading. (c) Words. These are listed in two main groups, "Sight" and "Phonetic"; each of these groups is subdivided into "Review" and "New." Under "Phonetic" are included all words that the child can control by means of phonetic elements that have been previously taught. All other words of the lesson are listed as "Sight," to be taught as sight words. The first time a phonetic word appears, it is treated as a "sight word." When, later, a word of the same phonetic family occurs, it is developed from, or associated with, the common phonogram, drawn from the original word. For example, cat appears, and is taught as a sight word. Later, sat occurs, and is developed from at in cat. Other words, developed in this connection from the at phonogram, as mat, hat, fat, etc., are treated as review words when they are met later. (d) Phonetics. This includes phonograms, blends, and consonants. * In Part Three and at the beginning of Part Four the treatment is sub- divided into "Lessons." Two reading "Lessons" and one phonetic "Lesson" are provided for each day. 185 186 MANUAL FOR Fourth Step — Reading Lesson. The children read the Hand Chart, the Wall Chart, or Primer story, studying each sentence silently before they attempt to read it aloud. THE FAMILY (Days 1-2) First Step — The Oral Story. (To be memorized.) This is the mother good and dear, This is the father standing near, This is the boy who plays with the ball, This is the girl who comes at his call, This is the baby, the pet of all. See the whole family, large and small. — Froebel. Second Step — Dramatization. Dramatize the above finger play, using the thumb to represent the mother, the index linger the father, etc. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Lesson 1. Ask questions like the following : Whom did you leave at home this morning, John? Whom did you leave, Mary? Let us say our little story about them. (Eepeat finger play.) Whom do we name first in our story? (Mother.) I have a picture to show you. (Show Picture 1, 'New Set I*.) - Of whom is it a picture? (Mother.) Let us say the first part of our story about the mother. . (This is the mother.) I will write it for you. (Write or print "This is the mother.") What does it say? (This is the mother.) * References are to New Elson-Runkel Method Supplementary Equipment. See pages 166 ff. ELSON-RUNKEL PRIMER 187 Hav(j several children say it. Which word is ^^mother" ? Write it several times, having different children say it. WOBDS Sight ' (New) mother Phonetics See page 192. Fourth Step — Reading Lesson. (Pupil's Hand Chart,* or Wall Chart, page 1.) THE FAMILY This is the mother. In the first few stories, merely call attention to the title (as, THE FAMILY), calling it the ''name" of the story. In later stories, it will be possible to handle these titles as part of the reading lesson. Look at the picture. Whom do yon see in the picture? Say the first part of our story about the mother. (This is the mother.) Can you find that sentence on this page ? Eead it. Which word is "mother"? Teacher will have the sentence read several times. Lesson 2. Eepeat the finger play. Third Step — Sentence, Phrase, and Word Development: Phonetics. * See page 154. If neither the Pupil's Hand Chart nor the Wall Chart is used, the teacher will need to write or print the sentences on the board. The exE,ct text of each page of the Pupil's Hand Chart is printed within a box throughout Part Three of the Manual. 188 MANUAL FOR Sentences About whom did we talk this morning? (Mother.) Find her picture for me, John. What did we say about her? I will write that for you on the board. (Write or print "This is the mother.") Read it for me. Which word is "mother"? Who comes next in our rime? (Father.) Somewhere in the room is the father's picture. Find the father's picture. (Picture 3, New Set I.) What does our rime say about the father? I will write it for you. (Write "This is the father.") Eead it for me. Which word is "father"? What does this say? (Write "father.") All say it. Teacher will write "father" and "mother" many times, so the children will learn to distinguish the words. Words Sight (Eeview) mother (New) father Phonetics See page 192. Fourth Step — Reading Lesson. (Pupil's Hand Chart, or Wall Chart, page 2.) This is the mother. This is the father. ELSON-RUNKEL PRIMER 189 Opec your books at the mother picture (or, look at the mother picture on the Wall Chart). Eead the sentence below the picture. Which word is ^^mother" ? Who comes next in our rime? Turn over one page (if pupils are using Hand Chart; if not, teacher shows page 2 of Wall Chart). Whose pictures do you see? Who can read the sentence below the picture? Which word is "mother"? Who can read the next sentence? Which word is "father" ? Teacher will have each pupil read one sentence. Lesson 3. Eepeat the finger play. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Eead this for me. (This is the mother.) Eead this. (This is the father.) Here is a picture of another member of the family. (Picture 5, New Set I.) Who is it? (Boy.) What does our rime say about the boy? I will write it for you. Eead it. Find the word "boy." "Boy" is our new word for today. I will write it on the board. (Write "boy" rather low on the board.) What does this say? (Boy.) Place picture underneath "boy." What word is this? (Write "mother.") Find the mother's picture and place below it. 190 MANUAL FOR Teacher will use same method for "father." Say the words as I point to them. Now we will take the pictures away. See if you can tell me the words as I point to them. Teacher will write them a number of times on board. Then use Game No. 1, page 175. Words Sight (Eeview) (New) Game No. 2, page 175. mother boy father Phonetics See page 192. Fourth Step — Reading Lesson. (Pupil's Hand Chart, or Wall Chart, page 3.) This is the mother. This is the father. | This is tlie boy. Open your books to the last lesson we read (if pupils are using Hand Chart or Wall Chart; if not, teacher should place on the board the sentences appearing within the above box). Read the sentences. Which word is "mother"? Which word is "father"? Look at the next page. Whom do you see in the picture? Who can read the sentences below the picture? Which word is "mother"? Which word is "father"? Which word is "boy"? Teacher will have each pupil read one or more sentences. ELSON-RUNKEL PRIMER 191 Lesson 4. Eepeat iiuger play. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Guess whose picture we shall have today. Find the girl's picture. (Picture 7, New Set I.) Place it on blackboard ledge. - What does our rime say about the girl. Can you read this? (Write "This is the girl.^') Find the word "girl." Look at the girl's picture. I will write "girl" just above it. What is the word? (Girl.) Trace with finger in air the word "girl." Write "father," "mother," "boy," on the board. Find father's picture. Place it below the word. Teacher will do the same with the pictures of the others. Write the word several times. Words Sight (Eeview) mother father boy (New) girl Game No. 2, page 175. Phonetics See page 192. Fourth Step — Reading Lesson. (Pupil's Hand Chart, or Wall Chart, page 4. ) This is the mother. This is the father. This is the boy. This is the girl. 192 MANUAL FOR Find the picture of the mother; the father; the boy; the girl. Who can read the first sentence? The second? The third? The last? Who can read all the sentences ? Phonetics * (Ear training through the rime.) Lesson 1. If possible have Mother Goose Eime pictures to show the children. Who can sa}^ "Humpty Dumpty"? Select some child to say it. Then all may say it together. Do you know how to play it? (Hands clasped together and raised above head to form the egg; at "had a great fall," let hands fall.) I will say part of it for you: "Humpty Dumpty sat on a wall." What word did I say last? Listen for a word that sounds like wall: "Humpty Dumpty had a great fall." Who knows the word that sounds like wall ? Let us say the rime together, listening to the sounds of wall and fall. In a similar manner, use these rimes : (a) Hey I diddle, diddle, (b) Little Jack Horner The cat and the fiddle. Sat in a corner. * One TDhonetic lesson is planned for each day. The material for this phonetic work is printed at the end of the Manual treatment for each story. The teacher will draw from this material whatever best suits her needs for each daily phonetic lesson. See "Word Control Through Phonetics," page 156, and "Practical Suggestions," page 159. ELSON-EUNKEL PRIMER 193 Lesson 2. • ' . Eeview the rimes of Lesson 1 and continue with : (a) Bye, baby Bunting, (c) Little Bo-peep Father's gone a-hunting. Has lost her sheep. (b) Ding, dong bell, (d) Jack and Jill Pussy's in the well! Went up the hill. SUGGESTIONS FOR SUPPLEMENTARY WORK (tHE FAMILY)* I. Supplementar}^ Story. "The Fairy Who Came to Our House,'* Carolyn S. Bailey in For the Children's Hour, Milton Bradley Company. II. Conversation. The family, the members, their occupation, etc. III. Poems. (To be memorized.) 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. IV. Song. "Father's and Mother's Care/' by Patty S. Hill in Song -Stories for the Kindergarten, Clayton F. Summy Company. Y. Song Game. "This Is the Mother," by Eleanor Smith in Songs for Little Children, Part I, Milton Bradley Company. VI. Projects. Lesson 1. Have each pupil cut from a magazine a picture of a mother; mount these pictures and keep them to use for a booklet. » See page 165. 194 MANUAL FOR Lesson 2. Have each pupil cut from a magazine a picture of a father; mount these pictures on the same size paper as was used for the picture of the mother. Place these pictures of the mother and the father on the desk. Lesson 3. Cut out picture of a boy, and proceed as in previous lessons. Lesson 4. Cut out picture of a girl, and proceed as in previous lessons. Tie these sheets together, putting a cover on them, to make a booklet. HOW THE HOUSE WAS BUILT (Days 3-4) First Step — The Oral Story. Once there was a dear family — a father, a mother, a big boy named Tom, a little girl called Polly, and a dear little baby. Can you guess what they wanted most of all? (Have children guess.) They lived in a home that was rented, and what they wanted most of all was a home all of their very own, with a sunny room for Father, Mother, and Baby, a big room for big Tom, a little room for little Polly, a room for cooking and eating, and a cozy little sitting room. One day when Mother was sewing, Tom was reading, and Polly and Baby were playing. Father came into the room and sat down. "Draw your chairs closer to me," he said. "I have something to tell you. What do we all want more than anything else in the world?" "A home!" said Mother and Tom. "A home!" said little Polly. "Well," said Father, "I think we shall have it, if each one will help. I am going away to the forest. All winter I must chop down the trees, and when spring comes I shall be paid in lumber. We can use the lumber in building the house." "What can I do to help?" asked Mother. "You will be very busy while I am away," said Father, "for you must fill my place as well as your own. You must go to market, and pay the bills, as well as cook, wash, and sew." ELSON-KUNKEL PRIMER 195 "What can I do?" asked Tom. Father answered, "You may work in a carpenter shop where you can learn to saw, hammer, and plane, so you can help build the house. Now, who will take care of Baby?" "I will, I will!" cried Polly. "All right," said Father. "Let us go to work." After Father and Tom had stored away the wood for the fire, put up the stoves, and made everything ready for winter, Father bade them all good-bye and went away to the woods. There he worked every day all winter cutting down trees, and when spring came and the snow was melting, the river dashed along and took the logs with it down to the sawmill, where they were to be sawed into lumber. Then Father hurried home to his family. Polly saw him first and cried, "Oh, there is Father!" "We are so glad to see you," said Tom, "Has everyone been helping while I have been away?" asked Father. "Yes," said Mother. "Polly took care of the baby; Tom worked in the carpenter shop; I have gone to market, and sewed, cooked, and washed." "I must get this dear family into its home. Come, Tom, we must go to work," said Father; and he and Tom went to work. The home was built with a sunny room for Father, Mother, and Baby, a big room for big Tom, a little room for little Polly, a room for cooking and eating, and a cozy little sitting room. Then they all moved into the house, and how happy they were! — ^Matjd Lindsay in Mother Stories. Second Step — ^Dramatization. Chaeactees Mother Father Tom Polly Baby Scene Use children or Mocks for logs and lurnber. The new home may he made by drawing walls and partitions on the floor imth crayon. Mother is sew- ing. Tom is reading. Polly is playing with her doll. Baby is playing with a ball. Father comes into the house and sits down. Father: Draw your chairs closer to me. I have something fine to tell you. What do we all want more than anything else in the world ? Mother and Tom: A home! Polly: A home! 196 MANUAL FOR Father: Well, I think we shall have it, if each one will help. I am going away to the forest. All winter I must chop down the trees, and in the spring I shall be paid in lumber, which will help in the building of the house. Mother: What can I do to help? Father: You will be very busy while I am away. You must go to market and pay the bills, as well as cook, wash, and sew. Tom: What can I do? Father: You may work in a carpenter shop where you can learn to saw, hammer, and plane, so you can help build the house. Now, who will take care of Baby? Polly: I will, I will! Father: All right. Let us go to work. (Father and Tom store away the ivood for the winter and put up the stoves.) Father: Everything is ready now for the winter, and I must go. Good- bye, all. Mother, Tom, Polly, and Baby: Good-bye, Father. (Tom goes to the carpenter shop. Mother goes to mar- ket, sews, cooks, and washes. Polly takes care of Bahy. Father goes to the woods, cuts doivn trees, takes them down the river to the mill. Then he hurries home.) Polly: Oh, there is Father! Tom: We are so glad to see you. Father: Has everyone been helping while I have been away? Mother: Yes. Polly took care of the baby; Tom has worked in the carpenter shop; I have gone to market, and sew^ed, cooked, and washed. Father: I must get this dear family into its home. Come, Tom, we will go to work. (Father and Tom huild the house, and then they all move into it.) Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Look at the pictures on the blackboard ledge. Find the father, John. (John hunts for the father's picture and finds it.) . ELSON-KUNKEL PRIMER 197 What did I tell you to do? (Find the father.) I will write that long story on the board. (Write "Find the father.'^ Point to "father." Point to the new word. (Find.) What is the new word? (Find.) Say it again. Mary, yon may do this. (Write "Find the mother.) Teacher will write the following, asking different children to do what the sentences say: Find the boy. Find the girl. Have children point to words as called for, dwelling often on "Find" and "the" with nouns. Have children look at one sentence at a time. Erase it, and ask someone to tell what it said. Phrases the mother* the father* the boy* the girl* Game No. 1, page 1?5, with Cards 1-4, New Set lY. Words Sight (Eeview) mother father boy girl (New) Find Phonetics See page 201. Lesson 2. Third Step — Sentence, Phrase, and Word Development: Phonetics. •Phrases that appear on the cards of New Set IV are starred. 198 Mi^UAL FOR Sentences Whom did we talk about in our story? Do this: Find the father. Find the mother. Find the boy. Find the girl. (These may be read silently. Then have the children do what the sentences say.) Where did the father go? What did he cut down? (Trees.) There is a picture of a tree somewhere in this room. (Picture 9, New Set I.) You may do this: Find the tree. What did I say to do? You may read this: (Find the tree.) Which word is ''tree"? Teacher will write the three words again, asking children to say them. Game N'o. 11, page 176, with Cards 1-5, New Set IV. Phrases the father* the mother* the boy * the girl* the tree* Words Sight (Review) Find (New) tree Phonetics See page 201. Lesson 3. Third Step — Sentence, Phrase, and Word Development: Phonetics. ELSON-RUNKEL PRIMER 199 Sentences Find the tree, Mary. What did 1 tell you to do? I will write that sentence on the board. You may read it, John. Point to "tree." Teacher will write "tree" on the board and have someone draw a picture of the tree under it. What did Father do with the trees ? (Took them to the mill.) What was done with them there? (They were sawed into lumber.) What did Father and Tom do with the lumber? (Built a house.) Find the house. (Picture 11, New Set I.) Eead this sentence. (Find the house.) Find the word that says "house." Let us write the word. (Write ^Tiouse.") All say it. Pheases the tree* the house* WOEDS Sight (Eeview) Find tree (New) house Phonetics See page 201. Lesson 4. Third Step — Sentence, Phrase, and Word Development: Phonetics. 100 MANUAL FOR Phrases the mother* the father* the boy* the girl* the tree* the house* Game N"o. 1, page 175, with Cards 1-6, New Set IV. Words Sight (Eeview) mother boy tree Find father girl house Game N"o. 4, page 175, with Cards 1-7, New Set III. Phonetics See page 201. Fourth Step — Silent Reading Lesson (Pupil's Hand Chart or Wall Chart, page 5.) Find the father. Find the mother. | Find the boy. Find the girl. Find the tree. Find the house. Teacher will place around the room Pictures 1, 3, 5, 7, 9, 11, New Set I. Have the children read the sentences silently and perform the action ; as, Eead the first sentence silently. John, you may do what the sentence says. ELSON-RUNKEL PRIMER 201 Phonetics (Rimes) (See page 192.) Lesson 1. Eeview the rimes of the preceding lessons, having the children tell the words that sound alike. If they cannot tell the words promptly, give one of the riming words and have them listen for the other. Example : Listen for words that sound alike in this rime : Jack be nimble, Jack be quick, Jack jump over the candle-stick! Who can tell the words ? If no one can do so, then ask : "What word sounds like quick f" Continue with the following rimes : (a) Little Boy Blue, come blow your horn. The sheep are in the meadow. The cows are in the corn. (b) Hickory, dickory, dock, The mouse ran up the clock. (c) To market, to market, to buy a fat pig. Home again, home again, jigetty-jig. Lesson 2. Review rimes, and give these new rimes : (a) See-saw, Margery Daw. (c) Bat, bat, (b) Three little kittens Come under my hat. Lost their mittens. SUGGESTIONS FOR SUPPLEMENTARY WORK (THE HOME) I. Supplementary Story. "The Logging Camp," by Emilie Pouls- son in In the Child's World, Milton Bradley Company. TI. Conversation. The Lumberman and the Carpenter. III. Poem. "An Old-Fashioned Ehyme," by Emilie Poulsson in In the Child's World, Milton Bradley Company. TV. Songs. 202 MANUAL FOR (1) "The Carpenter," by Eleanor Smith in Songs for Little Children, Part I, Milton Bradley Company. (2) "Carpenters," in The Lyric Music Primer, Scott, Fores- man and Company. Carpenters Fast i i ^ i ^ Ev - 'ry-things nols-y when car-pen4ers come; They are more fun than a trump-et or drum; * r 1' r M F ^- E^ Clang -i - ty, bang J Bang-i « ty> elangl Bump-i - ty, thump! Thump-i - ty, bumpl * -inff an Saw-ing and plan-lng and pound - ingo Hear how the hammers go bound « ing. V. Game. Hum the above tune and have children show occu- pations of lumberman and carpenter; as, chopping, ham- mering, sawing, etc. VI. Projects. (1) Make a room of a house — living room, dining room, bed- room, or kitchen. Use a flat surface ; make a window in the back ; cut the furniture and mount. (2) Make a room of a house by using three pieces of cardboard for the sides — leaving one side open — one piece for the floor; the roof may be added if desired. Make a rug for the floor ; decorate the walls ; make the furniture of cardboard. (3) If you have the tools, allow the pupils to make a doll house, and the furniture for it. Make the dishes of clav. ELSON-RUNKEL PRIMER 203 V. Occupation. Seat Work Sentence, Phrase, and Word Cards, New Set YI. After page 5 of the Pupil's Hand Chart or Wall Chart has been read, give the pupils Card 1, New Set VI. Each pupil cuts off the pictures at the bottom of a card; he then reads each sentence and places opposite it the correct picture. THE LITTLE BIED (Days 5-6) First Step — The Oral Story. (The rime is to be memorized.) One day a little boy and a little girl went out into the yard. They saw a little bird up in a tree and this is what they said : "Little bird in the tree, In the tree, In the tree, Little bird in the tree. Fly to me." * The little bird sat in the tree, and did not fly down to the chil- dren. "Let us get some bread crumbs/' said the little boy. "Then the bird will fly down." So the little boy and the little girl brought bread crumbs and stood under the tree, calling again, "Little bird in the tree. In the tree. In the tree. Little bird in the tree. Fly to me." The little bird saw the bread crumbs. Guess what it did. Second Step — Dramatization. Dramatize the above story by having a chair or a desk represent 204 MANUAL FOR the tree, a boy or girl in the tree, and a boy and girl below to say the rime and act the story. Lesson 1. Third Step — Sentence, Phrase^ and Word Development: Phonetics. Sentences What did the boy see ? (The boy saw the bird.) I will write that on the board. Eead it. Which word says "bird" ? Read it again. Find the picture of the bird. Card 13, New Set I. What did the girl see? (The girl saw the bird.) Read it from the board. Which word says "bird" ? Whom did the bird see ? (The bird saw the girl.) Read it from the board. Whom else did the bird see? (The bird saw the boy.) Read it from the board. Read the four sentences. Find the word "bird" in each sentence. the bird The bird* Phrases the girl* the boy* The girl The boy saw the bird saw the girl saw the boy ^lay Game No. 3, page ! 175. Words Sight (Review) boy (New) saw Phonetics See page ?07, girl bird ELSON-RUNKEL PRIMER 205 Lesson 2. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Eeview the above lesson, inserting the word "little" before "bird." Illustration : The boy saw the little bird. Phrases saw the little bird* saw the little boy* saw the little girl* Game Ko. 8, page 176, with Cards 8-10, New Set IV. Words Sight (Eeview) boy girl saw bird (New) little Game No. 4, page 175. Phonetics See page 207. Fourth Step — Reading Lesson ( Pupil's Hand Chart or Wall Chart, page 6. ) The boy saw the little bird The girl saw the little bird. | The bird saw the little boy. The bird saw the little girl. See if you can find the page with a picture like this. (Show pic- ture on page 6, PupiFs Hand Chart, or Wall Chart.) The first line says this is about whom? The first sentence tells what the boy saw. Eead it silently. Who can read it aloud? 206 MANUAL FOR Show me the part that says "the little bird." Read silently what the little girl saw. Read it aloud. Whom did the bird see ? Whom else did it see ? Eead both sentences silently and then aloud. Who will read all the sentences? . Lesson 3. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Review Lesson 2. Put the rime on the board and have the children look at it as they say it. Phrases Find the following in the rime: In the tree Little bird Fly to me* Words Sight - (Review ) tree bird little (New) Fly to Phonetics See page 207. me in Lesson 4. Review phrases and words. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 7.) ELSON-RUNKEL PRIMER 207 Little bird in the tree, In the tree, In the tree, Little bird in the tree, Fly to me. Eead the rime. How many times can you find "Little bird"? "In the tree"? "Fly to me"? Phonetics (m and &) Lesson 1. Repeat the couplets in the lesson and have children find riming words. Then repeat the following: Jack and Jill Went up the hill. What other words can you think of that sound like Jill and hill? (mill, fill, will, bill.) If children cannot think of any riming words, use the words in sentences, as, "The man went to the mill." Eepeat : (a) Little Bo-peep Has lost her sheep. (b) Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. What words in these rimes sound alike? Do you know any other words that sound like them? (sleep, sweep, keep, deep, etc.) (ball, tall, hall, call) What is this word? (Mother.) Say it again for me. Watch my mouth while I say it. (Pronounce the word slowly.) You may say it slowly. 208 MANUAL FOR What sound do you say first? (If children cannot get the sound of m, tell it to them.) Can you hear any word in these lines that begins like "mother" r Fly to me. The cat likes milk. The man will mow the grass. The dog likes meat. I walked a mile. Mary is in the meadow. Say this word again. (Point to "mother.") What is the first sound? Teacher writes or prints m on the board several times, having the children repeat it each time. ^ Show Card 1, Kew Set II, having each child give the sound of m as the card is held in front of him. Lesson 2. Develop h from boy and bird. Have children give other words? that begin with b (bag, burn, bite, box). Write or print the words on the board and as the children say them point to the b in the word. Use Card 2, New Set II. SUGGESTIONS FOR SUPPLEMENTARl" WORK (MOTHER GOOSE) I. Supplementary Story. Other Mother Goose Rimes. II. Conversation. Story of Mother Goose, III. Project. Show children how to fold paper and cut a tree. Free-hand cutting of bird, boy, and girl. Mount the cuttings. TV. Occupations. New Set VI (Seat Work Sentence, Phrase, and Word Cards), The Little Bird. Lessoii 1. Cut off from Card 1 story for page 6 ; have ELSON-RUNKEL PRIMER 209 pupils cut apart on the lines. (If the pupils can not do the cutting well, then the teacher should do it.) Then pupils may arrange the sentences again, referring to Pupil's Hand Chart or Wall Chart, page 6. Place sentences that have been cut, in envelopes and mark (1) on envelope. Lesson 2. Cut off page 7 of story about "The Little Bird"; cut the story apart and arrange again, referring to Pupil's Hand Chart or Wall Chart, page 7. Place these sentences in the envelope as in Lesson 1. ACTION LESSON (For Silent Eeading) (Day 7) Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Place Pictures 1, 3, 5, 7, 13, New Set I, around the room. Find one bird. Write^ sentence on the board. Which word is "Find"? Point to "one bird." Which word' is "one" ? Teacher places these sentences on the board : Fly to one boy. Find one girl. Find one mother. Find one father. Eead the above sentences silently, and do what they say. Teacher draws two trees on the board. Find two trees. 210 MANUAL FOR Teacher writes this sentence on the board. (Find two trees.) Point to "two trees." Which word is "two"? Teacher draws three houses on board. Find "one house." "Two houses." "Three houses." Teacher writes these sentences on the board: Find one house. "^ Find two houses. Find three houses. Eead these sentences. Find "one/' "two," "three." Teacher places these sentences on the board: Find one bird. Find two trees. Find three houses. Fly to the bird. Fly to the trees. Fly to the houses. Read the above sentences silently, and do what they say. Now you may fly to me. What did I say to do? ("Fly to me.") I will write it on the board below the other sentences. Read it. Point to "to me." Now you may fly away. What did I say for you to do? ("fly away.") I will write it on the board below the other sentences. Read it. Point to "away." You may play you are birds. Look at the last four sentences. and do as they say. ELSON-RUNKEL PRIMER 211 Phrases one bird* two trees* three houses* one boy* one girl* to the bird to the trees to the houses to the boy to the girl to the father Fly to me* Fly away Game No. 9, page 176, with Cards 12-16, New Set IV. Words Sight (Eeview) Find Fly (New) one two Game No. 5, page 175. bird three house away me tree Phonetics See page 212. Lesson 2. Fourth Step — Reading Lesson, page 8.) (Pupil's Hand Chart or Wall Chart, Find one bird. Fly to the bird. Find two trees. Fly to the trees. Find three houses. Fly to the houses. Find one boy. Find the mother. Find one girl. Fly to the father. Fly to me. Fly away. 213 MANUAL FOR Teacher will place pictures 1, 3, 5, 7, 13, New Set I, around the room. Draw pictures of two trees and three houses as in Lesson 1. Have the children look at each sentence and do as it directs. Phonetics Teacher' shows how to form plural by adding s. John, you may come here and face the class. How many boys do you see, Mary? I will write "boy'' on the board. This word means how many boys? Eobert, you may stand beside John. How many boys do you see now, Mary? When we mean more than one boy we write "boy" and then add this little letter "s." Wliat does the word say then? Say both words : boy, boys. Teacher will develop the following words: girl girls tree trees house houses bird birds SUGGESTIONS FOR SUPPLEMENTARY WORK T. Occupation. Place these phrases on the board: one bird two houses two boys three trees three girls Explain to the children that they are to draw the required num- ber of each — no more, no less. ELSON-RUNKEL PRIMER 213 V THE BIRD HOUSE (Days 8-9) First Step — The Oral Story. (To be memorized.) Little bird, little bird, Up in the tree. Here is a bird house come and see. Little boy, little boy, Down by the tree, 1 like the bird house You made for me. — Old Rime. Second Step — Dramatization. Dramatize the above jingle. Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher shows the picture on the Pupil's Hand Chart or Wall Chart, page 9. What do you see in the picture? Where is the bird? (The bird is in the tree.) I will write that sentence on the board. Several children will read it. Point to "The bird." Point to "is." Point to "in the tree." Find the word "bird." Find the picture of the bird. What does the bird see? (The bird sees the boy.) Eead the sentence. Find the word "sees." What else does the bird see? (The bird sees, the bird house.) Eead the sentence. Find the wor(^ "sees." What does the boy see? (The boy sees the tree.) 214 MANUAL FOR Eead the sentence. Find the words "sees" and "trees." What else does the boy see? (The boy sees the little bird.) Eead the sentence. Phbases The bird* sees the boy* the boy* sees the bird house* is in the tree* sees the tree* sees the little bird* Game No. 9, page 176, with Cards 3, 1, 17-21 from Kew Set IV. Words Sight (Eeview) (New) little bird house is sees Phonetics See page 217. Lesson 2. Eeview Lesson 1 on the board. Drill on phrases and words. Eead the Pupil's Hand Chart or Wall Chart, page 9. The bird is in the tree. The bird sees the boy. The bird sees the bird house. The boy sees the tree. The boy sees the little bird. Find the picture of the boy and the bird house. Ask these questions of the children: Where is the bird? What does it see? What else does it see? What does the boy see? What else does he see? ELSON-RUNKEL PRIMER 215 Lesson 3. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher shows the picture of the bird house in the tree, Pu.pil's Hand Chart or Wall Chart, page 10. Point to the boy. Point to the tree. Point to the bird. Point to the bird house. Where is the bird? (The bird is in the tree.) Eead the sentence. Find "in the tree." Where is the bird house? (The bird house is in the tree.) Eead the sentence. Find "in the tree." . Eead both sentences again. Find "in the tree" in both sentences. Does the bird like the bird house ? Eead "The bird likes the bird house." Change "The bird" to "It." Point to "likes." What does the boy like? (The boy likes the bird.) Point to "likes." What else does he like? (The boy likes the bird house.) Eead the sentence. i Point to "likes." Teacher will erase the above sentences and write the following: The boy sees the tree. The boy sees the bird. The bird is in the tree. The boy sees the bird house. The bird house is in the tree. The bird sees the bird house. 216 MANUAL FOR It likes the bird house. The boy likes the bird. The boy likes the bird house. Have these sentences read. If further drill is needed, write other sentences like the following The boy likes mother. The girl likes father. Phrases in the tree likes the bird* The bird house likes the bird house* sees the bird house* Words Sight sees (Eeview) bird is house (New) It likes Game No. 6, page 175, with Cards 19-23, New Set III. Phonetics See page 217. Lesson 4. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 10). The bird is in the tree. The bird house is in the tree. The bird sees the bird house. It likes the bird house. j The boy likes the bird. The boy likes the bird house. Review Lesson 3, on the blackboard. Have the lesson on page 10 read In answer to these questions Where is the bird? Where is the bird house? ELSON-RUNKEL PRIMER 217 What does the bird see? What does it like? What does the boy like? What else does the boy like? Have the sentences read silently. They may then be read orally. Phonetics (s and I) Lesson 1. Teacher writes ^'saw" on the board. Have the children say it slowly. What is the first sound you hear? Can you hear any words in these lines that begin like ^^saw"? I see some boys. Sing a song of sixpence. The birds like seeds. Name other words that begin with s (said, sew, sang). Look at '^saw" again. What is the first sound? Write s on the board. What does this say? Drill on m, h, and s, using Cards 1, 2, 3, New Set II. Lesson 2. Write or print "little" on the board. Have the children say it slowly. Can you hear any words in these lines that begin like "little"? I nice the bird. The man has a load of hay. You may sit on my lap. Lester is rowing on the lahe. The leaves are long. Say this word again. (Point to "little.") What is the first sound ? Write or print I on the board. What does this say? Write it in the air with me. Show Card 4, New Set II, and have each child give the sound. 218 MANUAL FOR to be sure of correct pronunciation. If not given correctly, have the child say "little" slowly and then I. Drill on m, h, I, and s, using Cards 1, 2, 3, 4, New Set II. Game Ko. 7, page 176. SUGGESTIONS FOR SUPPLEMENTARY WORK ( BIRDS ) I. Supplementary Story. "Aaron and the Blue Jays," in Elso7i Good English, Book One, Scott, Foresman and Company. II. Conversation. Birds. III. Song. "The Bird's Nest," by Jessie L. Gaynor in Songs of the Child World, Part I, Church. IV. Song Game. "Five Little Chickadees," by Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Com- pany. V. Projects. (1) Free-hand cutting of trees and bird houses. Mount the houses in the trees. (2) If you have equipment, allow pupils to make some bird houses. Silent Reading Exercise Silent Eeading and Crayoning, New Set VII- A. Lesson 1. After page 10, Pupil's Hand Chart or Wall Chart has been read, give pupils Card 1, New Set VII. Each pupil cuts off answers at bottom of card; he then reads each question silently and places opposite it the correct answer. After pu- pils have had some practice in this silent reading work, the teacher may find it desirable to test not only their compre- hension, but also their speed. This can be done by following the plan suggested in Game No. 18, page 178. After the silent reading work has been done, each child should place the cut-apart answers in an envelope and mark it (1) for future use. Card 1 may then be used for crayoning. Each child may color the outline picture as best suits his fancy, or children may open Hand Chart to page 4, and crayon to match the picture. ELSON-EUNKEL PRIMER 319 ONE, TWO, THEEE (Days 10-12) First Step— The Oral Story. One, two, three, One, two, three, I like the cat, The cat likes me. One, two, three, One, two, three, I like the dog. The dog likes me. One, two, three, One, two, three, I like the hen. The hen likes me. One, two, three. One, two, three, I like the sheep. The sheep likes me. One, two, three, One, two, three, I like the cow. The cow likes me. One, two, three, One, two, three, I like the dove. The dove likes me. Lesson 1. Second Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher places Picture 15, New Set I, on the blackboard ledge. Have the children memorize the first stanza of the above rime. Have them read it from the board, the teacher pointing to the words as they say them. 220 MANUAL FOR Phrases Find ''One, two, three.'' Find 'likes me." Find "The cat." Find "I like." Words Sight (Eeview) One two three like (New) I cat Phonetics See page 223. Lesson 2. Second Step — Sentence, Phrase, and Word Development: Phonetics. Eeview Lesson 1. Substitute the words "dog" and "hen" for the word "cat." Phrases the cat like the cat* the dog likes me* the hen like the dog* like the hen* Game 'No. 2, page 175, using Cards 2, 15, 17, New Set I, and Cards 25-28, New Set IV. Words Sight (Eeview) One two three I cat likes me (New) clog hen Game No. 7, page 176. Phonetics See page 223. ELSON-RUNKEL PRIMER 221 Lesson 3. Third Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 11). One, two. three. One, two. three. I like the cat, The cat likes me. One, two. three. One, two, three. I like the dog, The dog ikes me. One, two. three. One, two, three, I like the hen. The hen likes me. Who can read the first stanza and tell me what it is about? Eead it aloud. You may read the second stanza silently. What is it about? Eead it aloud. Eead the last stanza and tell me what you read. Who will read all the stanzas? Lesson 4. Second Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Eeview stanzas 1, 2, and 3. Substitute the words "sheep," "cow," and "dove" for the words "cat," "dog," and ^Tien." 222 MANUAL FOR Phbases the sheep like the sheep* the cow like the cow* the dove like the dove* likes me* Game No. 2, page 175, with Cards 29-31, New Set IV, ana Cards 4, 6, 10, New Set I. WOBDS Sight (Eeview) cat likes dog hen (New) sheep cow dove Game No. 5, page 175, with Cards from New Set III. Phonetics See page 223. Lesson 5. Third Step — ^Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 12). One, two. three. One, two. three. I like the sheep. The sheep likes me. One, two. three. One, two. thuee. I like the cow. The cow likes me. One, two. three. One, two, three. I like the dove, The dove likes me. Follow method similar to one used in Lesson 3. ELSON-RUNKEL PRIMER 22;^ Lesson 6. Second Step — Sentence, Phrase, and Word Development: Phonetics. isson 4. like the cat* One, two, three* like the dog* I like like the hen* likes me* like the sheep* like thK cow* like the dove* Play Game No. 13, page 176. WOEDS Sight (Eeview) cat dog hen sheep cow dove one two three I like me Play Game No. 7, page 176, with cards from New Set III. Phonetics See below. Third Step — Reading Lesson. (Pupil's Hand Chart or Wall Chait, pages 11 and 12). Have these pages reviewed. If time permits, 'review previous stories read. Phonetics (c [hard] and d) Lesson 1. This was onr new word today. (Write or print cat on the board.) Say it for me. Watch my mouth while I say it. (Pronounce the words slowly.) You may say it slowly. What sound do you say first? (If children cannot get the sound of c, tell it to them.) 224 MANUAL FOR Caji yoTi hear any word in these lines that begins like catf The cow jumped over the moon. The girl opened the cage. The car stopped by the gate. I have lost my cap. We like cake. Say this word again. (Point to cat.) What is the first sound? Teacher will print or write c on the board several times, having the children repeat the sound each time. In the same way call attention to c in cow. Show Card 5, New Set II, having each child give the sound as the card is held in front of him. Lesson 2. Teacher will write or print dog on the board. Have children say it slowly. Can you hear any words in these lines that begin like dog : The dove flew to me. How do you do today? - It is getting darh. The dish ran after the spoon. Hey, diddle, diddle. Say this word again. (Point to dog.) What is the first sound? Teacher will write or print d on the board. What does this say ? Write it in the air with me. Teacher will show Card 6, N'ew Set II, and have each child give the sound, to be sure of correct pronunciation. If not given correctly, have the child say dog slowly and then d. Drill on c and d. ELSON-RUNKEL PRIMER 225 Lesson 3. Drill on m^ bj s^ I, c (hard), and d. Game No. 1, page 176. THE BIRDS' NEST (Days 13-16) First Step— The Oral Story. One day in the springtime, when the little flowers were waking up, Mr. Bird called to Mrs. Bird, who was sitting high up in an apple tree. He said, "Come, let's sing a song and then begin to build a nest in this apple tree." The song was full of sweet notes, and Mr. Bird ended with "Cheer up, cheer up.^' Then they flew all around the tree to find the safest place for their little home. "Will this place do?" asked Mr. Bird. "No, this place will not do," sang Mrs. Bird, "for it is too low. It is cozy, but the cats can come up here." Mr. Bird flew far out on a branch. Will this place do?" he asked again. "No," said Mrs. Bird, "for the wind would blow the nest off to the ground." Iilr. Bird flew from one branch to another. At last he called again. "Will this place do?" "Oh, yes!" said Mrs. Bird. "This is a fine place. Now let us hunt for something to build the nest with." They looked all over the fields for twigs and dried leaves. They flew to the barnyard and found ever so many long horsehairs that had come out of Tom's and Dobbin's tails. In the yard they got some nice feathers and pieces of string, and from the woods some moss. All these things 226 MANUAL FOR they carried, one by one, in their strong bills, to the tree, working and tugging away until the nest was done. Oh, how soft and round and cozy it was! The sticks, leaves, and string made the outside firm and strong. The horsehairs, woven round and round the moss and feathers, made the inside nice and warm for Mother Bird, and for something else that came one day very soon. Mrs. Bird sat on the nest, day after day. One day she flew ofT for just a minute, and what do you think were in the nest? Three little white eggs, lying close together. Mr. and Mrs. Bird were very happy. Mrs. Bird would not leave the nest, but sat on the eggs to keep them warm, while Mr. Bird sat near her on the tree and sang his sweetest song. Then he spread his wings and flew away over the tree tops. When he came back he had something nice in his bill for Mother Bird to eat. Sometimes Father Bird sat in the nest so that Mother Bird could stretch her wings and fly away through the air. One day, when Mother Bird was in the nest, she heard a faint "peep, peep!" and looking down saw a little bird under her warm breast. Soon came another "peep, peep!" and a second little bird was out of the shell. Then she tapped gently on the third egg and out came a very small bird. She cuddled them under her, nice and warm, for they were not very strong and she did not want them to catch cold. But in a little while they began to grow stronger, because their father and mother were taking good care of them. They began to move about and tried to hop while in the nest, but they fell over each other. They were Junny lookinj^ iittle things, for the feathers had not yet grown on them, and they were covered with a fluffy coat of down. One day as they were sitting in the nest waiting for their mother and father to bring them some nice fat worms to eat, a little gray squirrel scampered up the tree to the branch that the nest was on, and peeped into their cosy home. When he saw the three fluffy little birds he was as sur- prised as he could be, for he had never before seen a bird without feathers. "Well! I never!" he said. "What kind of animals are you?" "We are little birds," one of them answered, timidly. "I don't believe you," said the rude little gray squirrel. "Birds have feathers, and all you have is a queer coat of fuzz. Oh, no, funny animals, you are not birds. If you want me to think that you are birds, let me see you fly. Then I will believe you. All birds can fly, you know." "We can't fly," said one of the little birds. ELSON-RUNKEL PRIMER 227 "Well, then, don't try to make me believe that you are birds," answered the rude little squirrel, as he waved his long tail proudly over his back and scampered down the tree. After their unkind visitor had left them, the three little birds sat very quietly in the nest. They were as unhappy as they could be. "I wonder if that rude squirrel is right, after all," said one of them sadly. "Perhaps we are not birds, for every bird has feathers and knows how to fly." Just then Mother Bird flew back to the nest, and the little birds told her what their unkind visitor had said. "Are we animals. Mother, or birds?" they asked her. "You are little birds," answered the mother. "Soon your fluffy down will grow into feathers. Then you can learn to fly." One day, when the little birds had grown stronger. Mother Bird said to them, "Today you must begin to learn hoM'' to fly." Then Father Bird showed them how to raise their wings. The little birds raised their wings and tried to do just as Father Bird did. When they were tired they cuddled down in the warm nest and soon were fast asleep. They tried their wings for several days, and at last, one day, the Mother Bird said, "Fly, fly." The Father Bird said, "Fly, fly." The little birds said, "Good-bye! Good-bye, nest, good-bye." Away they flew. — Evelyn Lincoln in Half a Hundred Stories, Adapted. Second Step — Dramatization. Characteks Mr. Bird Mrs. Bird Three Bahy Birds Squirrel Scene Have several children join hands in a circle and sit down, thus forming the nest. Mr. Bird: Come, let's sing a song and then begin to build a nest in this apple tree. (Both sing a bird song and fly around the room.) Mr. Bird: Will this place do? Mrs. Bird: No, this place will not do, for it is too low. The cats can come up here. (Both fly around the room again.) Mr. Bird: Will this place do? 228 MANUAL FOR Mrs. Bird: No, for the wind would blow the nest off to the ground. (Both fly around the room again.) Mr. Bird: Will this place do? Mrs. Bird: Oh, yes! This is a fine place. Now let us hunt for some- thing to build the nest with. (They go to the fields and barnyard, for straw, twigs, etc.^ and then fly hack to build the nest. After the nest is com- pleted they put the three birds in it. Father Bird and Mother Bird go away to get something for the little birds to eat. A little squirrel comes and looks in the nest.) Squirrel: Well! I never! What kind of animals are you? First Little Bird: We are little birds. Squirrel: I don't believe you. Birds have feathers, and all you have is a queer coat of fuzz. Oh, no, funny animals, you are not birds. If you want me to think that you are birds, let me see you fly. Then I will believe you. All birds can fly, you know. Second Little Bird: We can't fly. Squirrel: Well, then, don't try to make me believe that you are birds. (The squirrel runs aivay.) Third Little Bird: I wonder if that rude squirrel is right, after all. Perhaps we are not birds, for every bird has feathers and knows how to fly. (Mother Bird and Father Bird come home and sit on the edge of the nest.) Little Birds: Mother, a squirrel has been to visit us. He said we were animals and not birds. Are we birds or animals. Mother? Mother Bird: You are little birds. Soon you will learn to fly. Father Bird: Do as I do. (He raises his wings and the little birds do the same.) Father Bird: That will do for today. Now you may go to sleep. (They repeat this exercise several times.) Mother Bird: Fly, fly. Father Bird: Fly, fly. Little Birds: Good-bye! Good-bye, nest, good-bye. (Away they all fly.) ELSON-RUNKEL PRIMER 229 Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher will show a picture of birds, one in a tree and one in a nest, Pupil's Hand Chart, or Wall Chart, page 13. As questions are asked and answered, teacher will write the answers on the board and have them read. What do you see, John? (I see a tree.) What else do you see? (I see a nest.) Where is the nest? (The nest is in the tree.) How many birds do you see? (I see two birds.) Where do you think the father bird is? (The father bird is in the tree.) Read this sentence: (See the mother bird.) WTiere is the mother bird? (The mother bird is in the nest.) What little word can we use instead of "mother bird" ? If pupils do not know, the teacher may tell them. Teacher will erase the words "The mother bird,'' and insert the word "she," Eead all the sentences. Teacher will give for silent reading other sentences like the following : Is the mother bird little? Is the father bird little? Is the nest in the tree? Is the mother bird in the tree? Phrases see a tree* see two birds see a nest* The father bird* is in the tree* the mother bird* is in the nest 330 Sight (Eeview) (New) Game No. 6, page 175, MANUAL FOR WOBDS see nest tree She bird Phonetics See page 235. Lesson 2. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 13.). I see a tree. I see a nest. The nest is in the tree. I see two birds. The father bird is in the tree. See the mother bird. She is in the nest. Teacher will ask the questions below, and have children read the sentences and then answer the questions: What do you see? What else do you see ? Where is the nest? How many birds do you see ? - Where is one bird? Where is the other bird? Which bird is she? ELSON-RUNKEL PRIMER 231 Lesson 3. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher will show Card 12, New Set I. Follow plan of Lesson 1. What do yon see? (I see a tree.) What do yon see in the tree? (I see a nest in the tree.) Is the nest little or big? (It is a little nest.) What do yon see in the nest? (I see three eggs.) Are they little or big? (The eggs are little.) What color are the eggs? (They are white.) Where are the eggs? (They are in the nest.) Teacher will also give for silent reading, sentences like the following : Is one bird in the nest? Is one bird in the tree? Are the birds little? Are the birds white? Are the eggs white? Phrases in the tree are little is a little nest* Words are white* are in the nest* three eggs* Sight (Eeview) nest little three It (New) They eggs are white Play Game No. 7, page 176. Phonetics See page 235. 232 MANUAL FOR Lesson 4. Fourth Step — Reading Lesson, page 14). (Pupil's Hand Chart or Wall Chart, I see a tree. I see a nest in the tree. It is a little nest. I see three eggs. The eggs are little. | They are white. They are in the nest. Teacher will ask questions similar to those in Lesson 3. Have children read the sentences and then give the answers. Lesson 5. Drill on phrases and words in Lessons 1, 2, 3, and 4. Eead for review. Pupil's Hand Chart or Wall Chart, pages 13 and 14. Lesson 6. Third Step — Sentence, Phrase, and Word Development; Phonetics. Sentences Teacher will show picture of three eggs in a nest. (Pupils' Hand Chart or Wall Chart, Page 14.) Follow plan of Lesson 1. After a while what happened to the eggs ? Where did the little birds sit. (The little birds sat in the nest.) Where did the mother sit? (The mother sat in the tree.) What did she say? (She said, ^'Fly, fly.") Where did the father sit? (The father sat in the tree.) What did the father say? (The father said, "Fly, fly.") What did the little birds say? (The little birds said, "Good- bye! Good-bye, nest, good-bye!") ELSON-RUNKEL PRIMER 333 Wliat did the little birds do? (The little birds flew away.) What did the mother bird do? (The mother bird flew away.) Wlio else flew a'way? (The father bird flew away.) Phbases the mother bird* She said* The father bird* flew away* The father said* . sat in the nest* The little birds said* Words sat in the tree Sight (Eeview) She little away (New) said Good-bye flew Game No. 10, page 176. Phonetic (Eeview) cat (New) sat Phonetics See page I 335. Lesson 7. Third Step — Sentence, Phrase, and Word Development: Phonetics. WoBD Deill > Teacher: Our story is about some little — Children: Birds. (Teacher writes words as them.) Teacher: They built a — Children : Nest. children give 234 MANUAL FOR Teacher : The mother bird put into it some little — Children : Eggs. Teacher : How many eggs were there ? Count them. Children: One, two, three. Teacher: The eggs were — Children : White. Teacher: Soon there were three little^ Children : Birds. Teacher: In the — Childreja : Nest. Teacher: The little birds grew and grew and soon were big enough to fly. Then the mother bird said — Children : Fly, fly. Teacher : The father bird said — Children: Fly, fly. Teacher : The little birds said — Children: Good-bye, nest. When all words are on the boards play Game No. 14, page 177. Fourth Step — Reading Lesson, page 15). (Pupil's Hand Chart or Wall Chart, The little birds sat in the nest. The mother sat in the tree She said, "Fly, fly." The father Sat in the tree. The father said, "Fly, fly." The little birds said, "Good -bye! Good-bye, nest, good-bye!" The little birds flew away. The mother bird flew away. The father bird flew rwslj. Teacher will ask questions and have children read the sentences and then give answers. ELSON-RUNKEL PRIMER 235 Silent Eeading Exercise " Seat work in silent reading may well be given here, based on Card 2, New Set VII-A. See page 218. Lesson 8. Review phrases and words. Read Pupil's Hand Chart or Wall Chart, pages 13, 14, and 15. Phonetics (n, f, and at) Lesson 1. Develop n from nest. Give other words that begin with n. (name, new, net, now.) Lesson 2. Develop / from father. Give other words that begin with /. (fan, fish, fox.) Lesson 3. Write or print cat on the board. What is the word ? What does this say? (Point to c.) If yon take c away, what is left? Name other words that rime with or end in at. Write or print them on the board as the children say them. Erase the initial consonant of each; what have we left? (at.) Replace the initial consonants in a different order; have the children say the words again, (mat, cat, bat, sat, fat.) Lesson 4. Review m, h, I, s, n, c (hard), d, f, using Game No. 1, page 175. Review forming of plurals by adding s. SUGGESTIONS FOR SUPPLEMENTARY WORK (bIRDS" NESTS ) I. Supplementary Story. "A Nest of Many Colors" in In the Child's World, Milton Bradley Company. 236 MANUAL FOR III. Poem. "Bird Thoughts/' by Charlotte Brewster Jordaii in In the Child's World, Milton Bradley Company. IV, Song. "The Bird's Nest," by Jessie L. Gaynor in Songs of the Child World, Part I, Church. V. Song Game. "Five Little Chickadees," by Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. VT. Occupation, (a) Draw a tree and put nest with eggs in it. Free-hand cutting of trees. (&) Seat Work Sentence, Phrase, and Word Cards, New Set VI. Lesson 1. After page 13 of the Pupil's Hand Chart or the Wall Chart has been read, give the pupils Card 2, New Set VI. Cut off Lesson for page 13; cut apart the sentences; cut the sentences on the lines into phrases and words as indicated. Have each pupil rebuild the sentences, using the Pupil's Hand Chart or the Wall Chart as his model. Lesson 2. Card 2, page 14, to be used after page 14 of the Pupil's Hand Chart or the Wall Chart has been read. Fol- low directions given for Lesson 1. Lesson 3. Proceed as in Lesson 1 with Card 2, page 15, to be used after page 15 of the Pupil's Hand Chart or the Wall Chart has been read, (c) Seat work in silent reading and crayoning, Card 2, New Set VII-A. To follow page 28 of the Pupil's Hand Chart or the Wall Chart. THE LITTLE RED HEN (Days 17-20) First Step— The Oral Story. A Little Red Hen was in the farm-yard with her chickens, when she found a grain of wheat. The cow and the sheep were in the farm-yard, too. ELSON-RUNKEL PRIMER 237 "Who will plant this wheat?" she asked. "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Cluck, cluck!" said the Little Red Hen. "Then I will." So she planted the grain of wheat, and soon it began to grow. She watched it day after day, and by and by it was tall and ripe. Just then the dog came into the farm-yard. "Who will reap this wheat?" asked the Little Red Hen. "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Bow-wow! I will not," said the dog. "Cluck, cluck!" said the Little Red Hen. "I will." And she reaped the wheat. Just as she finished reaping the wheat, the cat came into the farm-yard to see what was the matter. "Who will thresh this wheat?" asked the Little Red Hen. "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Bow-wow! I will not," said the dog. "Mew, mew! I will not," said the cat. "Cluck, cluck! I will," said the Little Red Hen, and she worked and worked until the wheat was all threshed and in a bag. Just then the dove flew to the farm-yard. "Who will take this wheat to the mill to have it ground into flour?" asked the Little Red Hen. . "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. , "Bow>-wow! I will not," said the dog. "Mew, mew! I will not," said the cat. "Coo, coo! I will not," said the dove. "Cluck, cluck ! I will," said the Little Red Hen, and she took the wheat to the mill and had it ground into flour. When she brought the flour home, she said, "Who will bake a loaf of bread with this flour?" "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Bow-wow! I will not," said the dog. "Mew, mew! I will not," said the cat. "Coo, coo! I will not," said the dove. 238 MANUAL FOR "Cluck, cluck! I will," said the Little Red Hen. So she baked a loal of bread with the flour. When it was baked, she asked, "Who will eat this bread?" "Moo, moo! I will," said the cow. "Baa, baa! I will, said the sheep. "Bow-wow! I will," said the dog. "Mew, mew! I will," said the cat. "Coo, coo! I will," said the dove. "Cluck! No, you will not!" said the Little Red Hen. "My little chicks and I are going to do that." So she called all her little chicks and they ate up the loaf of bread. — Old Tale. Second Step — Dramatization. Chabactebs Cow Sheep Dog Cat Hen Chickens Dove Scene Farm-yard: A place for a wheat field; a mill; an oven. Hen, chickens, cow, and sheep in the field. Hen: I have found a grain of wheat. Who will plant it? Cow: Moo, moo! I will not. Sheep: Baa, baa! I will not. Hen: Cluck, cluck! I will. (She plants the wheat and watches it grow tall and ripe. A hoy or girl may he used for the wheat hy stooping down or lying on the floor and then growing taller. The dog comes to the farm-yard.) Hen: Who will reap this wheat? Cow: Moo, moo! I will not. Sheep: Baa, baa! I will not. Dog: Bow-wow! I will not. Hen: Cluck, cluck! I will. (Give imitation of reaping wheat. The cat comes to the farm-yard.) ELSON-RUNKEL PRIMER 239 Hen: Who will thresh this wheat? Cow: Moo, moo! I will not. Sheep: Baa, baa! I will not. Dog: Bow-wow! I will not. Cat: Mew, mew! I will not. Hen: Cluck, cluck! I will. (Give iniritation of threshing wheat. The dove flies to the field.) Hen: Who will take this wheat to the mill to have it ground into flour? Cow: Moo, moo! I will not. Sheep: Baa, baa! I will not. Dog: Bow-wow! I will not. Cat: Mew, mew! I will not. • Dove: Coo, coo! 1 will not. Hen: Cluck, cluck! I will. (She takes the wheat to the mill and comes hack with flour.) r Hen: Who will bake a loaf of bread with this flour? Cow: Moo, moo! I will not. Sheep: Baa, baa! I will not. Dog: Bow-wow! I will not. Cat: Mew, mew! I will not. Dove: Coo, coo! I will not. Hen: Cluck, cluck! I will. (She makes a loaf of bread and hakes it.) Hen: Who will eat this bread? Cow: Moo, moo! I will. Sheep: Baa, baa! I will. Dog: Bow-wow! I will. Cat: Mew, mew! I will. Dove: Coo, coo! I will. Hen: Cluck! No, you will not! My little chicks and I are going to do that. Cluck, cluck! (The little chickens run to her a/nd eat the bread.) Note that the reading value of this story is increased by intro- ducing a new character in each refrain, thereby breaking up the tendency to rote work. 240 MANUAL FOR Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher will place on the blackboard ledge, Cards 2, 6, 10, New Set I. Do what this sentence tells yon: (Find the hen.) What did the hen say? ("Cluck, cluck,'' said the hen.) Read the sentence. Do this: (Find the sheep.) Read the sentence. What did the sheep say? ("Baa, baa," said the sheep.) Read the sentence. Do this: (Find the cow.) Read the sentence. What did the cow say? ("Moo, moo,'' said the cow.) Read the sentence. Read the six sentences. Phrases said the cow* said the sheept said the hen* Game No. 3, page 175, Moo, moo Baa, baa Cluck, cluck Sight WOBDS (Review) said (New) Moo Game No. 12, page 176. cow sheep hen Cluck Phonetics See page 247. ELSON-RUNKEL PRIMER 241 Lesson 2, Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences The Little Eed Hen found a grain of wheat and she said, "Who will plant this wheat?" What did the cow say? ("Moo, moo! I will not," said the cow.) Write this sentence on the board. Read it. Point to the following: Moo, moo 1 will not will not said the cow Eead the following also: "Baa, baa ! I will not," said the sheep. "Clnck, cluck! I will," said the hen. Phrases said the cow* [ will not* said the sheep* I will* said the hen* Game N"o. 9, page 176. WOBDS • Sight (Review) said cow sheep (Kew) will not Game No. 12, page 176. .. 1 ' Phonetics ■■ See page 247. ^ hen 242 MANUAL FOR Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 16). (Teacher: The Little Red Hen found a grain of wheat. She said, "Who will plant this wheat?") "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Cluck, cluck! I will," said the hen. Lesson 3. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Eeview Lesson 2. The Little Eed Hen said, "Who will reap this wheat?" What did the cow say? Write sentence. Have it read. What did the sheep say? Eead the sentence. What new animal came now ? Find the picture of it. JSTew Set 1, Card 17. What did the dog say? Read the sentence. Point to "Bow-wow." What did the hen say? Read the four sentences. Phrases said the cow* said the hen* said the sheep* I will not* said the dog* I will* ELSON-RUNKEL PRIMER 243 Words Sight (Eeview) Moo will not Baa Cluck Phonetic (New) Bow-wow Phonetics See page 247. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 17). (Teacher: The Little Red Hen said, "Who will reap this wheat?") "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Bow-wow! I will not," said the dog. "Cluck, cluck! I will," said the hen. Lesson 4. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences The Little Bed Hen said, "Who will thresh this wheat?" What did the cow say? Write answers to each question. What did the sheep say? What did the dog say? What new animal came next ? Find the picture of it. New Set 1, Card 15. What did the cat say? Point to "mew.'^ What did the hen say? Read the sentences. 344 MANUAL FOR Phrases said the cow* said the cat* said the sheep* said. the hen* said the dog* T will not* Play Game K"o. 13, page 176. Sight (Review) (New) Phonetic (Review) Words Moo Baa Cluck Mew Bow-wow Phonetics See page 348. Fourth Step — Reading Lesson, (Pupil's Hand Chart or Wall Chart, page 18). (Teacher: The Little Red Hen said, "Who will thresh this wheat?") "Moo, moo! I will not," said the cow, "Baa, baa! I will not," said the sheep. "Bow-wow! I will not," said the dog. "Mew, mew! I will not," said the cat. "Cluck, cluck! I will," said the hen. ELSON-RUNKEL PRIMER 345 Lesson 5. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Follow plan of previous lessons, showing the picture and adding the sentence about the dove. Phrases said the cat* Mew, mew said the dove* Coo, coo WOEDS SigJit (Eeview) said mew cat dove (Few) Coo Phonetics See page 248. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 19). (Teacher: The Little Red Hen said, "Who will take this wheat to the mill to have it ground into flour?") | "Moo, moo I will not," said the cow. | "Baa, baa! I will not," said the sheep. "Bow-wow ! I will not, ' said the dog. "Mew, mew ! I will not /' said the cat. "Coo, coo! I will not," said the dove. "Cluck, cluck! I will," said the hen. 246 MANUAL FOR Lesson 6. Third Step — Sentence, Phrase, and Word Development: Phonetics. Follow plan of Lesson 5. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 20). (Teacher: The Little Red Hen said, "Who will bake some bread with this flour?") "Moo, moo! I will not," said the cow. "Baa, baa! I will not," said the sheep. "Bow-wow! I will not," said the dog. "Mew, mew! I will not," said the cat. "Coo, coo! I will not," said the dove. "Cluck, cluck! I will," said the hen. Lesson 7. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Follow plan of previous lesson and develop the word "No." Phrases Eeview all phrases in the lesson. Words Sight (Review) Moo Baa Mew Coo Cluck (New) No Phonetic (Review) Bow-wow • ELSON-RUNKEL PRIMER 247 Phonetics See page 24S. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 21). (Teacher: The Little Red Hen said, "Who wdll eat this bread?") "Moo, moo! I will," said the cow. "Baa, baa! I will," said the sheep. "Bow-wow! I will," said the dog. "Mew, mew! I will," said the cat. "Coo, coo! I will," said the dove. "Cluck! No! I will," said the hen. Lesson 8. Eeview. Read Pupil's Hand Chart or Wall Chart, pages 16, 17, 18, 19, 20, 21. Phonetics {w, 6w, h) Lesson 1. From will develop w. {wait, wet, win, water.) Lesson 2. Teacher will write or print cow on the board. What is the word ? What does this say? (Point to c.) If you take c away, what is left? Name other words that rime with or end in ow. (cow, how-wow, how, now.) Teacher will write or print them on the board as the children say them. 248 MANUAL FOR Teacher will erase the initial cojisonant of each; what is left? Teacher will replace the initial consonants in a different order; have the children say them again. Lesson 3. Develop li from house. Name other words that begin with h. {has, home, happy, help, hard, hat.) Lesson 4. Eeview : c as in cat and cow. h as in Ijaa and tow-wow. m as in moo and mew. Eeview consonants, rising Game N'o. 39, page 181. Eeview the at phonogram. Make the following words : cat, mat, hat, hat, fat. Eeview the oiv phonogram. Make the following words: {how-wow, cow, now, how.) Game N'o. 7, page 176. . SUGGESTIONS FOR SUPPLEMENTARY V70RK (tHE HEN) I. Supplementary Story. "The Lost Chicken" in In the Child's World, Emilie Poulsson, Milton Bradley Company. II. Conversation. Hens and chickens. III. Poem. "Three White Eggs/' Christina G. Eossetti. ELSON-KUNKEL PRIMER 249 IV. Songs. (1) "Little Chickens/' Hailmann in Songs, Games, and Rhymes. (2) "Baby Chickens" in Lyric Music Primer, Scott, Foresman and Company. V. Song Games. "The Hen and the Chickens/' by Emilie Ponlsson in Finger Plays, Milton Bradley Company. VI. Occupation. Hencoop. (1) Oblong 4" X 8". Fold into 8 squares. Cnt from 1 to 2, Overlap end triangles and paste, i Cut slats in one side of coop. (2) Cut hencoop and chick- ens. — ^ — ^ TT^ / I \ ^.. — r""*T / '\ I I i ^' ^j I ici — I 250 MANUAL FOR ACTION LESSON (For Silent Reading) (Day 21) Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Teacher will place around the room Cards 5, 7, 9, 12, 13, 16, 17, New Set I. Who can do what the chalk tells you to do? Teacher writes on the board. ("Find one tree.") Give it to me. What did I say to do? I will write it on the board. ("Give it to me.") Eead it. Point to "Give it." Point to "Give." Do this: (Find two birds.) Run to the birds. What did I say to do? I will write it on the board. Read it. What is the new word? Point to "Run." Use "run" and "give" in other sentences for drill work. Examples : Run to the tree. Run to the cat. Run to the bird. Give the cat to me. Give the dog to me. • ELSON-RUNKEL PRIMER 351 one tree two birds three eggs* Phrases Give it to me to the dog Sight (Eeview) (New) WOKDS one two three Enn Give me eggs Phonetics See page 252. Lesson 2. Fourth Step — Reading Lesson, page 22). (Pupil's Hand Chart or Wall Chart, Find one tree. Give it to me. Find two birds. Run to the birds. | Find the nest. Give it to me. Find three eggs. Find the boy. Run to the boy. Find the girl. Fly to the girl. Run to the dog. Run to me. Have children read each sentence and then perform the act. 352 ^ MANUAL FOR Phonetics (sh) From sheep develop sh. Name other words beginning with sh. (she, shell, shut, shake, shade, shoot, shooh, show.) SILENT HEADING LESSON (Day 23) Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Ask questions to be answered by "Yes'^ or "No"; as, Can the dog run? Yes. Can the dog fly? No. Point to "Yes." Point to "No." Point to "Can" ? Words Sight (Eeview) run fly cat cow No (New) can Yes you Game No. 1, page 175. Phonetic (New) we ELSON-RUNKEL PRIMER 253 Lesson 2. Fcfurth Step — Silent Reading Lesson, page 23). ( Pupil's Hand Chart or Wall Chart, ' Can the cow run? Yes. Can the cow fly? No. Can the hen fly? Can the hen run? Can the sheep fly? Can the sheep run? Can we run? Can the cat fly? Can the cat run? Can the dog fly? Can the dog run? Can you fly? Can you run? Place on the blackboard ledge Cards 54, 50, New Set III. Have the children read each sentence silently, and then point to the correct answer, "Yes" or "'Ro." Silent Reading Exercise Seat work in sil-ent reading may well be given here, based on Card 3, New Set VII-A. Phonetics (e) From me develop e and the following words : we she he SUGGESTIONS FOR SUPPLEMENTARY WORK Occupation. Seat Work Sentence, Phrase, and "Word Cards, New Set VI, Card 3. Use this lesson as a silent reading lesson to follow page 23 of the Pupil's Hand Chart or Wall Chart. Each pupil will cut card on lines; he will then rearrange by re- ferring to Pupil's Hand Chart or Wall Chart; answer each. Question by "yes" or "no." See suggestions, page 209. 254 MANUAL FOR T THE GOOD EAIN (Days 23-26) First Step— The Oral Story. Once upon a time a little boy and a little girl lived on a farm. One summer the sun shone very hot and very long for many, many days. The cow and the sheep could not get any nice, green grass to eat because the sun had dried it all up in the meadows. The hot wind blowing through the corn fields rustled the leaves until they seemed to say, "Come, rain, come!" The tall grass in the meadow mur- mured, "Come, rain, come," and the leaves on the trees kept whispering, "Come, rain, come!" It was so hot and dry that even the children could not run and play in the meadow. "Father," said the little boy one day, "please take us down to the nice cool river and let us have a picnic!" "Very well," said their father. "Tomorrow we will all go for a fine picnic to the river." That night the children went to bed very early. All night long they dreamed of the fun they would have at the picnic. But when they waked up the next morning, what do you suppose they found? The rain was pouring down! The little boy and the little girl Avere ready to cry, for they knew they could not have their picnic in the rain. They ran out into the barnyard to look up at the sky and see if it seemed anywhere as if the rain might stop. But all around hung the dark gray clouds as far as they could see. "Oh, dear!" said the little boy. "See the bad, bad rain! The bad rain has spoiled all our fun. Now we cannot go to the picnic!" "I do not like you, rain," said the little girl. "You are not a good rain. Go away, rain, go away! We cannot play in the rain!" Just then they heard a noise in the barnyard, and what do you think it was? All the animals in the barnyard had come together to talk about the rain. The little boy and the little girl were so surprised that they stood still in the rain and did not once think how wet they were getting. Old Betsy, the cow, was the first to speak. "Moo, moo! Did you hear what our master's son called this good rain? He called it a bad, bad rain! P^ ' ELSON-RUNKEL PRIMER 255 Doesn't he know that the rain is good, and that it will make the dry grass in the fields grow green again and that it will make the corn grow tall?" Then the sheep said, "Baa, baa! I like the good rain." "Bow-wow!" said Rover, the dog. "Come, rain, come, and make all the fields and meadows ^reen ! I like to play in the rain." Just then Spot, the cat, put her head out of the barn door and called out, "Mew, mew! /You can say what you please, but I don't like the rain. I don't like to get wet. Of course boys don't like the rain!" "Coo, coo!" said the dove. "Girls don't like the rain, either. I wonder why they don't like the nice, cool rain ?" "I know why children do not like the rain," said a little bird that had hopped up near to Rover. "They can not play in the rain." Biddy, the hen, called out to Spot: "Cat, it won't hurt you if you do get wet. I am sure you are always washing yourself with your tongue, and you don't seem to mind getting wet that way. If the children don't want to play in the rain they can go into the house. They can play there all they want to." "You are right, Biddy," said old Betsy, the cow. "The children should not call the rain bad. They ought to learn the old song my mother taught me: "Whether the sun shines overhead Or whether the rain comes down instead. Some one is glad to have it so. Whether it's sun or rain or snow." The little boy and the little girl hung their heads. They did not have a word to say, for they knew that the cow and the sheep and the hen were right. Soon the little boy and the little girl went into the house for breakfast, and while they were eating they told their father and mother «all the strange things they had heard in the barnyard. After they had eaten their breakfast, another big surprise was waiting for them. When they went to the door they found the rain had stopped and the sun was shining brightly once more. "Now we can have our picnic!" shouted the little boy. "Good-bye, rain, good-bye," said the little girl. "The rain is good, after all," said the little boy. 256 MANUAL FOR "Yes," said his father. "Cows and sheep like the rain, for they know it makes the grass green." "Hens and birds like it, too," said his mother. "Everyone should like the nice, cool rain." As they started off for the picnic, old Betsy raised her head above the fence and called out, "Moo, moo! The rain is good," and the little bird sang to them, "Goodi-bye ! Good-bye ! Have a good time down by the river. I will fly to the top of a tall tree and see how green the good rain has made all the grass." As the happy children went to the river for their picnic the tall grass seemed to say, "Good rain! Good rain!" The corn stalks waved their long arms in the wind and said, "Good rain ! " and the leaves on the trees laughed in the sunshine and said, "Good rain ! " "We will never call the rain bad again," said the little girl. "We will always remember the old song that Betsy's mother taught her: "Whether the sun shines overhead Or whether the rain comes down instead. Some one is glad to have it so, Whether it's sun or rain or snow." Second Step — Dramatization. Charactees corn grass leaves cow sheep loy girl father dog cat dove bird mother hen rain Scene A place for a corn field; a meadow; a house with yard and trees. Corn: Come, rain, come! It is so hot. Grass: Come, rain, come! It is so dry. Leaves: Come rain, come! Make us green again. Boy : Father, please take us down to the nice, cool river and let us have a picnic. ELSON-RUNKEL PRIMER 257 Father: We will all go for a fine picnic to the river tomorrow. (The children go to bed; in the morning they wake up. They run to the barnyard.) Boy: See the bad, bad rain! It has spoiled all our fun. Now we can not go to the picnic. Girl: I do not like you, rain. You are not a good rain. Run away, rain, run away. We cannot play in the rain. (Children hear a noise in the barnyard and stop to listen. They are surprised to hear all the animals talking.) Cow: Moo, moo! Did you hear what our master's son called this good rain? He called it a bad, bad rain. Doesn't he know that the rain is good, and that it will make the dry grass in the fields grow green again and that it will make the corn grow tall? Sheep: Baa, baa! I like the good rain. Dog: Bow-wow! I like the rain, too. Come, rain, come, and make the fields and meadows green! Cat: Mew, mew! You can say what you please, but I don't like the rain. I don't like to get wet. Of course boys do not like the rain! Dove: Coo, coo! Girls do not like the rain, either. But I like the nice, good rain. Bird: I know why boys and girls do not like the good rain. They are like the cat. They do not want to get wet. Hen: Cat, it will not hurt you if you do get wet. I am sure you are always washing yourself with your tongue, and you do not seem to mind getting wet that way. If the children don't want to play in the rain they can go into the house. They can play there all they want to. Cow: You are right. The children should not call the rain bad. They ought to learn the old song my mother taught me: "Whether the sun shines overhead. Or whether the rain comes down instead. Some one is glad to have it so. Whether it's sun or rain or snow." (The children go into the house for breakfast. A dialogue may be worked out, telling lohat the children told their parents about ivhat they heard in the barnyard. After breakfast they come to the door.) Boy: Oh, see! The sun is shining! Now we can have our picnic. Girl: Good-bye, rain, good-bye. 258 MANUAL FOR Bird: Good-bye, boy and girl, I will fly to the top of the tree. Corn: Good rain! Grass: Good rain! Leaves: Good rain! Mother: Everyone should like the nice, good rain. Boy: The rain is good, after all. Girl: We will never call the rain bad again. We will always remember the old song that Betsy's mother taught her: "Whether the sun shines overhead. Or whether the rain comes down instead. Some one is glad to have it so. Whether it's sun or rain or snow." Lesson 1. Third Step— Sentence, Phrase, and Word Development. Phonetics. Sentences This is what the boy said when he saw the rain. (See the rain.) Write the sentences on the board and have pupils read them. The girl said this : ( It is not a good rain. ) The boy and girl were out in the rain and were wet. The boy said this: (We are wet.) The girl did not like the rain and she said this : (Go away, rain.) What did the boy say? (Eain, you are not good.) This is why they did not like the rain. (We can not play in the rain.) What did the boy say? (Rain, rain, go away. We are wet.) Phrases is not a good rain* are not good* are wet* can not play* Go away* in the rain* Play Game N'o. 13, page 176, with cards from New Set IV. ELSON-RUNKEL PRIMER 259 Words Sight (Review) It not We (New) rain wet play Phonetic (New) go are Play Game No. 10, page 3 76. Phonetics See page 263. Lesson 2. Fourth Step — Reading Lesson. (Pupil's Haad Chart or Wall Chart, page 24). Boy: See the rain! Girl: It is not a good rain. Boy: We are wet. Girl: Go away, rain. Boy: Rain, you are not good. Girl: We can not play in the rain. Boy: Rain, rain, go away. We are wet. Have sentences read in answer to questions similar to those in Lesson 1. Then have it read as a dialogue. Lesson 3. . TMrd Step — Sentence, Phrase, and Word Development. Phonetics. 260 MANUAL FOE Sentences Teacher will put sentences in parenthesis on the board and have them read. The cow said: (See the good rain.) The dog said: (I like to play in the rain.) Do boys like rain? The cat said: (Boys do not like rain.) Point to "do not like rain." Point to "do." Do girls like rain? The dove said: (Girls do not like rain.) Point to "do." The bird said : ( They can not play in the rain. ) Point to "can not play." Point to "in the rain." The hen said: (They can go into the house. They can play in the house.) Point to "can go," "can play," and "into." Then the cow said: (We like the rain. Do not go away, rain.) Point to "Do not go away." Point to "Do." PHRA.SES like to play Do not go away* do not like rain* like the rain can go into the house* can not play* can play in the house* Game No. 3, page 175. ELSON-HUNKT^IL PRIMER WOBDS Sight • (Eeview) good rain play go They We not away (New) do 261 Game No. 6, page 175. Phonetics See page 264. Lesson 4. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 25). Cow: See the good rain. Sheep : I like the rain. Dog: I like to play in the rain. Cat: Boys do not like rain. Dove: Girls do not like rain. Bird: They can not play in the rain. Hen: They can go into the house. They can play in the house. Cow: We like the rain. Do not go away, rain. Have sentences read in answer to questions. Have the lesson read orally in dialogue form. 2Q2 MANUAL FOR Lesson 5. Third Step — Sentence, Phrase, and Word Development. Phonetics. Sentences Put sentences in parenthesis on the board and have them read. The rain is going away and the girl said : ( Good-bye, rain, good- bye.) Who likes the rain? I am going to tell 3^ou about the cows and sheep. (Cows and sheep like the rain.) Point to "and." Who else likes the rain? (Hens and birds like the rain.) Point to "and." (Father and mother like the rain.) (Boys and girls like the rain.) The bird is going away. What does it say to the boy and girl ? (Good-bye, boy and girl.) Point to "and." Where does it say it will fly? (I will fly to the tree.) The rain is going away, too. What does it say? (Good-bye, boy and girl.) What does it say you may do? (You may play.) Find "may." What else does it say? ("I will not wet you.") Phrases Cows and sheep* will fly to the tree* Hens and birds* may play* boy and girl* will not wet you* ELSON-KUNKEL PRIMER 363 Sight (Review) CNew) Game No. 8, page 176. Words Good-bye play and ram wet may will you Pho.netics See page 264. Lesson 6. Fourth Step — Reading Lesson, page 26). (Pupil's Hand Chart or Wall Chart, Girl: Good-bye, rain, good-bye. Boy: The rain is good. Father : Cows and sheep like the rain. Mother: Hens and birds like the rain. Cow: The rain is good. Bird: Good-bye boy and girl. I will fly to the tree. Rain: Good-bye, boy and girl. You may play. I will not wet you. Read the sentences in answer to questions. Have the lesson read in dialogue. Lesson 7. Review phrases and words that have caused any difficulty. Game No. 9, page 176. 364 MANUAL FOR Lesson 8. Eeview PupiFs Hand Chart or Wall Chart, pages 24, 25 and 26. Silent Reading Exercise Seat work in silent reading may well be given here, based on Card 4, New Set YII-A. Phonetics (g [hard], 6, and r) Lesson 1. From girl develop g. !N'ame other words beginning with g. (good, go, get, gate.) From no develop o and go. Lesson 2. Review rimes. Which words sound alike in the following: "Robin, Robin Redbreast." The top went round and round. The boy ran down the road. The rat will run away. From run develop r. Lesson 3. Review and drill on known consonants, c, d, m, h, n, I, h, f, iu, s, r. Game Ko. 9, page 176, with cards from Kew Set II. Lesson 4. Review at, 6w, e, o. Game No. 11, page 176. ELSON-RUNKEL PRIMER 265 SUGGESTIONS FOR SUPPLEMENTARY WORK (rAIN) I. Supplementary Story. '^'Up in the Sky and Back/' by Kath- erine Orr in Half a Hundred Stories, Milton Bradley Company. II. Conversation. Eain. III. Poem. "Eain," by Carolyn S. Bailey in Stories and Rhymes for a Child, Milton Bradley Company. IV. Song. "Eaining and Clearing" in Lyric Music Primer, Scott, Foresman and Company. V. Occupation, (a) Free-hand cutting of umbrellas and rubbers. (&) Silent Eeading and Cra3^oning Cards, New Set VII-A, Card 4. To follow page 26 of the Pupil's Hand Chart or the Wall Chart. THE CAT AND THE MOUSE (Days 37-30) First Step — The Oral Story. Once upon a time a little gray mouse and. a big white cat lived in a barn. The mouse lived in a snug hole in the wall of the barn. Every time she left the snug hole to play or to get some corn for her dinner, the big white cat would try to catch her. Then the little gray mouse would run back and hide in the hole. "I do not like the cat," she would say. "She will not let me go out to find my dinner. I can not play in the barn. I must find another home." One day the little gray mouse saw the big white cat sitting just outside the hole waiting for her to come out. "Oh, Big White Cat," cried the 266 MANUAL FOR little mouse, "why do you try to catch me? I never do you any harm. Let us be friends. I only go out to get some corn for my dinner. Even a little mouse must have food to eat, you know. Let us be friends." "Cats must have food to eat, too, Little Mouse," answered the cat. "You try to get corn for your dinner. I try to get you for my dinner. Isn't that fair?" The little mouse did not know what to say. She thought and thought, until by and by she thought of a plan. So she called out, "Oh, Big White Cat, what you say is true. You do need food for your dinner. But why can't you take milk for your dinner instead of eating me?" "I can't get any milk," answered the cat. "But if you can get me some milk for my dinner, I will not try to catch you any more. After that we will be good friends." The little mouse did not wait to hear any more. Off she ran to the cow as fast as her four little legs would take her. "Please, Cow," she said, "give me some milk to take to the big white cat. Then she will be my friend. The cat must have food for her dinner. Will you give me some milk?" "Little Mouse," said the cow, "I must have food for my dinner, too. Go to the farmer and get me some hay. Then I will give you some milk." So the little mouse ran to the farmer as fast as her four little legs would take her. "Please, Farmer," she said, "give me some hay to take to the cow. Then she will give me some milk. I will give the milk to the big white cat, and she will not try to catch me any more. She will be my friend." "Here is the hay. Little Mouse," said the farmer. "Oh, thank you. Farmer, thank you!" said the little gray mouse. Away she ran to the cow with the hay as fast as her four little legs would take her. . "Here, Cow," she said, "is some nice hay for your dinner. Now will you give me some milk?" "Moo, moo," said the cow. "Yes, Little Mouse; here is some milk." And she gave a bowl of nice, fresh milk to the little gray mouse. "Oh, thank you. Cow, thank you!" said the little gray mouse. • Away she ran with the milk to the cat as fast as her four little legs would take her. ELSON-RUNKEL PRIMER 267 "Here is some nice fresh milk, Big Wliite Cat," said the little mouse. "Now will you be my friend?" "Thank you, Little Mouse," said the cat. "This milk is good. It will make a fine dinner for me. Now we will be friends. I will never try to catch you again." And ever since then the big white cat and the little gray mouse have been friends. — Old Tale. Second Step — Dramatization. Characters Cat Mouse Cow Farmer Scene A cat in a ham; a mouse in a hole; a cow in the barnyard ; a farmer moioing hay. (The mouse looks out of the hole and sees the cat.) Mouse: Oh, Big White Cat, why do you try to catch me? Let us be friends. I only go out to get some corn for my dinner. I must have food to eat. Let us be friends. Cat: I must have food to eat, too. Little Mouse. You try to get corn for your dinner. I try to get you for my dinner. Isn't that fair? Mouse: What you say is true. You need food for your dinner. Why can't you take milk for your dinner instead of eating me? Cat: I can't get any milk. If you can get me some milk for my dinner, I will not try to catch you any more. After that we will be good friends. (The little mouse runs to the cow.) Mouse: Please, Cow, give me some milk to take to the big white cat. Then she will be my friend. The cat must have food for her dinner. Will you give me some milk? Cow: I must have food for my dinner, too. Little Mouse. Go to the farmer and get me some hay, then I will give you some milk. (The mouse runs to the farmer.) 268 MANUAL FOR Mouse: Please, Farmer, give me some hay to take to the cow. Then she will give me some milk. I will give the milk to the big white cat and she will not try to catch me any more. She will be my friend. Farmer: Here is the hay, Little Mouse. Mouse : Oh, thank you, Farmer, thank you ! (The mouse runs to the cow.) Mouse: Here, Cow, is some nice hay for your dinner. Now will you give me some milk? Cow: Moo, moo! Yes, Little Mouse. Here is some milk. (The cow gives the mouse a hoivl of milk.) Mouse: Thank you, Cow, thank you. (The mouse runs to the cat.) Mouse: Here is some nice fresh milk. Big White Cat. Now will you be my friend? Cat: Thank you, Little Mouse. This milk is good. It makes a fine dinner for me. Now we will be friends. I will never try to catch you again. Lesson 1. Third Step — Sentence, Phrase, and Word Development. Phonetics. Sentences Where did a white cat sit? (A white cat sat in a barn.) Point to the picture of the barn. (Card 14, New Set I.) Point to the word "barn." What did she see? (She saw a mouse.) Point to mouse. Find the picture of the mouse. Card 18, New Set I. What did the mouse see? (The mouse saw the cat.) This is what \he mouse said: (I do not like you.) (I can not play in the barn.) Why did the mouse want to go away? The mouse said : ( I can not go to find a dinner. ) Point to "can not go." Point to "find a dinner." Which word is dinner? Read all the sentences. ELSON-RUNKEL PRIMER 269 A white cat do not like you* sat in a barn* can not play* saw a little mouse* can not go* saw the cat* to find a dinner* The mouse said* do you like milk* Game No. 31, page 180. WOBDS Sight (Review) white sat She saw little play find (New) barn do mouse dinner Game No. 12, page 176. Phonetics See page ) 273 Lesson 2. Third Step — Sentence, Phrase, and Word Development. Phonetics. Sentences What do cats like? (Cats like milk.) Which word is "milk"? i One day the mouse said to the cat, ("Cat, do you like milk?") Point to milk. What did the cat say? (The cat said, "Yes, I like milk.") This is what the mouse said: (I will go to the cow.) (She will give me milk.) (I will give the milk to you.) Read all the sentences. 270 MANUAL FOR Phrases like milk will go to the cow* to you Gaiiie No. 31, page 180. Words Sight (Eeview) Yes will give me (New) milk Game No. 15, page 176. Phonetics See page 273. The cat said* will give me milk* will give the milk* go she Lesson 3. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 27) . A white cat sat in a barn. She saw a little mouse. The mouse saw the cat. The mouse said, "I do not like you. I can not play in the barn. I can not go to find a dinner. Cat, do you like milk?" The cat said, "Yes, I like milk." The mouse said, "I will go to the cow She will give me milk. I will give the milk to you." Have the sentences read silently in answer to questions. They may later be read orally. ELSON-RUNKEL PRIMER 271 Lesson 4. Third Step — Sentence, Phrase, and Word Development. Phonetics. Sentences Where did the mouse run? (The mouse ran to the cow.) Point to "ran to the cow.'^ Which word is "ran"? What did she say? (Will you give me some milk?) What do you think the cow did? (She gave some milk to the mouse.) Point to "gave some milk." Which word is "gave"? Which is "some"? To whom did the mouse run? (The mouse ran to the cat.) What did she do with the milk? (She gave the milk to the cat.) Phrases ran to the cow* will you give me milk* gave some milk* ran to the white cat* She said* Words Sight (Review) cow She said give me Moo milk yes (New) some gave metic (Eeview) go (New) ran Phonetics See page 273. 272 MANUAL FOR Lesson 5. Third Step— Sentence, Phrase, and Word Development. Phonetics. Sentences Eeview Lesson 4. Put sentences on the board. When the mouse gave the milk to the cat the cat said : "I like you, Mouse. You may play in the barn. You may go to find a dinner." Eead all the sentences. The cow said* may play* Phrases may go* to find a dinner* Sight (Review) you Words like find may play dinner Phonetics See page 273. ELSON-RUNKEL PRIMER 273 Lesson 6. Fourth Step — Reading Lesson, (Pupil's Hand Chart or Wall Chart, page 28.) The mouse ran to the cow. She said, "Will you give me milk?" | The cow said, "Moo, moo! Yes, yes." She gave some milk to the mouse. The mouse ran to the white cat. She gave the milk to the cat. The cat said, ' I like you. Mouse. You may play in the barn. You may go to find a dinner." Lesson 7. Eeview phrases and words in Lessons 1, 2, 3, 4, 5, and 6. Lesson 8. Review pages 27 and 28, Pupil's Hand Chart or Wall Chart. Silent Reading Exercise Seat work in silent reading may well be given here, based on Card 5, New Set VII-A. Phonetics (an) Lesson 1. v Review the following consonants: m, h, s, I, c, d, n, f, w, h, g, r. Game No. 11, page 176. Lessons 2 and 3. From can develop an and the following words : man fan ran plan Lesson 4. v Review the following phonograms : at, an o, 6w, ay. , Game No. 17, page 177. 274 MANUAL FOR SUGGESTIONS FOR SUPPLEMENTARY WORK (CATS AND MICE) I. Supplementary Story. "The Tale of the Littlest Mouse," Anne Guilbirt Mahon in For the Children s Hour, Milton Bradley Company. II. Conversation. Cats and mice. III. Poem. "Some Little Mice," Mother Goose; "The City Mouse and the Country Mouse," Christina G. Eossetti. IV. Song. "Pussy Cat and the Mouse." Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. V. Song Game. "Pussy Cat and the Mouse," by Caroline Craw- ford in Dramatic Games and Dances for Little Children, A. S. Barnes Company. VI. Occupation, (a) Seat Work Sentence, Phrase, and Word Cards, New Set VI, Card 4, The Cat and the Mouse. Lesson 1. To follow page 37 of PupiFs Hand Chart or Wall Chart. See Suggestions, page 208. Lesson 2. To follow page 28. Lesson 3. To follow page 29. Game 56, page 183. (&) Silent Eeading and Crayoning Cards, New Set VII- A, Card 5. To follow page 28 of the Pupil's Hand Chart or the Wall Chart. THE THREE EABBITS (Days 31-34) First Step— The Oral Story. One morning, very early, I saw three rabbits with long, soft ears and bright, pink eyes, talking together. "I'm going away to find a home," said the first rabbit. "We will go with you," said the others. ELSON-RUNKEL PRIMER 275 "We must have grass," said the first rabbit. "We must have plenty of carrots," said the second rabbit. "We must try to find a kind little girl," said the third rabbit. So off they ran down the road. They did not stop until they came to a garden gate, wide open, and in they ran. Inside the gate there was green grass, and beyond it a patch of carrots. But just then they heard a cross little girl saying, "I will dig up the flowers! I won't keep my wagon in the path! I will get my apron dirty if I please!" "Ah!" said the first rabbit, as he pricked up his ears. "This would not be a good place to live." So the little rabbits ran on down the road, hunting for a good garden, where they might make their home. After a long time, when the sun was dropping down behind the clouds and it was nearly night, the three rabbits came running along to another garden. The gate was wide open, and they looked inside. There they saw wonderful things — clumps of clover, and patches of parsnips, and full- grown cabbages and carrots and green grass. As the three rabbits saw all the lovely green things, there came a little voice from the garden, as sweet as music: "Mother, I've finished all the sewing, and I watered the fiowers, and I picked up all my toys. Is there anything else to do?" "This is a good garden. This is a kind little girl," said the three rab- bits, hopping in through the gate. "Here we come, little girl!" The little girl ran to her mother, "Oh, mother, see the rabbits in the garden." Her mother said, "See them play. Give them some dinner, daughter." The little girl gave them some dinner. So the three rabbits, with long, soft ears, and bright, pink eyes, lived with the little girl and played with her, and had all the green grass and carrots and clover they could eat. — Carolyn S. Bailey in Little Animal Stories. Second Step — Dramatization. Charactees Three rahhits Two girls Mother Scene The rahhits going doion a road. Ttoo gardens. First Rabbit: I am going away to find a home. Second and Third Rabbits: We will go with you. 276 MANUAL FOR First Rabbit: We must have grass. Second Rabbit: We must have plenty of carrots. Third Rabbit: We must try to find a kind little girl. (They run down the road until they come to a garden.) First Girl: I will dig up the flowers! I M^on't keep my wagon in the path! I will get my apron dirty if I please! First Rabbit : Ah ! This would not be a good place to live. (They run doivn the road until they come to a second garden.) Second Girl: Mother, I've finished all the sewing, and I watered the flowers, and I picked up all my toys. Is there anything else to do? Three Rabbits: This is a good garden. This is a kind little girl. Here we come, little girl! (And into the garden they go.) Second Girl: Oh, mother, see the rabbits in the garden. Mother: See them play. Give them some dinner, daughter. (The little girl gives them some dinner.) Lesson 1. Third Step — Sentence, Phrase, and Word Development: Phonetics. Find the picture of a rabbit. (Card 8, New Set I.) How many rabbits were there? Sentences What did three rabbits do? (Three rabbits ran away.) Point to ^'rabbits." Point to "ran away." What did the rabbits see? (The rabbits saw a garden.) Which word is "rabbit"? Point to "saw a garden." ' Which word is "garden" ? This is what the rabbits did : (They ran into it.) Read it. Whom did the rabbits see ? ( The rabbits saw a little girl. ) This is what the rabbits said: (We do not like you. You are not a good girl.) Read the two sentences. « What did the rabbits do? (They ran away.) ELSON-RUNKEL PRIMER Phrases 277 Three rabbits ran into it* ran away* - saw a little girl* ran and ran* do not like you* saw a garden are not a good girl Game No. 22, page 178. WOEDS Sight (Review) Three They ran away not (Combined) into (New) rabbits Game No. 16, page 177. garden Phonetics ^ See page 280. Lesson 2. . . Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 29.) Three rabbits ran away. They ran and ran. The rabbits saw a garden. They ran into it. The rabbits saw a little girl. They said, "We do not like you. You are not a good girl." | They ran away. Read these sentences in answer to questions. 278 MANUAL FOR Lesson 3. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Proceed as in Lesson 1. Phrases ran away* They said saw a good garden* are a good girl* ran into it* like the garden* saw a little girl* will play in it* Game No. 13, page 177. Words 8ight (Review) rabbits They garden We saw play Game No. 23, page 178. Phonetics See page 280. Lesson 4. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 30). The rahbits ran and ran. They saw a good garden. They ran into it. The rabbits saw a little girl. They said, "We like you, little girl. You are a good girl. We like the garden. We will play in it." Ask questions about each sentence and have children read for the answer. ELSON-RUNKEL PRIMER 379 Lesson 5. Third Step — Sentence, Phrase, and Word Development : Phonetics : Sentences What did the little girl see in the garden? (The little girl saw the rabbits.) Whom did she call? This is what she said : (Mother, mother ! See the white rabbits ! They are in the garden.) The mother said to see them do what? (See them play.) Which word is "them." She told the little girl to give them some dinner. • Can yon read this: (Give them some dinner.) What did the girl do? (The girl gave them some dinner.) Point to "gave them some dinner." Which word is "them." Phrases The little girl See them play* saw the rabbits* Give them some dinner* the white rabbits* some dinner The mother said* gave them some dinner* Game N"o. 21, page 178. Words Sight (Review) rabbits garden (N"ew) them 280 MANUAL FOR Lesson 6. Fourth Step — Reading Lesson. (Pupil's Hand Chart or Wall Chart, page 31.) The little girl saw the rabbits. She said, "Mother! Mother! See the white rabbits! They are in the garden." The mother said, "See them play. Give them some dinner." The girl gave them some dinner. Eead these sentences in answer to questions. Lesson 7. Third Step — Sentence, Phrase, and Word Development: Phonetics. Eeview phrases and words in Lessons 1, 2, 3, 4=, 5, and 6. Silent Eeading Exercise Seat work in silent reading may well be given here, based on Card 6, New Set VII-A. Phonetics See below. Lesson 8. Fourth Step — Reading Lesson, (Pupil's Hand Chart or Wall Chart, page 31.) Eeview pages 29, 30, and 31. Phonetics Lessons 1 and 2. Eeview the following consonants : ^, Cj d, f, g, h,l, m, n, r, s, w. Play Game Ko. 9, page 176, with cards of New Set II. ELSON-RUNKEL PRIMER 281 Lessons 3 and 4. Eeview the at phonogram : (bat, cat, fat, hat, mat, rat, sat.) Review the phonogram : (no, go, so.) Eeview the ow phonogram: (cow, bow, how, now, row, plow.) Review the e phonogram : (he, me, she, be, we.) Review the an phonogram : (can, man, fan, ran.) Game No. 17, page 177. SUGGESTIONS FOR SUPPLEMENTARY WORK ( RABBITS ) I. Supplementary Story. "The Little King's Rabbits.'' Maud Lindsay in A Story Garden, Lothrop, Lee and Shepard, 11. Conversation. Rabbits. III. Poem. "Ten Rabbits." St. Nicholas, Vol. 34. IV. Song. "The Little Rabbit," Song Booh II, Churchill- Grindell. V. Song Game. "The Little Rabbits," by Caroline Crawford in Dramatic Games and Dances for Little Children, A. S. Barnes Company. VI. Occupation, {a) Seat Work Sentence, Phrase, and Word Cards, New Set VI, Card 5. The Three Rabbits. Lesson 1. To follow page 29 of Pupil's Hand Chart or Wall Chart. Follow directions previously given. Lesson 2. To follow page 30. Lesson 3. To follow page 31. (6) Silent Reading and Crayoning Cards, New Set VII-A, Card 6. To follow page 31 of the Pupil's Hand Chart or the Wall Chart. VII. Project. Make a poster. 282 MANUAL FOR GENEEAL KEVIEW (for classes that need it) (Days 34-40) Eeview stories and dramatizations given in preceding lessons, as well as the chart, the words^ and the phonetics. Eefer to the summary on the following page. SUMMAEY OF PAET THEEE Phonetics Vowels e, Consonants m, 1), s, I, c (hard), d, n, f, w, h, g (hard), r Phonograms at, 6w, an Endings s (plural) Blends < Words (Nouns) mother dog moo mouse father hen baa dinner boy sheep cluck milk girl cow mew rabbit tree dove bow-wow garden house nest coo bird eggs rain cat good-bye barn ELSON-RUNKEL PRIMER 283 (Verbs) find likes will go saw are give do fly sat run may is said can ran sees flew play (Adjectives) gave little •two white some one three wet (Articles) a the (Pronouns) me I they you it she we them . ' (Prepositions) in to > ' (Adverbs) \ away not no (Conjunctions) ^nd yes PART FOUR PRIMER WORK CHART SHOWING WORD AND PHONETIC DEVELOPMENT Story Pages (In Primer) Sight Words Phonetic Words Phonetics The Cat's Dinner 7- 10 Alice come kittens went for too t oo Spot's Kittens 11- 13 Spot my black has four was were sleep gray day ay and ed (ending) Alice and Her Kitten 14- 16 basket what guess her k What Was in the Nest 17- 20 pretty on from blue there after sang looked soon could ee tr The White Dove 21- 25 wings don't wish had want wool warm horse rides all happy am keeps eep si The Jay and the Dove 26- 27 where Mr. of that far Mrs. get Jay land love how above J ove Bobbie and the Apples 28- 35 Bobbie apples any morning have who tell thank farmer with bag full did bring his he Alice and Her Mother 36- 43 sister meadow must make master leave alone your oh home their playmate fast sing corn take asleep ing ake orn Little Boy Blue 44- 46 blow under haycock up horn wake Little Bo-Peep 47- 49 lost tails hear Bo-Peep behind md Baa. Baa. Black Sheep 50- 52 sir dame lives coat lane ane Final e The Pig's Dinner 53- 56 pig down road flowers red chickens eat stop out back came wee by ame y fl 284 ELSON-RUNKEL PRIMER 285 Piggy Wig's House 57- 60 Piggy Wig cut fill Codf-a-doodle-doo made goose woods cracks say Jack ood ack cr The Little Pig 61- 67 once feet round eyes heard nose smell mouth something pen found ears hear ound ear th en Little Rabbit 68- 69 clovers now so be big then ig Jack Rabbit's Visit 70- 72 squirrel hole nuts along floor us ground at sit it Bobbie Squirrel's Tail 73- 75 coming Brown Owl swept covered next winter put night shells dear ell Ned Visits Grandmother 76- 84 cart him cookies yard bread drank Ned grandmother ate ed ate Little Owl 86- 91 took whoo name kind would ould What Brown Pussy Saw 92- 93 pussy The Brook 94- 95 both tirili tumbled still brook ting sight ight ook br The Windmill 96- 99 windmill water help mill ill Who Likes North Wind? 100-104 north cold let hurrah man snow hill 6w sn How Patty Gave Thanks 106-110 about Patty patted know kn out The Little Christmas Tree 111-116 upon Christmas branches sleigh jumped other other Our Flag 117 The Easter Rabbit 118-123 Easter stopped Ray let et In the Barn Yard 124-128 pony sick galloping Alice and the Bird 130-133 doll cheer bed shut ut Dark Pony 139-140 dark Sleepytown Noddy Niddy ELSON-RUNKEL PRIMER 287 THE CAT'S DINNEE First Step — The Oral Story. One morning my big kitty, with her three little kittens, sat by the porch. We call her ''Black Kitty," but she has some white spots on her thick, warm coat. Just then my sister Alice and I saw her. "See the cat. See the kittens," said Alice. "They look hungry. Let's take them into the house and give them some milk. Come, cat, come! Come, kittens, come!" But Black Kitty said, "Mew, mew. No, thank you, little girl. We do not need milk today. This is hunting day, and I am going to teach my kittens to hunt for their dinner." ■ So Black Kitty led her three little kittens down the road until they came to a big orchard where they could hunt for something to eat. A plump little bird would make a nice dinner. And sure enough, there was one sitting on a branch of the great old apple tree by the well. Black Kitty saw the bird and the little kittens saw it, too. Black Kitty twisted her ears and straightened out her back and looked right at the little bird, as she thought of the fine dinner it would make. But the bird saw Black Kitty; it saw the kittens, too. Away it flew, and all the leaves in the orchard rustled . together, whispering, "Nothing here for Black Kitty ; nothing here for little kittens." Then Black Kitty said, "Come, kittens! We must hunt somewhere else for our dinner. Come to the barn." So they went to the barn, for Black Kitty thought that she could find a mouse there for dinner. Black Kitty sat down near a dark hole in the wall. She sat there so long that she hardly knew whether she was awake or asleep, listening, listening, listen- ing. The three little kittens sat still, too, listening, listening, listening. They wanted to learn how to hunt for their dinner. At last Black Kitty saw a little mouse come creeping and peeping along. Black Kitty crouched down very low and waited for the mouse to come a little nearer. But the mouse saw Black Kitty and ran back into the hole before she could catch her. And then Black Kitty heard the soft breeze that came through the barn window, sighing over and over, "Nothing here for you-o-o; nothing here for you-o-o." "Mew, mew, Mother," said the kittens. "We are hungry. Where can we go now to hunt for our dinner?" But Black Kitty said, "We will not hunt any more today. This isn't a good hunting day, after all. We will go to the house, and ask the chil- 288 MANUAL FOR dren for milk." So Black Kitty went to the house. The kittens went, too. When we saw them coming Alice said, "Come, cat, come! Come, kittens, come! Something here for you!" Then we gave them a big pan full of milk for dinner. And as they lapped up the milk with their little red tongues, the three kittens said, "Mew, mew, Mother ! The house is the best place to hunt in." — Lillian M. Allen in Story-Telling Time. Second Step — Dramatization. Characters Black Kitty Mouse Trees Boy Three Kittens Bird Breeze Girl Scene Black Kitty and Tier kittens near the porch. An orchard. A harn. A house. Girl: See the cat. See the kittens. They look hungry. Let's take them into the house and give them some milk. Come, Cat, come. Come, Kittens, come. Black Kitty: Mew, mew. No, thank you, little girl. We do not need milk today. This is hunting day, and I am going to teach my kittens to hunt for their dinner. Kittens, come with me and we will go to the orchard to see if we can find something to eat. (They go down the road to the orchard. They see a Utile tird in a tree. The bird sees them and flies aioay.) Trees: Nothing here for Black Kitty. Nothing here for little kittens. Black Kitty: Come, Kittens! Come to the barn. (They go to the tarn and Black Kitty sits down near a hole in the wall. She sees a mouse and runs to get it, hut the mouse runs aioay.) Breeze: Nothing here for you-ot-o. Nothing here for you-o-o. Black Kitty: Come, Kittens! We will go to the house. (They go to the house.) Boy: Come, Cat, come! Girl: Come, Kittens, come! Boy: Come, Cat, come! Something here for you. > (The hoy gives them a dish of milk.) ELSON-RUNKEL PRIMER 289 Lesson 1. (Primer, page 7.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Look at the picture (page 7). What do you see ? What did Alice say? (Alice said, "Come, cat.") What else did she say? (Come to dinner.) What did the cat say? (The cat said, "No. We will find a dinner.") ^. ■'•' Sentences . Alice said, "Come, cat. Come to dinner." The cat said, "No. We will find a dinner." Phrases Alice said* will find a dinner* Come to dinner* The cat said* Sight (Eeview) (New) Words to dinner said will find Alice Come Phonetic (Eeview) cat we Teacher will write (and print) words on the board as given, and drill on them. Game No. 10, page 176. Phonetics* Review the following consonants : m^ I, h, h, s, c, d, n, f, w, r, g. Game No. 9, page 176. * One phonetic lesson is planned for each day. See "Word Control Through Phonetics," page 156, and "Practical Suggestions," pages 159 ff. 290 MANUAL FOK Fourth Step — Reading Lesson. (Primer, page 7.) Lesson 2. (Primer, page 8.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences What did the eat see ? (The cat saw a bird.) What did the kittens see? (The kittens saw a bird.) Change "bird" to "it" and have sentence given again. Teacher will develop too phonetically from "moo." 'Now add "too" and have sentence read. What did the bird see? (The bird saw the cat.) What else did it see ? (Kittens.) What shall we nse instead of "bird" ? (It.) Eead this story : It saw the kittens, too. What did the bird do ? (The bird flew away.) Teacher will have sentences re-written and printed as given. Now, who will read all? Phrases What did the cat see? (A bird,) What did the kittens see? (A bird.) What did the bird see? (The cat.) What did the bird do? (Flew away.) saw a bird* saw the kittens* saw it, too* flew away* Words flew away Sight (Eeview) cat saw bird it (New) kittens Phonetic (Eeview) cat (New) too rill on words. Game No. 30, page 178. ELSON-RUNKEL PRIMER 291 Phonetics {t, oo) From to develop t. From moo develop oo and too and coo. Fourth Step — Reading Lesson. (Primer, page 8.) Lesson 3. (Primer, page 9.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Also sentences in Primer, page 9. Pheases The teacher will write or print all answers to the following questions : When the cat could not get the bird, what did she say ? (Come, kittens.) Where did they go? (To the barn.) What did the cat see ? (A mouse.) What did the mouse see ? (The cat.) What did the mouse do ? (Ran away.) Drill on words and phrases. Come to the barn* ran away* went to the barn* saw the cat saw a mouse* Words Sight (Review) said Come to mouse saw (New) went barn kittens away Phonetic (Review) cat ran Phonetics (Review) at, an. ; ^' ; 1; 292 MANUAL FOR Fourth Step — Reading Lesson. (Primer, page 9.) Lesson 4. (Primer, page 10.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below, also sentences in Primer, page 10. Phbases went to the house* gave them milk for dinner* We said* Words Sight (Eeview) gave said went milk dinner come too them house (New) for Game No. 8, page 176. ' Phonetics Eeview e, o, oo, at, an, 6w. Game No. 7, page 176. Fourth Step — Reading Lesson. (Primer, page 10.) For review and to get the connected thought, teacher will have pupils read pages 7, 8, 9, 10. Follow this plan in all succeeding stories. Silent Reading Exercise Seat work in silent reading may well be given here, based on Card 7, New Set VII-A. ELSON-RUNKEL PRIMER 393 SUGGESTIONS FOR SUPPLEMENTARY WORK Occupation, (a) Seat Work, Sentence, Phrase, and Word Cards, New Set VI, Card 6. The Cat's Dinner. Lesson 1. To follow page 7 in the Primer. Follow the direc- tions given on page 203. Lesson 2. Lesson 3. To follow page 9. Lesson -i. To follow page 10. (b) Silent Reading and Crayoning Cards, New Set VII-A, Card 7. To follow page 7 of the Primer. See suggestions on page 218. SPOT'S KITTENS First Step— The Oral Story. Would you like to hear about my cat Spot ? She is a beautiful cat, with blue eyes and a black coat spotted with white. That is why we call her Spot. When we want her to come to her dinner we say, "Come, Spot, come." I like Spot and Spot likes me. Spot has four kittens. One kitten is white, one kitten is black, one kitten is gray, and one kitten is like Spot — black and white. Spot used to keep her kittens on a carpet bed under the kitchen doorstep. When Spot chose this place, she thought it would be a safe and comfortable home for her little ones. Here the little white kitten, and the little black kitten, and the litle gray kitten, and the little black and white kitten ran and played and had all the fun they could want. But one day the rain came. Down poured the water through a crack between the doorstep and the house, and poor Spot found that she and her babies were getting wet. "Mew, mew!" she cried. "We are wet! We are wet!" As we sat in the house we heard Spot mewing in a very loud voice just outside the kitchen door. Spot and her little family were 294 MANUAL FOR trying to get in out of the cold rain. We opened the door in a hurry and took Spot into the house. We took the kittens, too. We put them on a mat by the kitchen stove. Before long the heat of the fire had dried their fur and they all went to sleep. After the storm was over we made another bed for them in a place where the rain could not come, and Spot had no more trouble in bringing up her family. — Josephine Jaevis in In the Child's World. Second Step — Dramatization. Lesson 1. (Primer, page 11.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed above, also sentences in Primer, page 11. Phrases is my cat is black and white* like Spot likes me* Words Sight (Eeview) is and white come like (New) Spot my black Phonetic (Eeview) she me Game N"o. 16, page 177. Phonetics Eeview e inhe, we, she, me. ELSON-RUNKEL PRIMER 295 Fourth Step — Reading Lesson. (Primer, page 11.) Lesson 2. (Primer, page 12.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below, and the sentences in Primer, page 12. Phbases has four kittens* is white* see a gray kitten* One kitten is black* is like Spot* Words Sight (Eeview) Spot kittens one see like (New) has four ' Phonetic (Eeview) too (New) gray Game No. 19, page 178. Phonetics {ay, gr, and) From may develop ay and the following words : hay day gay hay lay Ray say gray From gray develop gr. From an and d develop and. Game No. 17, page 177. S96 MANUAL FOR Fourth Step— Reading Lesson. (Primer, page 12.) Lesson 3. (Primer, page 13.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases One day* were wet* went into the house* was wet* are wet* Words went to sleep* Sight (Eeview) rain wet said mew are into (New) house They went was were sleep Phonetic (jSTew) day Phonetics {ed — ending) Eeview ay. Develop the ending ed, as in rained and played. Fourth Step — Reading Lesson. (Primer, page 13.) Occupation. Seat Work, Sentence, Phrase, and Word Cards, New Set VI, Card 7. Spot's Kittens. Lesson 1. To follow page 11 of the Primer. Lesson 2. To follow page 12 of the Primer, Lesson 3. To follow page 13 of the Primer. Pupils will first reproduce the lesson and then make original sentences. For "Suggestions for Supplementary Work," see page 300. ELSON-RUNKEL PRIMER 297 ALICE AND HER KITTEN nrst Step— The Oral Story. One day when Alice was a very little girl, her father came home early from the office. He carried a basket in his hand, but when he saw Alice he put the basket behind him. His eyes twinkled with fun, for he knew that Alice would wonder what was in the basket. Alice jumped up from her chair and ran to her father. Her eyes grew big and bright as she peeped at the basket which her father had put upon the floor. "What is in the basket?" asked Alice. "Can you guess ?" her father said. "Is it a bird?" asked the little girl. , Her father laughed. "No, it is not a bird," he said. "Oh, I know! It is a little dog!" cried Alice. But her father only shook his head and said, "No, it is not a dog." "Is it a kitten?" she asked. "Yes, it is a kitten," he answered. "You guessed right at last." "Is the kitten for me. Father?" asked Alice. "Yes, it is for you," said her father. "Just listen a moment." He held the basket close to her. Soon she heard a faint, "Mew, mew," and then a little black head pushed up the cover. "Oh, isn't she black!" cried the little girl. "I wonder if she is hun- gry. May I feed her. Mother?" Alice's mother gave her some milk and Alice gave it to the little kitten. The kitten lapped the milk with her little red tongue, until there was not a drop left in the saucer. Then she put her head between her paws and soon was fast asleep. — Jane L. Hoxie in Kindergarten Story Book. 29B MANUAL Ft)K Second Step^ — Dramatization. Characters Alice Father Mother Kitten (a cloth one) Scene Alice is sitting in her chair beside her mother, playing with her doll Her father comes in ivith a basket. Alice: What is in the basket? Father: Can you guess? Alice: Is it a bird? Father: No, it is not a bird. Alice: It is a little dog! Father: No, it is not a dog. Alice: Is it a kitten? Father: Yes, it is a kitten. Alice: la it for me? Father: Yes, it is for you. Alice : May I feed it. Mother ? Mother : Yes, come with me and we will get some milk. (Alice gets some milk and feeds the kitten. Then the kitten goes to sleep.) Lesson 1. (Primer, page 14.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases Father said See the basket* Come, AKce Can you guess* Come to me* ELSON-KUNKEL PRIMER 399 WOBDS Sight , (Eeview) Come Alice you (New) basket What guess Phonetics Eeview all consonants taught. Fourth Step — Reading Lesson. (Primer, page 14.) Lesson 2. (Primer, page 15.) Third Step — Sentence, Phrase, and Word Development: Phonetics. WOEDS Sight #^( Eeview) What basket bird No *' not Yes kitten me Game No. 17, page 177. Phrases is in the basket is a kitten is not a bird for me* is a little dog* for you* is not a dog* Phonetics (k) From Tcitten develop h. Fourth Step — Reading Lesson. (Primer, page 15.) 300 MANUAL FOR Lesson 3. (Primer, page 16.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using words listed below. Phrases is black* likes milk likes her kitten* The kitten said gave it some milk* went to sleep* Words Sight (Eeview) kitten black gave milk went sleep (New) her Phonetics Review the following phonograms : * at, an, oo, ow, ay, e. Game No. 17, page 177. Fourth Step — Reading Lesson. (Primer, page 16.) Silent Reading Exercise Seat work in silent reading may well be given here, based on Card 8, New Set VII-A. SUGGESTIONS FOR SUPPLEMENTARY WORK (CATS) I. Supplementary Story. "Mrs. Tabby Gray," Maud Lindsay in Mother Stories, Milton Bradley Company. II. Conversation. Cats. (Children should be encouraged to talk or tell something of some particular cat.) ELSON-RUNKEL PRIMER 301 ITI. Poem. "I Love Little Pussy," Jane Tayloi. lY. Songs. (1) "My Kitty/' Hailmann in Songs, Games, and Rhymes^ Milton Bradley Company. (2) "Pussy Cat/' Lyric Music Frimer, Scott, Foresman and Company. (3) "A Little Surprise/' Lyric Music Primer, Scott, Foresman and Company. V. Song Games. Review "Mrs. Pussy's Dinner/' Emilie Pou]- sson in Finger Flays, Milton Bradley Company. VI. Projects. (1) Barn. Fold a 4" square into 16 squares. Fold the upper right-hand corner to the middle. Same with upper left-hand m\ corner. Turn paper over. From the middle crease on lower edge, cut up one square. From the end of this cut, cut l^" right and left. Fold doors back. (2) Basket — woven. Twelve heavy paper strips 22'' long. (3) Make a collection of animal pictures as they read about each kind of animal ; mount these, and make into a booklet. 302 MANUAL FOR VII. Occupation. (a) Seat Work Sentence^ Phrase, and Word Cards, JSTew Set VI, Card 7. Alice and Her Kittens. Lesson 1. To follow page 11 of the Primer. Lesson 2. To follow page 12. Lesson 3. To follow page 13. (&) Seat Work Letter Cards, New Set V. Use Game 55, page 183. (c) Silent Heading and Crayoning Cards, New Set VII-A, Card 8. To follow page 16 of the Primer. WHAT WAS m THE NEST? First Step— The Oral Story. I will tell you a story of two little girls named Nellie and Katie, who lived away out in the country. They lived with their mother and father in a little house among the trees, where they could hear the birds sing, and watch all the pretty wild floAvers blossom through the spring and summer. In the autumn they would pick the fruit and watch for Jack Frost to open the chestnut burrs and let the nuts drop to the ground for the little boys and girls or the squirrels. But what 1 want to tell you about is something the girls saw one morning in June. Two little birds had come from down South and built a nest in a cherry tree in front of the house. Now, the room where Nellie and Katie slept had a window that looked right out upon the branches of this cherry tree; and how the girls did enjoy watching the birds! The mother bird sat on the nest day after day. One morning she flew away for a few moments, and what do you suppose the little girls saw? They saw one, two, three, four pretty blue eggs in the nest. The mother bird flew back to the nest and sat there day after day for two long weeks. One day she flew from the nest. She sat in the tree and ELSON-RUNKEL PRIMER 303 sang and sang. The father bird sang, too. The little girls looked in the nest. Can you guess what they saw? They saw four funny little baby birds without any feathers! The little birds grew and grew until by and by they were covered with feathers and they were so large that there was hardly room for them all in the nest. When it was time to teach them to fly, the mother bird said, "Fly, fly!" The father bird, too, said, "Fly, fly!" The girls watched the four little birds learn to fly. They flew from the nest; soon they flew from tree to tree. One day all the birds flew far away and the little girla waved their hands and said, "Good-bye, good-bye!" — Boston Collection of Kindergarten Stories. Second Step — Dramatization. See dramatization of "The Bird's Nest," page 227, for suggestions. Lesson 1. (Primer, page 17.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases saw a nest were pretty birds* was a little nest* were in. the tree* two birds* WOBDS Sight (Eeview) girls nest tree two them you (N'ew) pretty 304 MANUAL FOR Whom do you see in this picture, page 17? (Girls.) What did they see? (Nest.) What kind of nest was it? (A little nest.) Where was it? (In a tree.) What else did they see? (Birds.) How many? (Two.) What kind of birds were they? (Pretty birds.) Write answers when given and then drill on the words. Fourth Step — Reading Lesson. (Primer, page 17.) Lesson 2. (Primer, page 18.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Game N"o. 14, page 177. Phrases sat on the nest* was in the nest* ' four eggs flew from the nest* saw eggs in the nest* were blue* Words Sight (Review) (New) what on guess from eggs blue three Fourth Step — Reading Lesson. (Primer, page 18.) ELSON-RUNKEL PRIMER 305 Lesson 3. (Primer, page 19.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases Mother bird sat there* sang and sang* Father bird day after day* looked in the nest* on the nest flew from the nest* what they saw* Words Sight (Eeview) Mother sat nest flew and there after from sang looked Game No. 14, page 177. Fourth Step — Reading Lesson. (Primer, page 19.) Lesson 4. (Primer, page 20.) Third Step — Sentence, Phrase, and Word Development: Phonetics, Sentences Build sentences, using the words listed below. Phrases Four little birds flew from the nest* were in the nest* flew from tree to tree* could fly* flew away* 306 MANUAL FOR Words Sight (Eeview) Four fly said flew tree one day good-bye (New) Soon could Game No. 19, page 178. Phonetics {ee and tr) From see develop ee and the following words: tree wee hee From tree develop tr. Eeview ed as in rained, played, looked. Fourth Step — Reading Lesson. (Primer, page 20.) Silent Eeading Exercise Seat work in silent reading may well be given here, based on Card 9, New Set YII-A. SUGGESTIONS EOR SUPPLEMENTARY WORK I. Occupation, (a) Seat Work Letter Cards, New Set Y. Game 55, page 183. (6) Silent Eeading and Crayoning Cards, New Set VII-A, "Card 9. To follow page 20 of the Primer. See also page 310. THE WHITE DOVE First Step— The Oral Story. Once a beautiful white dove was flying high in the air. She said to herself, "The greatest fun in all the world is to fly and fly and fly. I am sorry for those who have no wings and cannot fly. I wonder if they are ever happy. I will ask the cow and find out." So she flew to Farmer Brown's barn and said to the white cow, "Coo, coo ! See my pretty wings ! Don't you wish you had wings? You could fly and fly and fly." ELSON-RUNKEL PRIMER 307 "Moo, moo!" said the cow. "Oh, no! I give milk to boys and girls. Moo, moo! I don't want to fly!" Away flew the dove to the sheep. It said, "Coo, coo! Don't you wish you had wings? You could fly and fly and fly." "Baa, baa!" said the sheep. "I give wool to boys and girls to keep them warm. The warm coats they wear are made of my wool. Baa, baa! I don't want to fly!" Away flew the dove to the horse. It said, "Coo, coo! Don't you wish you had wings? You could fly and fly and fly." "No, no," said the horse, with a toss of his head. "I give rides to boys and girls. No, no! I don't want to fly." Away flew the dove to the hen. It said, "Coo, coo! Don't you wish you could fly away? You can not fly away with your wings. Don't you wish you had wings like mine?" "Cluck, cluck!" said the hen. "I give eggs to boys and girls. I don't want to fly away." Then the dove called the cow and the sheep and the horse and the hen all together. "Coo, coo!" she said. "Are you all happy?" The cow said, "Moo, moo! Yes, yes!" The sheep said, "Baa, baa! Yes, yes!" The hen said, "Cluck, cluck! Yes, yes!" The horse said, "Yes, yes!" The dove said, "Coo, coo, coo! I am happy, too." Away she flew to her nest. — Harriet Warrev. Second Step — Dramatization. Third Step* — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using words listed below. •From this point forward, the story is made the unit and the "lesson" la no longer Indicated. 308 MANUAL FOR Phrases give milk don't want to fly > give rides keeps them warm give eggs could lly away my pretty wings am happy boys and girls Game No. 12, page 176 Words (jiyni (Eeview) dove cow moo give milk boys sheep baa hen cluck (New) wings Don't wish had want wool warm 757, ^«/. ^4-i ^ rides all happy horse am r/ionetic (Eeview) coo « (New) keeps Game No. 21, page 178. Phonetics {eep, si) Review oo as in moo, coo, too. From sheep develop eep and the following words: peep sleep From sleep develop si and the following words : slay slam Fourth Step — Eeading Lesson. (Primer, pages 21-25.) Page 24 may well be used for silent reading. Teacher will ask the following questions: '^What did the dove say to the hen?" "What answer did the hen make?" Pupils will read page 24 and answer the questions. ELSON-RUNKEL PRIMER 309 SUGGESTIONS FOR SUPPLEMENTARY WORK Occupation. Seat Work Sentence, Phrase, and Word Cards, New Set VI, Cards 8 and 9. The White Dove. Lesson 1. To follow page 21 of the Primer. Follow directions given on page 203. Lesson 2. To follow page 22. Lesson 3. To follow page 23. Lesson 4. To follow page 24. Lesson 5. To follow page 25. See also page 310. THE JAY AND THE DOVE ' First Step — The Oral Story. (Memorize Primer pages 26 and 27.) Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. From the land Far away Look above of play of love 310 MANUAL . FOR Words Sight (Eeview) where Mr. play far there (New) do that Mrs. Dove get Phonetic land love above Jay (New) how Phonetics (ovCj j) From dove develop ove, and the following words : love above From JacTc and Jill develop j. From and develop land and the following words: hand hand sand Fourth Step — Eeading Lesson. (Primer, pages 26 and 27.) SUGGESTIONS FOR SUPPLEMENTARY V^ORK (bIRDS) I. Supplementary Story. "The White Dove," Maud Lindsay in More Mother 8£ories, Milton Bradley Company. II. Conversation. Birds. III. Poem. "Three Little Birds," Laura E. Eichards in Five Minute Stories, Dana Estes & Company. IV. Songs. (1) "Awakening," Jessie L. Gaynor in Songs of the Child World, Part II, Church. (2) "The King of Love," in Lyric Music First Reader, Scott, Foresman and Company. 311 THE KING OF LOVE Charles Ellcrtoa Allegretto. Rossetter Cola s ^ — d ^ f *" ^ -g> 1. Far high-er than the eye can reach, Beyond the sky a - bove, 2. And tho' His throne is far a- way, Beyond the stars and sun, S f^ -f^ ■^ i'—d- ' J d J \sJ With-in aland of gold-en Hght There Hves the King of Love. He hears when children speak to Him, And answers ev-'ry one. r^ (s) (3) "The Pigeons," in Lyric Music Primer, Scott, Foresman and Company. (4) "The Egg," in Lyric Music Primer, Scott, Foresman and Company. V. Song Games. (1) "Little Dove, You Are Welcome," "Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. "My Pigeon House," Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. VI. Occupation. (a) Cut a tree with a nest in it. (h) Cut dove. (c) Cut dovecote. (d) Fold dovecote and mount on heavy paper pole or stick. Make a dovecote of wood, and place on the sand table. VII. Project. 312 MANUAL FOR BOBBIE AND THE APPLES First Step— The Oral Story. One day Bobbie's mother sat by the fire while Bobbie lay on the rug, looking at a picture-book. "Ho, ho," yawned Mother. "I like apples. I wish I had some. 1 would show you how to roast them." "I'll get some for you," Bobbie said; and he jumped up, put on his hat, and ran do\^n the road to a big apple tree. He looked and looked, but could not see an apple. "Oh," cried Bobbie, "where have all the apples gone?" And then he heard the tree say, "I have no apples for you today. I gave all my apples away." So Bobbie turned away and started home across the field. Pretty soon he met a cat. "Oh, Pussy," he cried, "do you know where I can get some apples? I want some for mother." Pussy looked up at him and said, "Mew, mew, mew! I have no apples for you. I want milk for dinner." So Bobbie went on, and at last he met a friendly doggie. The dog wagged his tail, and Bobbie said to him, "Oh, Doggie, do you know where I can find some apples? I want some for mother." The dog kept on wagging his tail, and barked, "Bow-wow, bow-wow! Go to the cow. The cow will tell you." "Thank you, Dog," said Bobbie. So the little boy went on until he came to a kind old cow, that stood looking over the fence. "Oh, Cow," said Bobbie, "do you know where I can find some apples? I want some for mother." But the cow said, "Moo, moo, moo! I like apples, too. ^ Go to the farmer. He has some apples." ELSON-RUNKEL PRIMER 3 13 So Bobbie said, "Thank you," and ran up the hill to the farmer's house as fast as he could go. When the farmer saw Bobbie, he said, "Good morning, little boy. What can I do for you today?" Bobbie said, "I want some apples for mother. Have you some?" The farmer laughed. "Come with me," he said, "and I will give you some apples." So Bobbie and the farmer went into the house and down into the cellar, and there Bobbie saw a bag full of big red apples! "Oh, what a lot!" said Bobbie. "Why did you pick them all?" "I did not want Jack Frost to find them," said the farmer. "Does he like apples?" asked Bobbie. "He just likes to pinch them," said the farmer, "but we like to eat them; so we gather them in for the winter." "May I have three of them?" asked Bobbie. "I want them for my mother." "Yes, little boy," said the farmer. "You may have four apples. One apple is for you." "Thank you, Mr. Farmer, for these nice big red apples," said Bobbie; "I wiH give three to mother." And then he ran home to give the apples to his mother. "See, Mother," he said, "see what I have!" "Where did you find them?" asked Mother. "Oh," said Bobbie, "I went to the apple tree, but it didn't have any. Then I asked the cat where the big red apples were, and she didn't know; and then I asked the dog, but he didn't know; and then I asked the cow, and she told me to go to the farmer. Then I ran to the farmer, and he gave them to me. Three are for you and one is for me." "You are a good boy!" said Mother, when Bobbie stopped — out of breath. — ^Kate Whiting Patch in For the Children's Hour — Adapted. 314 MANUAL FOR Second Step — Dramatization. Characters Bobbie Tree Dog Mother Cat Cow Farmer Scene ^^ Mother sits by the fire. (Fireplace drawn on board.) Bobbie lies on the rug, with a book in hand. The tree, the cat, the dog, the cow, and the farmer are at certain distances around the room. Mother: Ho, ho! I wish I had some apples. I could show you how to roast them, Bobbie. Bobbie: I'll get you some. (He runs to the tree and looks for apples.) Bobbie: Oh, where have all the apples gone? Tree: I have no apples for you today. I gave all my apples away. (Bobbie meets a cat.) Bobbie : Oh, Pussy, do you know where I can get some apples ? I want some for mother. Cat: Mew, mew, mew! I have no apples for you. I want milk for dinner. (Bobbie meets a dog.) Bobbie: Oh, Doggie, do you know where I can find some apples? I want some for mother. Dog: Bow- wow, bow-wow! Go to the cow. The cow will tell you. (Bobbie comes to a cow looking over a fence.) Bobbie: Oh, Cow, do you know where I can find some apples? I want some for mother. Cow: Moo, moo, moo! I like apples, too. Go to the farmer. He has some apples. Bobbie: Thank you! (Bobbie comes to the farmer.) ELSON-RUNKEL PRIMER 315 Farmer: Good morning, little boy. What can I do for you today? Bobbie: Please, I want some apples for mother. Have you some? Farmer: Come with me and I will give you some. (They go into the house.) Bobbie: Oh, what a lot! Why did you pick them all? Farmer: I did not want Jack Frost to find them. Bobbie: Does he like apples? Farmer: He just likes to pinch them, but we like to eat them; so we gather them in for winter. Bobbie: May I have three of them? I want them for my mother. Farmer: Yes, little boy. You may have four apples. One apple is for you. Bobbie: Thank you, Mr. Farmer, for these nice big red apples. I will give three to mother. (Bobbie runs home.) Bobbie: See, Mother, see what I have! Mother: Where did you find them? Bobbie: I went to the apple tree, but it didn't have any. Then I asked the cat where the big red apples were, but she didn't know. I asked the dog and he didn't know. I asked the cow, and she told me to go to the farmer. Then I ran to the farmer and he gave them to me. Three are for you. One is for me. Mother: You are a good boy. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases His mother Thank you get some Away he ran looked and looked What pretty apples could not see bring them give me some Where did you a bag full a good boy (Jame No. 15, page 177. 316 IVTANUAL FOR Words Sight (Eeview) get some Yes went looked Will want may milk three what where gave (N"ew) Bobbie apples any who tell/-. morniiig farmer have with bag T^Jh nnpiif full thank did bring J. IVU llt/il/U (Eeview) go may away (ISTew) his he Game 'No. 30, page 180. Phonetics (Eeview) From is develop his. Eeview the following : ad, at, an, am, and, e, ee, eep, o, oo. Game No. 38, page 179. Fourth Step — Eeading Lesson. (Primer, pages 28-35.) Page 33 may well be used for silent reading. Teacher will ask the following questions: To whom did Bobbie go next? What did he say? What did the farmer say? ^ Pupils will read page 33 to find the answers. Silent Eeading Exercise Seat work in silent reading may well be given here, based on Card 10, New Set VII-A. suggestions for supplementary V70RK (the apple) I. Supplementary Story. "The Sleeping Apple" in In thi Child's World, Milton Bradley Company. II. Conversation. Apples. ELSON-RUNKEL PRIMER 3I7 III. Poem. "Apple-Seed John/' by Lydia M. Child in In the Child's World, Milton Bradley Company. IV. Music. Hum a song and have children show picking of fruit, putting into barrels or baskets, etc. V. Story Game. ''The Apple Party," by Madge Bigham in Stories of Mother Goose Village, Band, McNally and Com- pany. VI. Projects. (1) Cut apples and color with colored crayon. Draw trees with colored crayon, cut apples, color and paste on trees. (2) Make animals of clay for the sand table. VII. Occupation. Silent Beading and Crayoning Cards, New Set VII-A, Card 10. To follow page 35 of the Primer. ALICE AND HEB MOTHEB . First Step— The Oral Story. Alice was a little girl who wanted to play all day. Her mother thought she would grow to be an idle girl if she played so much. "You are old enough to help me, little daughter," she said one day. "Even though you are a tiny girl, you can sing little sister to sleep." But the little girl said, "Oh, Mother, I vrant to play. I don't want to sing to sister. Please let me go to the meadow. The sheep plays there all day. I want to play all day, too." So her mother said she might play all day in the meadow. Alice ran out of the house, across the garden, and down to the meadow, as fast as her feet could carry her. She saw a sheep there and she said 318 MANUAL FOE • to him, "Good morning, Sheep. Will you play with me? We can play all day." "Baa, baa!" said the sheep. "I can not play all day. I must get my dinner and make wool for master. 1 can not play all day." Just then Alice saw a dog, and she ran to him. "Good morning, Dog," she said. "Will you play with me? We can play all day." "Bow-wow!" said the dog. "I can not play all day. I must look after the sheep; I can not leave them alone." Alice saw a cow in the meadow. She ran to the cow and said, "Good morning, Cow. Will you play with me? We can play all day." "Moo, moo!" said the cow. "I can not play all day. I must find my dinner. I want to find some corn. I give milk for your dinner. I can not play all day." .The little girl walked along very slowly, for she was thinking. Soon she saw a horse and ran to it. "Good morning, Horse," said Alice. "Will you play with me? We can play all day." "Oh, no!" said the horse. "I can not play all day. I give rides to boys and girls. I take milk to your mother. I can not play all day." The little girl said, "I will go home. No one will play with me." On her way home Alice saw a little bird, and she said, "Good morning, Bird. Will you play with me? We can play all day." The little bird said, "No, thank you. I must make my nest. I can not play all day." So Alice walked along to her home, thinking about all the animals who were too busy to play with her. She saw Spot, her cat, in the house, and she said, "Good morning, Spot. Will you play with me? We can play all day." "No, thank you," said Spot. "I must find a mouse. My kittens must have their dinner. I can not play all day. You must play alone." Then Alice went to her mother and said, "Mother, I came home. 1 could not find any playmate. No one could play all day. I do not want to play all day, either. I will sing sister to sleep." Alice sang and sang, and soon little sister was fast asleep. — Selected. ELSON-RUNKEL PRIMER 3I9 Second Step — ^Dramatization. Chaeactebs Mother Baby Dog Horse Cat Alice 8heep Cow Bird Scene A little girl at home with her mother. Mother: You are old enough to help me, little daughter. Even though you are a little girl, you can sing little sister to sleep. Alice: Oh, Mother, I want to play. I don't want to sing to sister. Please let me go to the meadow. The sheep plays there all day. I want to play all day, too. Mother : You may play all day. You may go to the meadow. (A lice runs to the meadow. She sees a sheep.) Alice: Good morning, Sheep. Will you play with me? We can play all day. Sheep: Baa, baa! I can not play all day. I must get my dinner. I make wool for the master. I can not play all day. (Alice sees a dog.) Alice: Good morning, Dog. Will you play with me? We can play all day. Dog: Bow-wow! I can not play all day. I must look after the sheep. I can not leave them alone. I can not play all day. (Alice runs to the cow.) Alice: Good morning, Cow. Will you play with me? We can play all day. Cow: Moo, moo! I can not play all day. I must find my dinner. I want to find some corn. I give milk for your dinner. I can not play all day. (Alice runs to the horse.) Alice: Good morning, Horse. Will you play with me? We can piay all day. Horse: Oh, no! I can not play all day. I give rides to boys and girls. I take milk to your mother. I can not play all day. Alice: I will go home. No one will play with me. (On the way home she sees a bird.) Alice: Good morning. Bird. Will you play with me? We can play all day. 320 MANUAL FOR No, thank you. I must make my nest. I can not play all day. (Alice goes home. She sees Spot, her cat.) Good morning, Spot. Will you play with me? We can play Bird: Alice : all day. Spot: No, thank you. I must find a mouse. My kittens must have their dinner. I can not play all day. You must play alone. (Alice goes to her mother.) came home. I could not find a playmate. No onu I do not want to play all day, either. I will sing Alice: Mother, I could play all day. sister to sleep. (Alice sings sifter to sleep.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. want to play don't want to sing must get make wool after the sheep Phrases leave them alone must find find some corn take milk will go home Game ¥o. 31, page 180. Words Sight (Review) (New) Phonetic (New) (Eeview) Alice ran rides sister alone playmate want baa mouse meadow oh make don't wool sang must your fast sleep sing ran com must make do not want could not find fast asleep take there after master their I sleep all them leave home Game No. 32, page 180. ELSON-RUNKEL PRIMER 321 Phonetics {ing, ake, orn) From wings develop ing and the following words: sing ting ring From make develop ake and the following words : take take rake sake luake lake From morning develop orn and the following words : corn torn horn From sleep develop asleep. Fourth Step — Reading Lesson. (Primer, pages 36-43.) Pages 37, 38, 39, and 40 should.be used for silent reading. Sug- gested questions for page 37 : Where did Alice go? What did she say to the sheep? What did the sheep say to Alice? Pupils will read page 37, and answer questions. Similar questions may be asked for pages 38, 39, and 40. Silent Eeading Exercise Seat work in silent reading may well be given here, based on Card 11, mw Set VII-A. SUGGESTIONS FOR SUPPLEMENTARY WORK Occupation. Silent Eeading and Crayoning Cards, New Set VII-A, Card 11. To follow page 43 of the Primer. See also page 324. LITTLE BOY BLUE First Step — ^The Oral Story. (Memorize Primer, page 44.) Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. 322 MANUAL FOR Sentences Build sentences, using the words listed below. ^ Phrases blow your horn aiter the sheep Wake up in the meadow under the haycock Take the sheep in the com Fast asleep Words Sight (Eeview) blue come your meadow where who fast asleep barn (New) blow under haycock up Phonetic (Eeview) horn sheep corn wake Phonetics Eeview the following : eey, orn, ake. Fourth Step — Reading Lesson. (Primer, pages 44-46.) SUGGESTIONS FOR SUPPLEMENTARY WORK Occupation. Seat Work Sentence, Phrase, and Word Cards, New Set VI, Card 10. Little Boy Blue. Lesson 1. To follow page 44 of the Primer. See directions page 208. Lesson 2. To follow page 45. Lesson 3. To follow page 46. Game 56, page 183. ELSON-RUNKEL PRIMER LITTLE BO-PEEP First Step — The Oral Story. (Memorize Primer, page 47.) Secoud Step — Dramatization. (Use dialogue on pages 48, 49.) Third Step — Sentence and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases lost her sheep Leave them alone will come home Behind them for them not there Did yon look with yon 333 Words Sight (Eeview) not tell leave alone will home their morning have did with thank (New) lost tails hear oh Phonetic (Eeview) find go (New) Bo-peep bring behind Phonetics (ind, p) From sheep and eep develop p. From sheep develop Bo-peep. From find develop ind and the following words : behind mind ivind Fourtli Step — Reading Lessons. (Primer, pages 47-49.) Silent Beading Exercise Seat work in silent reading may well be given here, based on Card 12, New Set YII-A. 324 MANUAL FOR BAA, BAA, BLACK SHEEP First Step — The Oral Story. (Memorize Primer, page 50.) Second Step — Dramatization. (Use the dialogue on pages 51 and 52.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases any wool Three bags full for my dame Yes, sir for my master in the lane Game No. 31, page 180. Words Sight (Eeview) any bags full master guess take make (New) sir dame lives coat Phonetic (New) Final e in "lane." Phonetics {ane, final e) Eeview : an. Show how the final e makes a. Example: can, cane, man, mane, pan, pane. Fourth Step — Beading Lesson. (Primer, pages 50-52.) SUGGESTIONS FOR SUPPLEMENTARY WORK (SHEEP) I. Supplementary Story. "How a Little Boy Got a New Shirt," in In the Child's World, Milton Bradley Company. II. Conversation. Sheep. ELSON-RUNKEL PRIMER 325 III. Poem. "Lambkins at Play," Christina G. Eossetti. IV. Songs. (1) "Baa, Baa, Black Sheep," Jessie L. Gaynor in Lilts and LyricSj Clayton F. Summy Company. (2) "Little Bo-Peep," in Lyric Music Primer, Scott, Foresman and Company. V. Song Game. "Baa, Baa, Black Sheep," Hailmann in Songs. Games, and Rhymes, Milton Bradley Company. VI. Projects. (1) Cut Little Boy Blue's coat and color it blue. (2) Sand table. Eepresent barn, meadow, fence, and sheep. (3) Cut sheep, and cover with black or white wadding. (4) "Weave a mat of yarn or wool carpet rags. These may be used for rugs in the playhouse. VII. Occupation, (a) Seat Work Letter Cards. Game 55, page 183. (&) Silent Eeading and Crayoning Cards, New Set VII-A, Card 12. To follow page 49 of the Primer. THE PIG'S DINNEE First Step— The Oral Story. Once upon a time a little pig with a curly tail went out to take a morning walk. He thought he would go to the Mud Puddle, but before he got there he came to a garden that was full of pretty flowers. The garden gate was standing wide open. "Woof, woof!" said Little Pig when he saw the open gate. "Isn't this fine? I want to go into that garden. Flowers make a good dinner. Ever since I can remember, I 326 MANUAL FOR ^^ have wanted to get into that garden." And in he went as fast as his four short legs could carry him. When Little Pig went into the garden, he found that it was full of all kinds of flowers. There were pansies, and daisies, and violets, and honey- suckles, and all the other bright flowers that you can name. Every flower had a place of its own, too. The tulips were on both sides of the garden walk, and the hollyhocks stood up in a straight row against the garden fence. The pansies had a bed all to themselves, and the sweet peas were just beginning to climb up on the frame that the farmer had made for them. "Woof, woof, nice place ! " said Little Pig, and he put his nose down into the pansy bed and began to root up the pansies, for he thought that he would like to eat those pansies for his dinner. While he was enjoying himself there, Eed Hen came down the road with her family of little chick- ens. Red Hen was looking for a nice rich spot where she might scratch for their dinner. When she saw the open gate she was so pleased! "Cluck, cluck, come with me into the garden," she said to her chicks. "Peep, peep, peep! Can we find worms there. Mother?" asked the little chickens. "Oh, yes, children. And how pretty the flowers are! There is nothing I like better than to scratch in a flower garden," said Red Hen, as she hurried in through the open gate. The chickens went with her, and soon they were all very busy scratching among the violets. How happy they all were! Soon White Cow came down the road. She was on her way to the Pond, but when she saw the open gate she decided to go into the garden at once. "Moo, moo!" she said. "How pretty the flowers are! They will make a good dinner." Red Hen said, "Cluck, cluck, come in, White Cow!"" Little Pig said, "Woof, woof, come in!" So White Cow swished her tail over her back and went into the garden. Then she began to nip the daisies from their stems. "How many of us are here?" asked White Cow. But before any of them could count, the farmer came home. When he looked into the garden he saw White Cow, Red Hen, and Little Pig. "Oh, my pretty pansies and violets and daisies!" he cried. "Stop eating my flowers! Get out of my garden!" "What is that man talking about?" asked the little chickens. "1 suppose he wants us to go out of his garden," said Red Hen, and she rufiled her feathers as the farmer came running toward them. The hen cackled, the pig squealed, the cow mooed, and the farmer scolded. Away ELSON-RUNKEL PRIMER 327 ran Red Hen and her chickies, and Little Pig, and White Cow — through the gate and down the road. "Good-bye, Mr. Farmer," the hen called back. "We had a good dinner!" said the pig. "We will come back soon!" said the cow. But when they went back the next day the garden gate was shut so tight that not even the smallest chicken could get inside. — Maud Lindsay in More Mother Stories, Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Pheases down the road a good dinner How pretty some dinner Her little chickens How happy full of pretty flowers By and by Stop eating Words Sight (Eeview) garden farmer (New) pig flowers red chickens stop eat out down road back Phonetic (New) came by wee • Game No. 23, page 178. Phonetics (Final e in ame, y, fl) From dame develop ame and the following words : came same game lame name tame 328 MANUAL FOR Show that final e gives a different sound of a, as in these : an ane dam dame can cane at ate am ame mat . mate From my develop "J and the following words : ly fly try sly. shy From fly develop fl and the following words : flat flag flee fla'ke SUGGESTIOI^S FOR SUPPLEMENTARY WORK Occupation. Seat Work Sentence, Phrase, and Word Cards, New Set YI, Cards 11 and 12. The Pig's Dinner. Lesson 1. To follow page 53 of the Primer. See directions, pages 171, 208. Lesson 2. To follow page 54. Lesson 3. To follow page 55. Lesson 4. To follow page 56. Game 56, page 183. Fourth Step — Reading Lesson. (Primer, pages 53-56.) Silent Heading Exercise Seat work in silent reading may well be given here, based on Card 13, New Set VILA. PIGGY WIG'S HOUSE First ^tep— The Oral Story. One morning briglit and early, Piggy Wig started out to build a home. What he wanted more than anything else was a house of his very own. So he traveled a long, long way, over the fields, and down the lanes, and past the orchards, until all at once, he came upon Jack Rabbit. "Good morning, Piggy Wig!" said Jack Rabbit. "Where are you going?" ELSON-RUNKEL PRIMER 329 "I am going to the woods. I want to build a house," said Piggy Wig. "May I go with you?" asked Jack Rabbit. "You may go with me if you can help me build my house," said Piggy Wig. "What can you do?" Jack Rabbit scratched his head with his left hind foot for a minute and then said, "I can cut down trees with my sharp teeth. You will need trees when you build the house, but you can not cut them down." "Good!" said Piggy Wig. "Come with me. I want you." So the two went on a long, long way farther, % until all at once they came upon Gray Goose. "Good morning, Piggy Wig!" said Gray Goose. "Where are you going?" "I am going to the woods. I want to build a house," said Piggy Wig. "May I go with you?" asked Gray Goose. "You may go with me if you can help me build my house," said Piggy Wig. "What can you do?" Gray Goose tucked one leg under her wing for a minute, and then she said, "Your house will have cracks in it. I can gather moss and stuflf it into the cracks with my long bill. I can fill all the cracks." "Good!" said Piggy Wig. "Come with me. I want you." So the three went on a long, long way, and all at once they came upon Red Cock. "Good morning. Piggy Wig!" said Red Cock. "Where are you going?" "I am going to the woods. I want to build a house," said Piggy Wig. "May I go with you?" asked Red Cock. "You may go with me if you can help me build my house," said Piggy Wig. "What can you do?" Red Cock shut his eyes and thought for a minute and then said: "You will need to get up early to build your house. I can wake you up. I say 'Cock-a-doodle-doo!' every morning." "Good!" said Piggy Wig. "Come with me. I want you." So the four went on down the road until they came to the woods. Then Jack Rabbit cut down some little trees with his sharp teeth; Piggy Wig took the trees in his fore feet and built the house ; Gray Goose filled all the cracks with moss; Red Cock said, "Cock-a-doodle-doo!" early every morn- ing, to tell them that it was time to get up. And they all lived happily together in their little house. — Folk Tale. 330 r" MANUAL FOR Second Step — Dramatization. (Use the dialogue on pages 57, 68, 59.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases make a house fill all the cracks cut down trees wake you up Come with me Words made the house Sight (Review) house where trees down (New) Piggy Wig cut goose fill Cock-a -doodle-doo made red Phonetic (Review) say may (New) woods cracks Game No. 33, page 180. Jack Phonetics {ood, ack, cr,) From good develop ood and the following words : hood woods From hach develop ach and the following words : crach Jack pacJc racTc sack tach From cracJc develop cr and the following words : creep cram cry Game No. 9, page 176. Fourth Step — Reading Lesson. (Primer, pages 57-60.) Page 55 may well be used for silent reading. See pages 308, 316 for suggestions. Silent Reading Exercise Seat work in silent reading may well be given here, based on Card 14, New Set VIT-A. ELS():N RUNKEL PRIMER 331 THE LITTLE PIG First Step — The Oral Story. Once there was a funny, funny, little pig, who lived with his moth-er in a pen. One day he saw his four little feet and he said, "Wee, wee. Mother! See my four little feet! What can I do with them?" "Woof, woof, you funny little pig! You can run with them," said his mother. So the little pig ran round and round the pen until he was tired. Then he went to sleep. One day the little pig found his two little eyes and he said, "Wee, wee, Mother! See my two little eyes! What can I do with them?" "Woof, woof, you funny little pig! You can see with them," said his mother. Then he climbed up on the trough and looked and looked all around. He saw his mother; he saw the cow; he saw the sheep. One day the little pig found his two little ears and he said, "Wee, wee^ Mother! See my two little ears! What can I do with them?" "Woof, woof, you funny little pig! You can hear with them," she said. Then the little pig listened and listened, and this is what he heard: He heard the dog say, "Bow-wow!" He heard the cat say, "Mew, mew!" He heard the cow say, "Moo, moo!" He heard the sheep say, "Baa, baa!" One day the little pig found his one little nose and he said, "Wee, wee, Mother! See my one little nose! What can I do with it?" "Woof, woof, you funny little pig! You can smell with it," she said. "Can you smell your dinner ?" The little pig was hungry and wanted his dinner, but he could not smell it. "Wee, wee, wee!" he cried. Soon he found his one little mouth and he said, "Wee, wee. Mother! See my one little mouth! What can I do with it?" "Woof, woof, you funny little pig! You can eat with it," she said. "You can eat your dinner." The little pig wanted his dinner, so he hunted and hunted, but he could not find it. "Wee, wee, wee," he cried again. Soon a little girl in a blue dress came to the pen. She had something in 3313 MANUAL FOR a pail for Piggy. She said, "Come, Piggy! Come, Piggy, come! I have something for you. It is something good to eat." What did the little pig hear with his two little ears? What did the little pig see with his two little eyes? What did the little pig do with his four little feet? What did the little pig smell with his one little nose? Guess what the little pig did with his one little mouth. — Folk Tale. Second Step — Dramatization. Chaeacters Mother Pig Sheep Dog Girl Little Pig Cow Cat Scene Mother Pig and Little Pig in a pen. The pen may he made of chairs, or by having children join hands, forming a rectangle. Little Pig: Wee, wee, Mother! See my four little feet! What can 1 do with them? Mother Pig: You can run with them. (He runs around the pen.) Little Pig: Wee, wee, Mother! See my two little eyes! What can I do with them? Mother Pig: You can see with them. Little Pig : I can see you ! (Jumps upon the trough.) I can see the cow! I can see the sheep! (He runs to his mother ) Little Pig: Wee, wee. Mother! See my two little ears! What can 1 do with them? Mother Pig: You can hear with them. (He listens.) ! Dog : Bow-wow ! Cat: Mew, mew! Cow: Moo, moo! i Sheep: Baa, baa! ELSON-RUNKEL PRIMER 333 Little Pig: Wee, wee, Mother! See my one little nose! What can I do with it? Mother Pig: You can smell with it. Can you smell your dinner? (He tries to smell his dinner but there is no dinner for him.) Little Pig: Wee, wee, Mother! See my one little mouth! What can I do with it? Mother Pig: You can eat with it. You can eat your dinner. (He looks for it, hut cannot find any dinner.) Little Pig: Wee, wee, wee! (A little girl comes to the pen, carrying a pail.) Girl: Come, Piggy! Come, Piggy, come! I have something for you. It is something good to eat. (He runs to the trough.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases Once there was round and round could not smell with his mother two little eyes one little nose four little feet looked and looked could not find ran and ran two little ears Words Sight (Review) there could lived soon guess wanted them dinner what smell (New) once nose mouth feet something round eyes heard four Phonetic (Review) find (New) pen found hear ears Play Game No. 37, page 179. 334 MANUAL FOR Ppionetics (ound, ear, th, en ) From round develop ound and the following words found hound sound hound pound From hear develop ear and the following words : ear dear near tear fear hear From that develop th and than. • From hen develop en and the following words : pen then ten den men Fourth Step — ^Beading Lesson. (Primer, pages 61-67.) Silent Heading Exercise Seat work in silent reading may well be given here, based on Card 15, New Set VII-A. SUGGESTIONS FOR SUPPLEMENTARY WORK (PIGS) I. Supplementary Story. "Story of the Three Little Pigs/' Folk Tale in For the Children's Hour, Milton Bradley Company. II. Conversation. Pigs. III. Poem. "This Little Pig Went to Market." IV. Song. "Piggy Wig and Piggie Wee," Jessie L. Gaynor in Songs of the Child World, Book II, Part II, Church. V. Song Game. "Five Little Pigs," Hailmann in Songs, Games, and Rhymes, Milton Bradley Company. VI. Projects. (1) Poster. Draw garden. Cut pig, cow, hen, and chickens and paste in garden. Cut fence and paste in the front of the picture. ELSON-RUNKEL PRIMER 335 (2) Draw woods, showing Piggy Wig, Gray Goose, Jack Eab- bit, and Red Cock building the house. (3) Cut fence and pigs. Mount. (4) Sand Table. Make a garden with a fence around it. Make a pig pen and a chicken coop. VII. Occupation. (a) Silent Eeading and Crayoning Cards, jSTew Set VII-A, Card 13. To follow page 56 of the Primer. (&) Card 14. To follow page 60. (c) Card 15. To follow page 67. LITTLE EABBIT First Step — The Oral Story. One bright day in spring. Little Rabbit went out to find some dinner. He hopped along and hopped along, until at last he came to a hillside all covered with pretty pink and white clovers. Now if there was anything in the wide, wide world that Little Rabbit liked to eat it was little pink and white clovers. So he began to run from flower to flower, eating the sweet, juicy buds as fast as he could. Just then a little girl came along and saw him. "Stop, stop. Little Rabbit!" she called out. "Where are you going? Do not run away from me." Little Rabbit jumped behind some tall flowers and hid himself, for he had never seen a girl before and he was frightened. The girl looked all around and called out, "I can not see you, now. Little Rabbit! Where are you?" By and by Little Rabbit peeped out to watch her. He said to himself, "I wonder if that two-legged animal has come here to eat the nice juicy clovers." And he peeped out and peeped out at the little girl to see if she would get down on the grounu to nibble at the flowers, just as he had been doing. At last he peeped out so far that the little girl saw where he was hiding. "Oh, now I see you, Little Rabbit!" she cried. "You are behind the flowers. You are in the pretty clovers." Then for a long time, the little girl stood looking ai 336 MANUAL FOR Little Rabbit, to see what he would do; and Little Rabbit sat looking at the little girl to see what she would do. Little Rabbit kept saying to himself, "What a funny animal that is! It has only two legs to stand on! I don't believe it knows how to eat clovers. I will show it how to nibble the sweet, juicy buds; there are plenty here for us both." But as soon as Little Rabbit began to eat the clovers the little girl cried out, "Stop, stop. Little Rabbit! Do not eat the clovers. They are so pretty! Some are pink like your eyes and some are white like your ears. The clovers are so little now. They are just little clover children. Soon they will be big and then you may eat them!" But Little Rabbit kept on eating the clovers as fast as he could. He was such a little rabbit that he didn't know what the girl was saying to him. Just then the little girl remembered that it was her dinner time, so she walked slowly away, waving her handkerchief and calling back, "Good- bye, Little Rabbit, good-bye!" But Little Rabbit was so busy eating the little clover children that were pink like his eyes and white like his ears that he did not even hear what the little girl said. — L. E. Orth. Second Steigf — ^Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences • Build sentences, using the words listed below. Phrases Do not run away in the pretty clovers white like your ears behind the flowers so pretty will be big .Q/i'/vTi/ Words tjigtii (Eeview) stop where do (New) clovers Phonetic (Eeview) behind (ISTew) so now be Game No. 33, page 180. white good-bye big then ELSON-RUNKEL PRIMER 337 Phonetics (ig) From pig develop ig and the following words : big dig rig wig Eeview : and so e and he ow and now tli, en, and then Game No. 24, page 178. Fourth Step — Beading Lesson. (Primer, pages 68-69.) , ^ JACK EABBIT'S VISIT First Step— The Oral Story. In a hole in a big oak tree Father Squirrel had made his home. He was such a pretty fellow, with his bright eyes and his long, bushy tail. He was very careful about little things and always saved up a store of nuts for the winter. He brought up his family in the same way. Mother Squirrel and three little squirrels lived with him, and they were all of them just as careful and saving as could be. There was never so much as an acorn wasted in Father Squirrel's house, and one of the very first things he and Mother Squirrel taught their children was to lay up a store of food so that they would have plenty to eat in the winter. They were nice little things, these children; they had big eyes and big tails. They played in the trees, and on the ground, too, and they had no end of fun. On this cold autumn day about which I am telling you. Father Squirrel and Mother Squirrel and the three little ones were all at home eating nuts in the old oak tree. All at once there came a tiny tap on the bark of the tree, outside the door. It was a very weak little tap, so low that Mother Squirrel was not sure that anyone had knocked. She listened and soon she heard another tap — ^this time a little louder. Father Squirrel heard the 338 MANUAL FOR knock, too, so he went to the door to see who was outside. He could hardly believe his eyes whan he saw Jack Rabbit standing there! He had never seen a rabbit in a tree before in all his life. "Hello, Jack Rab- bit!'* said Father Squirrel. "How did you ever climb up this tree?" "I didn't climb up the tree," answered the rabbit. "This branch I am standing on reaches all the way from the ground to your front door, so I just walked along on it until I came to your house. May I come in ?" "Yes, come in," said Father Squirrel. Jack Rabbit came hopping into the house. "Sit down," said Mother Squirrel. So Jack Rabbit sat down upon the iloor. Then one of the little squirrels rolled some hickory nuts up to him and said, "Eat some nuts!" "No, thank you, Little Squirrel," said Jack Rabbit. "I do not like nuts." When Jack Rabbit was warmed and rested. Mother Squirrel sent her little ones to bed. Then she and Father Squirrel had a long talk with their visitor. "Rabbit, where do you live?" asked Mother Squirrel. "I live in the ground ; I have a warm hole there," answered Jack Rabbit. "What do you eat?" asked Father Squirrel. Jack Rabbit said, "Oh, I eat leaves. What do you eat. Squirrel?" Father Squirrel said, "We eat nuts and acorns. In the fall we store them away for winter. All my family help me. So we have plenty of nuts and acorns for the winter, and enough for a friend, too, if you will just learn to eat them. Will you come to live with us?" "No," answered Jack Rabbit. "I cannot live in a tree and I could never learn to eat nuts. I must go, now. Good-bye!" So away went Jack Rabbit to his nice warm hole in the ground. . — ^Maby Dendy. Second Step — Dramatization. (Use conversational parts on pages 71 and 72.) Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using words listed below. Phrases . . . lived in a tree on the ground came along , ; s pretty little squirrels at home a warm hole ii 3 big eyes and big tails eating nuts must j^O ' ^'- ' ^ ' * Sight (Eeview) (New) Phonetic (Eeview) (New) ELSON-RUNKEL PRIMER WOBDS 339 home them thank warm Squirrel hole at came ground sit tails what nuts along played leaves eat must floor us Phonetics {it) ear. Eeview: at, ound, ame, ood, Eeview ing as in the following : playing going finding looTcing cooing raining sleeping guessing wanting keeping morning wishing telling thanking hlowing bringing hearing eating filling saying Eeview ed as in the following: played wanted rained thanked wished filled cooed looked mewed From it develop the following words: sit hit hit lit Game No. 24, page 178. Fourth Step — Reading Lesson. (Primer, pages 70-72.) Silent Eeadixg Exercise Seat work in silent reading may well be given here, based on Card 16, New Set VII-A. 340 MANUAL FOR BOBBIE SQUIEREL'S TAIL First Step— The Oral Story. Bobbie Squirrel was an early riser. One bright day he got up very early, and, whisking his long gray tail over his back, he scampered down the tree where he lived and down a little brown path in the woods. Just then Jack Rabbit was coming along. Jack Rabbit's tail was little. "Look at Bobbie!" he said. "He wants us to see his big tail. How proud he is of that bushy tail of his! I am glad I don't have to carry such a long tail as that. It would be getting in my way all the time." Brown Owl was sitting in a tree near by. He said, "Oh, see Bobbie! He has his tail above his back. He waves it as though it were a flag!" But Bobbie Squirrel did not pay a bit of attention to Jack Rabbit or Brown Owl. He did not care how much they laughed at his long, bushy tail. He knew that he had a great deal of work to do between sunrise and sunset, and he knew that his big tail would help him to do it. Bobbie Squirrel ran to a nut tree^ and under the tree the ground was all covered with ripe hickory nuts. Bobbie dug a big round hole in the ground near the tree. Then he swept nut after nut into the hole. Can you guess what he used for a broom? After that he covered up the nuts with leaves which he swept with his long, bushy tail, too. He will have plenty of nuts to eat next winter. When all the nuts were safely buried, it was time for Bobbie to go home, so he hurried back along the little brown path until he came to the hollow tree in which he made his home. Guess what Bobbie found when he got home! He found nut shells on the floor! A little squirrel had stopped there to eat his dinner and had scat- tered nut shells all over Bobbie's green moss floor. "Oh, dear me!" said Bobbie. "This floor must be swept." So he swept the floor with his big gray tail, until the room was as clean as it could be. And as he swept with his long, bushy tail he kept saying to himself, "How glad I am that my tail is not like that little stump tail Jack Rabbit has! I don't see how he can ever sweep his floor." By and by night came, and the stars began to peep down upon all the trees in the woods. Bobbie Squirrel had worked so hard all day that he felt tired and sleepy, so he curled up into a furry ball. His big gray tail, that had been so useful to him all day, made a flne soft pillow. Just before Bobbie went to sleep he said to himself, "Poor old Brown Owl! He has no pillow like mine to put that big head of his upon!" — Carolyn S. Bailey. ELSON-RUNKEL PRIMER Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. 141 Sentences Build sentences, using words listed below. What a big tail ran down a tree coming along Pheases above his back under the tree big round hole next winter dear me must be swept Words Sight (Eeview) squirrel tail down Jack Eabbit along us above nuts under hole leaves floor Brown Owl covered next put swept night (New) coming winter Phonetic (Eeview) found (N'ew) shells Game N'o. 34, page 180. round dear Phonetics (ell) Eeview ear as in the following words : hear dear tear fear near From tell develop ell and the following words : shell spell hell fell sell well Eeview sh as in the following : sham shame shad shade shave sheep shack Fourtli Step — Reading Lesson. (Primer, pages 73«-75.) 342 MANUAL FOR SUGGESTIONS FOR SUPPLEMENTARY WORK (RABBITS AND SQUIBiRELS) I. Supplementary Stories. (1) "The Little King's Eabbits," Maud Lindsay in A Story Garden, Lothrop, Lee and Shepard. (2) "The Chestnut Boys," in In the Child's World, Milton Bradley Company. II. Conversation. Babbits, squirrels, and nuts. III. Poem. "Eut-a-tut-tut," Mary Mapes Dodge in Rhymes and Jingles, Charles Scribner's Sons. IV. Song. "The Little Babbit," in Song Book, Part II, Churchill- Grindell. V. Song Game. "Chasing the Squirrel," Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. VI. Projects. (1) Make clover field. Cut rabbit and little girl and mount in clover field. (2) Free-hand cutting of squirrels and trees. Mount. (3) Basket, woven. Six 22" strips. Ten 14j" strips. VII. Occupation. Silent Beading and Crayoning Cards, N"ew Set VII-A, Card 16. To follow page 72 of the Primer. NED VISITS GBANDMOTHEB First Step— The Oral Story. Little Edward Wilberforee McKay was going on a journey. It seemed like a very long journey to Edward Wilberforee McKay, or little Ned, as he was generally called. The fact of the matter was that Ned was walking down the road to his grandmother's house, and he was going alone, and he had never gone alone to visit his grandmother before. He was going to show her his new red cart ths^t his farther had brought him. ELSON-RUNKEL PRIMER 343 Before he started out he said, "Mother, I'd like to take Grandmother something in my little red cart. What shall I take her?" Ned's mother thought for a moment and then she said, "Perhaps she would like some cookies for her supper. Take her some of these I have just baked. Take her an apple, too." "That will be the very thing," said Ned. So he put the apple and the cookies into his little red cart, and off he w^nt down the road that led to Grandmother's. Soon Ned came to a meadow by the roadside. In the meadow was a little, fat, curly-tailed pig. When the pig spied Ned and his cart, and sinelled the cookies and the apple, he put out his snout and ran right toward the little red cart. "Good morning, Little Pig," said Ned. Little Pig said, "Wee, wee! I want some cookies.'' But Ned shook his finger at him, and said, "No, no. Little Pig! They are for Grandmother. Come with me to her house. She will give you some dinner." So Little Pig followed on behind Ned as he trudged along the road toward Grandmother's. It wasn't long until they came to an old brown barn. A white hen was standing near the barn gate. She saw Ned and Little Pig coming down the road, so she got upon the gate to meet them. When they came near her, she smelled the cookies. "Good morning, White Hen!" said Ned. White Hen said, "Cluck, cluck! I want some cookies." But Ned shook his finger at her and said, "No, no. White Hen! They are for Grandmother. Come with us to her house. She will give you some dinner." So White Hen went with Ned and Little Pig as they trudged along the road to Grandmother's. Soon they came to a house right by the side of the road. Lying on the doorstep was a little gray kitten. The gray kitten opened its eye& and saw Ned and Little Pig and White Hen coming down the road. The kitten got up from the doorstep and went out into \he yard to meet them. "Good morning. Gray Kitten!" said Ned. Gray Kitten said, "Mew, mew! I want some cookies." But Ned shook his finger at him and said, "No, no. Gray Kitten! They are for Grandmother. Come with us to her house. She will give you some dinner." So Gray Kitten went with Ned and Little Pig and White Hen, as they trudged along the road to Grand mother's. After awhile they came to a big tree. A little bird, sitting in the branches, saw them as they walked along the road. Down he flew from the tree and peeped right into the little red cart. He saw the cookies there and was just thinking he would peck at them when Ned said, "Good morning. 344 MANUAL FOR Little Bird!" Little Bird said, "Peep, peep! I want some cookies." But Ned shook his finger at him and said, "No, no, Little Bird! They are f-or Grandmother. Come with us to her house. She will give you some dinner." So Little Bird went with Ned and Little Pig and White Hen and Gray Kitten, as they trudged along the road to Grandmother's. Grandmother happened to be looking out through the window. All at once she spied the queer procession coming down the road. She looked and looked. She took off her glasses and rubbed them, put them on and looked again. "What do I see?" she said. "Oh, it is Little Ned, sure as can be — bless his little heart! But what's all that coming behind him?" she said. Then she hurried out through the gate and saw coming toward her, Little Ned, and behind him the little red cart, and behind the little red cart the little fat pig, and behind the little fat pig the little white hen, and behind the little white hen the little gray kitten, and behind the little gray kitten the little fluffy bird. "Good morning, Ned! Well, did I ever, did I ever!" was all Grandmother could say, for she was so surprised. Ned said, "Good morning, Grandmother! See my little red cart? I have some cookies for you. Mother baked them just before I started out from home. I have an apple for you, too." Grandmother said, "Thank you, Ned! I like cookies and apples." When Ned gave Grandmother the cookies and the apple, she said to him. "Now, Ned, tell me what I can give you and all your little friends." "Oh, give us some dinner. Grandmother!" said Ned. Then he told her how Little Pig and White Hen and Gray Kitten and Little Bird had wanted to eat the cookies and the apple, and how he had told them that Grandmother would give them something to eat. When he had finished, Grandmother said, "I will get you all some dinner, Ned, but first tell me what you and your little friends like. ' ' Ned said, * ' Little Pig and White Hen like corn; Little ]3ird likes bread; Gray Kitten and I like milk." So Grandmother told them all to sit down at the big table in the dining room. Soon she brought a bowl of milk for Ned, a saucer of milk for Gray Kitten, some corn for White Hen and Little Pig, and some bread for Little Bird. They all ate and drank and had a pig-hen-kitten-bird-boy picnic in Grandmother's dining room. And when it was over, Ned kissed his Grandmother and said, "Good-bye, Grandmother." And Grandmother said, * * Good-bye, Ned ! ' ' and she kissed him as he started down the road with all his little friends following on behind the red cart. As they trudged along, Ned said to Little Pig and White Hen and Gray Kitten and Little Bird, **Now you see why I would not let you eat the ELSON-RUNKEL PRIMER 345 cookies and the apple, ' ' And they all said, ' ' Yes, yes — we had a better dinner at your Grandmother 's. What a fine picnic we all had together ! ' ' Soon they came to the big tree. ''Good-bye, Little Bird," said Ned. ' ' Peep, peep, ' ' said Little Bird. Next they came to the house. ' ' Good-bye, Gray Kitten, ' ' said Ned. ' * Mew, mew ! ' ' said Gray Kitten. It wasn 't long until they came to the barn. ' ' Good-bye, White Hen ! ' ' said Ned. ' * Cluck, cluck ! ' ' said White Hen. Next they came to the meadow, ' ' Good-bye, Little Pig!" said Ned. *'Wee, wee!'' said Little Pig. Then Ned ran home to his mother as fast as his little legs could carry him. — Marion Wathen in Story-Telling Time. Second Step — Dramatization. The teacher prepares the setting as given on page 76 of the Primer. Pupils use dialogue of pages 77-84. Characters Ned Mother Grandmother Pig Hen Kitten Bird Scenes Ned talking with his mother. Ned going to Grandmother's. Ned at Grandmother's. Ned going home. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using words listed below. Phrases a little red cart in the )^ard likes milk will give 3^011 went along must go now 346 MANUAL FOE WOBDS Sight (Eeview) wanted put meadow along bar: cluck flew thank next (New) cart him cookies yard bread drank Phonetic (Eeview) she gray corn (New) Ned grandmother ate Game No. 35, page 181. Phonetics {ed, ate, dr) From red develop ed and the following words : Ned led fed led From and develop grandmother. From at develop ate, and show how the following words are developed : fat fate hat hate mat mate rat rate From dranh develop dr and the following words : dram dray drag Game No. 25, page 178. Fourth Step — Eeading Lesson. (Primer, pages 76-84.) Teacher will ask the following questions: Where did Ned go? What did Little Pig want? What did Ned say to Little Pig? Pupils will read silently page 77, and answer questions. Pages 77, 78, 80, and 81 may well be used for silent reading. Similar questions could be asked for pages 78, 80, and 81. The questions may be written on the board. ELSON-RUNKEL PRIMER 347 Silent Reading Exercise Seat work in silent reading may well be given here, based on Card 17, New Set VII-A. SUGGESTIONS FOR SUPPLEMENTARY WORK ( ANIMALS ) I. Supplementary Stories. (1) "The Open Gate," Maud Lindsay in Mother 8tories, Mil- ton Bradley Company. (2) "A Barnyard Talk/' in In the Child's World, Milton Bradley Company. II. Conversation. Animals. POSTER 1. POSTER 3. HI. Poem. "Doggie's Trick," Mary Mapes Dodge in Rhymes and Jingles, Charles Scribner's Sons. IV. Songs. (1) "The Barnyard." Hailmann in Songs, Games, and Rhymes, Milton Bradley Company. (2) "Barnyard Music," in Lyric Music Primer, Scott, Fores- man and Company. 348 MANUAL FOR V. Projects. (1) Poster. Draw hill with house at top. Cut Ned and the pig, hen, cat, and bird. Mount them on the hill. (3) Fold Ned's wagon. (3) Poster. Barnyard, fence, animals, barn, windmill. (4) Sand table. Make a cart. ' VI. Silent Eeading and Crayoning Cards, New Set VII-A, Card 17. To follow page 84 of the Primer. LITTLE OWL First Step— The Oral Story. There was once a little owl who had never been more than a few feet away from his nest. One night Mother Owl said to him, "Little Owl, it is time for you to learn to say 'Whoo, whoo!' as big owls do." Little Owl said, "Oh, no, Mother! I don't want to say 'Whoo, whoo!'" But Mother Owl said, "You must say 'Whoo!' When boys and cats hear you and see your big eyes shining in the dark, they will be afraid and run away from you." But Little Owl would not say "Whoo!" "A cat will get you if you do not learn to say 'Whoo ! ' " said Mother Owl. "What is a cat?" asked Little Owl. "A cat," said Mother Owl, "has fur and four feet with sharp claws. It has big round eyes and can see in the dark. It eats mice just as we do. But it eats little birds, too. Hide way down in your nest when you hear it call." "What do cats say when they call?" asked Little Owl. "Do cats say 'Whoo, whoo!' Mother?" "No, no," said Mother Owl, "cats say 'Mew, mew ! ' " ELSON-RUNKEL PRIMER 349 "Mother! Mother!" said Little Owl, "I want to see a cat. I want to hear her say *Mew, mew ! ' " "You are not a good little owl," said Mother Owl. "You must learn to say *Whoo, whool' as I do." "I can't," said Little Owl, and he shut his eyes tight, and would not even try. Mother Owl said, "I am going to the barn for mice, but you shall not have any for your supper." One day Mother Owl flew away and left Little Owl sitting in the tree. "I wish I could see a cat," he said to himself. "Maybe if I say 'Mew, mew' the cat will think I am another cat and will come to see me." So he cried "Mew, mew!" over and over again. Just then a cat came through the woods and heard Little Owl, and she answered, very high and loud, "Mew, mew!" Little Owl did not hide in his nest as his mother had told him to do. He looked down from the tree, and there on the ground, " near him, he saw the cat's big eyes looking up at him. When Little Owl remembered his mother had told him that cats eat little birds, he began to be frightened. But he said to himself, "The cat will not eat me; she thinks I am another cat, because I said 'Mew, mew ! ' " "Who are you, up in that tree?" called out the cat. "I heard you say 'Mew, mew!' Are you a cat?" Little Owl did not answer. All he said was, "Mew, mew!" Then the cat said, "You say 'Mew, mew!' but you do not look like a cat. You look like a little owl. I believe you are a little owl. Cats eat mice, Little Owl. Little Owl, can you eat a mouse?" "Oh, yes!" said Little Owl. "I can eat a mouse." Then the cat said, "Maybe you are a cat, after all. For you say 'Mew, mew!' and you eat mice. But cats eat birds, too. Do you eat birds?" Then Little Owl forgot he was pretending that he was a cat. "Oh, no!" he said. "I am a bird." "Oho!" said the cat. "You are not a cat. You are a little owl. I eat birds. I will eat you. Little Owl!" And then that cat, with four feet and sharp claws and big round eyes, began to climb the tree. Just then a kind little boy came to the tree. His name was Bobbie. When he saw Little Owl and the cat, he cried out, "Cat, go away! You must not eat Little Owl. I want to take him home with me and give him 8ome dinner." Away ran the cat, and Bobbie called after her, "Good-bye, 350 MANUAL FOR Cat, good-bye!" So Bobbie took Little Owl home with him and put him into a cage, and hung the cage out on the porch. Little Owl was not happy. He wanted to go home to his mother. Late in the night Mother Owl came and sat in a tree near the cage. Little Owl said, "Mother, Mother! I will be a good little owl. I will say 'Whoo, whoo!' I will hide in my nest when I see a cat. Take me home with you." But Mother Owl said, "No, no. Little Owl! I cannot take you with me. I cannot get you out of the cage." When morning came, she flew away. Little Owl would not sleep. He would not eat his dinner. All day long he kept saying "Whoo, whoo!" at first very soft and low, and then very loud and high. After awhile, Bobbie's mother heard Little Owl. "Bobbie," she said, "hear Little Owl! He wants to go to his mother. Take him to his home. He will not eat, and I don't like to hear him cry." So Bobbie took Little Owl back to the woods. "Mother Owl, Mother Owl!" he said, "do you want Little Owl?" Mother Owl said, "Whoo, whoo!" Little Owl said "Whoo, whoo!" too. Then Bobbie put Little Owl in the tree where Mother Owl was sitting. How happy they all were! — Anne Schijtze in Little Animal Stories. Second Step — Dramatization. ' ... Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases don't want to say big eyes take him home will run away kind little boy was not happy would not say go away would not eat ELSON-RUNKEL PRIMER 351 Words Sight (Beview) owl night flew \ not don't must (New) took Phonetic (Eeview) name say how (New) kind whoo would happy take Game No, 26, page 179. Phonetics (owM) From could develop ould, should^ and would. From ind develop hind. Eeview oo and develop whoo. Game No. 36, page 181. Fourth Step — Reading Lesson. (Primer, pages 86-91.) Pages 87, 88, and 90 may well be used for silent reading. See pages 308, 316 of the Manual for suggestions. SUGGESTIONS FOR SUPPLEMENTARY WORK (oWLS) I. Supplementary Story. "The Owl and the Eagle," Aesop. II. Conversation. Owls. III. Poem. "The Distinction/' Margaret Erskine in Little Animal Stories, The Pilgrim Press. 352 MANUAL FOR lY. Song. "Voices of the Night/' in Lyric Music First Reader^ Scott, Foresman and Company. V. Song Game. "The Owl," Gaynor in Songs of the Child World, Part I, Church. WHAT BEOWN PUSSY SAW First Step— The Oral Story. Two little pussies Came out one day, One saw the other Over the way. "Good morning, sister. How do you do ?" The other answered ' With just a "mew." One gray pussy. In great surprise, ; | Could hardly believe Her little eyes. iJ ■ I: ELSON-RUNKEL PRIMER ;i5;? "I could never Stir from the bough, That young pussy Is walking now." The other pussy Went home with a bound; "Mother Pussy, Guess what I found. "A saucy kitten Sat in a tree; Wore a brown bonnet, And mocked at me." — ^Kate L. Brown. Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. ! Pheases Gray Pussy a pretty coat Brown Pussy wish I could run WOBDS Sight (Review) Brown looked coat wish (New) Pussy Phonetic (Review) gray Phonetics (Review) Fourth Step — Reading Lesson. (Primer, pages 92-93.) i 354 MANUAL FOR SUGGESTIONS FOR SUPPLEMENTARY WORK ( PUSSY WILLOW) I. Supplementary Story. "The Willow's Wish," Kate L. Brown in Half a Hundred Stories, Milton Bradley Company. II. Conversation. Pussywillow. III. Poem. "Pussies," Anna Badlam in Half a Hundred Stories, Milton Bradley Company. IV. Song. "Pussy Willow," Gaynor in Songs of the Child World, Church. V. Song Games. VI. Occupation. Draw stem and mount real pussy willows on it. THE BEOOK First Step — The Oral Story. (Memorize Primer, pages 94-95.) , Second Step — Dramatization. I Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Pheases come along what happy plajrmates both of us Run along You and I What a gight ELSON-RUNKEL PRIMER ' 355 Words Sight (Review) along what playmates wet (New) Both tirili tumbled Still Phonetic (Eeview) sing dear (New) brook ting sight Game No. 37, page 181. Phonetics {ight, 00k, hr) From ing develop ting. From night develop ight and the following words : sight bright fight light might right tight From took develop ooh and the following words : brook book cook hook look shook From brown develop br and the following words : brown brook bran brow brand bring Game 'No. 26, page 179. Fourth Step — Beading Lesson. (Primer, pages 94-95.) SUGGESTIONS FOR SUPPLEMENTARY WORK (THE BROOK) I. Supplementary Story. II. Conversation. Water, brooks, rivers, etc. III. Poem. "The Runaway Brook," Eliza Pollen in Three Years with the Poets, Houghton Mifflin Company. 356 MANUAL FOR IV. Songs. (1) "Eun, Little Eivulet, Run," Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. (2) "The Brooklet/' in Lyric Music First Reader, Scott, Fores- man and Company. (3) "An Invitation," in Lyric Music Second Reader, Scott, Foresman and Company. V. Song Games. VI. Occupation. Draw and cut things associated with brooks; as fish, frogs, etc. VII. Project. Sand table. Place stones in the brook. A bridge could be made also. THE WINDMILL First Step— The Oral Story. Once upon a time there was a big, tall windmill that belonged to a farmer. It had worked hard many years, filling the trough with water for the horses, cows, and sheep. But one day it said, "I will stop! I will not go round and round and round. I am tired and I want to rest." So the windmill was still all day. By and by the wind came along. It said, "Come, Windmill ! Why are you not at work? I will make you go round and round and round." ELSON-RUNKEL PRIMER 357 "No, no!" said the windmill. "I don't want you to help me. I don't want to go round and round and round. I want to be still all day. I am tired and I want to rest." The wind said, "You must go round! The horses and cows want water. I will blow for you." The wind blew and blew, but the windmill would not go, so at last the wind went away. All day long the windmill rested. In the evening the tired horses came home. They had worked hard for the farmer all day in the hot sun. The cows and sheep came home, too. They were all thirsty and ran to the windmill for a drink, but there was no water in the trough. "Oh, Windmill," they cried, "will you be kind to us and give us some water?'* Then the windmill was not happy. It was sorry there was no water. "Oh, why didn't I work today?" it said to itself. "There is no water for the horses and cows and sheep." And the windmill was so sorry that it began to creak and groan. Then it called out to the wind, "Oh, Wind, come and help me!" The wind came at once. "I will blow for you," it said. And it blew and blew until all at once the wheel of the windmill stopped creaking and groaning and began to whirl merrily around. Soon the trough was full of clear, cold sparkling water, and as the horses, and cows, and sheep drank, the windmill said to itself, "I will never rest again unless the trough is full." — ^Kathlyn Libbey. Second Step — Dramatization. Third Step— Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases Once there was will help you would not go will stop round and round would not bring was still all day must go drank and drank 358 MANUAT- FOR Words Sight (Review) Once there will stop all blow don't ns happy drank (New) windmill water help Phonetic (Eeview) round came Game No. 29, page 179. Phonetics {ill) From luill develop ill and the following words : mill hill bill sill fill Mil Eeview: ould ame ow anh. Game No. 38, page 181. Fourth Step — Reading Lesson. (Primer, pages 96-99.) Pages 98 and 99 may well be used for silent reading. For suggestions see below. SUGGESTIONS FOR SUPPLEMENTARY WORK (tHE WINDMILL) I. Supplementary Story. "The Wind's Work/' Maud Lindsay in Mother Stories, Milton Bradley Company. II. Conversation. Wind and Windmills. III. Poem. "The Windy Days," Frances Sykes in Story-Telling Time, The Pil- grim Press. "The Wind Song," Eugene Field. IV. Song. "The Windmill," Jessie L. Gaynor in Songs of the Child World, Church. V. Song Game. "The Windmill," Walker and Jenks in Songs and Games for Little Ones, Oliver Ditson Company. VI. Projects. (1) Make pin wheels and mount on sticks. (2) Sand Table. Make a windmill and watering trough. ELSON-RUNKEL PRIMER 359 WHO LIKES ISrORTH WIND? First Step— The Oral Story. "Oo-oo! Oo-oo!" said North Wind to himself one day. "I am tired of playing all alone. I will go through the woods andJ;hrough the towna until I find a playmate." So he went blowing along over the fields, calling out "Oo-oo! Oo-oo! Who will be my playmate?" After awhile he came to a little bird sitting in a tree. His feathers were all fluffed up, for he wanted to keep warm. "Peep, peep! Peep, peep!" said the bird when he heard North Wind. "How cold the wind is! Winter is coming. I must fly away. Good-bye!" And away he flew to hunt for a warm home in the South. "Oo-oo! Oo-oo!" said North Wind. "I wonder why everyone leaves when I come. Nobody seems to like me. How lonesome I am! I wish I could find a playmate." He went blowing through the woods crying, "Oo-oo! Oo-oo! Who will be my playmate?" Gray Squirrel sat on the ground, under a tree. He heard North Wind coming, and said to himself, "How cold the wind is! Winter is coming. There are nuts in the woods, and I will fill my nest with them. I can eat them in the winter. My nest will keep me warm. I will go to my home in the tree." Then away ran Gray Squirrel to fill his warm nest with nuts! "Oo-oo! Oo-oo!" said North Wind. "See Gray Squirrel run away! Nobody likes me. I am lonesome and I wish I could find a playmate!" So he went blowing along until he came to a farm house. Black Kitty was in the yard. "Oo-oo! Oo-oo! Will you be my playmate?" called out North Wind. But Black Kitty did not even answer. He climbed up the door steps and cried out, "Mew, mew, mew! How cold the wind is! Winter is coming. I want to go into the house, for I can keep warm there. I can get some milk there, too. I can sleep on the warm floor. Mew, mew! Mew, mew! Let me come into the house!" "Oo-oo! Oo-oo!" said North Wind. "Little Bird flew away from me. Gray Squirrel ran to his nest when he saw me coming. And now Black Kitty wants to go away from me, too. Nobody will play with me. No- body likes me. I am so lonesome! How I wish I could find a playmate!" Just then the door flew open and out ran a little boy named Jack. "Hurrah! Hurrah!" he cried, as he ran to the barn, waving his cap for joy. "How cold the wind is! Winter is coming, and it is going to 360 MANUAL FOR snow. I will make a snow man. I will ride down the hill on my sled, too. Hurrah! Hurrah! Hurrah!" North Wind blew upon Jack's nose and cheeks until they were as red as they could be. "Oo-oo! Oo-oo!" he said. "How happy I am now! At last I have found someone who likes me! I have found a playmate! Oo-oo, Jack, oo-oo!* The white snow is coming. See! It is coming now! You and I will be playmates. How happy we will be! Oo-oo, Jack, oo-oo!" — Folk Tale. Second Step — Dramatization. Characters North Wind Little Bird Jack Black Kitten Gray Squirrel Scene Little Bird in a tree, Black Kitten at the door, Gray Squirrel on the ground, Jack running to the ham. North Wind: Oo-oo! Oo-oo! Little Bird: Peep, peep! Peep, peep! How cold the wind is! Winter is coming. I must fly aM^ay. Good-bye! North Wind: Oo-oo! Oo-oo! Gray Squirrel: How cold the wind is! Winter is coming. I must fill my nest with nuts to eat next winter. My nest will keep me warm, too. North Wind: Oo-oo! Oo-oo! Black Kitten : Mew, mew, mew ! How cold the wind is ! Winter is com- ing. I want to go into the house to get warm. I can get some milk there and I can sleep on the warm floor. Mew, mew! Let me come into the house. North Wind: Oo-oo! Oo-oo! Jack: Hurrah! Hurrah! How cold the wind is! Winter is coming, and it is going to snow. I will make a snow man. I will ride down the hill, too. Hurrah! Hurrah! Hurrah! North Wind: Oo-oo! Oo-oo! How happy I am now! I have found a playmate. How happy we will be! Oo-oo, Jack, oo-oo! ELSON-RUNKEL PRIMER 3fi] Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phbases will fill will go will keep will ride Sight W( (Eeview) wind warm nest nuts (New) north cold Phonetic (Eeview) ground fill (New) snow hill will make Let me come How cold down the hill yard floor ride let hurrah keep man Game No. 39, page 181. Phonetics (ow, sn) Eeview ill, eep, an, ound. Game 25, page 178. From hlow develop ow and the following words : snow grow slow crow From snoiv develop sn and the following words: snag snap snahe Fourth Step — Reading Lesson. (Primer, pages 100-104.) 362 MANUAL FOE rm SUGGESTIONS FOR SUPPLEMENTARY WORK (WINTER AND NORTH wind) I. Supplementary Story. "The Snowball/' Maud Lindsay in A Story Garden, Lothrop, Lee and Shepard. II. Conversation. Winter. III. Poem. "Snow," Mary Mapes Dodge. IV. Songs. ( 1 ) "Sleighing Song," Jessie L. Gaynor in Songs of the Child World, Part I, Church. (2) "Sliding/' in Lyric Music Primer, Scott, Foresman and Company. V. Song Game. "Skating Game/' Eeed and Brockman in Timely Gamss and Songs, The Pilgrim Press. VI. Occupation. (1) Cut snowflakes. (2) Cut sled. \a/ HOW PATTY GAVE THANKS First Step— The Oral Story. Farmer Gray always shut his animals in the warm barn at night in the fall and winter. He wanted them to be snug and comfortable for the night. But in the morning he turned them all into the barnyard. One bright November morning, when the sun was shining warmly, the gentle old cow shook the bell that was tied to her neck until it rang and rang and rang. All the other farm animals hurried to her to see why she was ELSON-KUNKEL PRIMER 363 ringing the bell. "Good morning to you all!" she said. "I have some- thing to tell you. Can you guess what it is?" "Is it about a little girl?" asked Bob, the horse. "Yes," answered the cow. "It is about a little girl. Can you guess who she is?" Then one of the sheep spoke up and said, "Maybe it is Master's little daughter, Patty. Is it something about Patty?" "Yes," answered the cow. "You made a good guess. It is about Patty." "I want to hear about Patty," said Bob. "We all love Patty." "Yes," said the sheep. "Tell us about Patty." Then the gentle old cow began her story. She said, "What a good girl Patty is! She came to me this morning and began to stroke my forehead, and said, 'Good morning. Cow. This is Thank-you day. You give me milk for my breakfast. I like your good milk, so I have come to say, 'Thank you, Cow, thank you.' Then the dear child put a sweet juicy apple into my mouth and laughed to hear me crunch it. I am so glad that my milk is good and rich. I like to give milk to Patty." "What you say is true, Friend Cow. What a kind little girl she is!" said Bob. "Did you see Patty, Bob?" asked the sheep. "Yes," answered Bob. "Patty came to me, too. She said, 'You dear horse! You give me rides. Thank you. Bob, thank you!' She patted me and patted me. Then, bless her heart! she gave me a big armful of nice, sweet hay. I tell you I will give her a ride soon." When Bob had finished speaking, the gentle old cow said, "How kind Patty is! Bob likes to give her rides; I like to give her milk." "Did Patty thank you. Sheep?" asked Bob. "Yes," answered one of the sheep. "She came to us, too. I can tell you I was surprised when she brought me and the rest of the flock a dish of salt this morning. She said, 'Good morning! I know what you give me. Sheep. You give me wool. The wool keeps me warm. Our balls of worsted are made of your wool, and so is the dress I have on. Thank you. Sheep, thank you!' Then she gave us some water." When the sheep had finished speaking, the gentle old cow said, "How kind Patty is! Bob likes to give her rides; sheep like to give her wool; I like to give her rnilk." 364 MANUAL FOR By and by the cow spoke up again. "Friend Bob," she said, "did Patty thank the hens, too?" "Yes," answered Bob. "I heard her thank them. Then she gave them some corn." "What do the hens give Patty?" asked the sheep. "They give her eggs," answered the cow. Then Bob said, "Patty told the hens that she liked their eggs for breakfast, and that her mother made cake with some of the eggs, too. Patty said 'Thank you' to us all. I wonder what put it into her head to come and thank us this morning." "It was her good little heart that put it into her head to come and thank us all," said one of the sheep, wisely. "I heard Master say that this is Thanksgiving Day. I heard Patty's grandfather ask her this morn- ing if she knew why Thanksgiving Day is kept. She answered, "Oh, yes! It is the day to say Thank you, for everything, and that is why I hurried out into the barnyard this morning.' And her grandfather said, *To whom did you say Thank you, out in the barnyard?' And Patty answered, 'Why to all of them; to Bob, and the cow, and the sheep, and the hens!' Then I heard her grandfather say, 'I am glad that you remembered the kind, useful animals that give us so many things to make us happy and comfortable.' " And when the sheep had finished speaking, the gentle old cow said, "How kind Patty is! Bob likes to give her rides; sheep like to give her wool; hens like to give her eggs, and I like to give her milk. Moo, moo! Good Patty." — Emilie Poulsson in In the Child's World. Second Step— Dramatization. Third Step— Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases about a little girl How kind about Patty keeps me warm your good milk heard her thank ELSON-RUNKEL PRIMER 36i Words thank milk apple heard Sight (Eeview) something guess thank did rides wool (New) about Patty patted Phonetic (Eeview) tell dear kind (New) know Game No. 29, page 179. Phonetics {Jen and out) From know develop Ten and the following words: knot knit knee From out develop pout and the following words: about snout rout shout Fourth Step — Reading Lesson. (Primer, pages 106-110.) SUGGESTIONS FOR SUPPLEMENTARY WORK (THANKSGIVING) I. Supplementary Story. "The Visit," Maud Lindsay in More Mother Stories, Milton Bradley Company. II. Conversation. Thanksgiving. III. Poem. "Thanksgiving Day," Lydia Maria Child. IV. Song. "The First Thanksgiving Day," Jessie L. Gaynor in Songs of the Child World, Part II, Church. V. Song Game. "Thanksgiving Song," Gaynor in Songs of the Child World, Part I, Church. VI. Occupation. Illustrate the above poem, "Thanksgiving Day." 366 MANUAL FOR THE LITTLE CHRISTMAS TEEE First Step— The Oral Story. Three fir trees once lived on a hill. One tree was tall and beautiful, with wide-spreading branches; one tree was not so tall, but it was growing bigger every day; one was a little tree, but it hoped that some day it would be as tall as its biggest brother. Summer had passed and all the maple trees and oak trees and birch trees had lost their leaves long ago. One day the snow began to come down upon the three trees and soon it covered the ground. "Christmas is coming!" said the trees. "We want to be Christmas trees! Santa Claus will soon come and take us away. It will be great fun!" By and by a little bird came hopping along over the snow. The little bird was lost and could not find his mother. Poor little bird! He was so cold and weak that he could not fly, but he hopped along until he came to the big fir tree. "Are you a kind tree?" he asked. "May I sit in your branches? The snow is so cold!" The big tree said, "No, no! Little Bird. I don't want birds in my branches. I am going to be a Christmas tree!" And it drew its branches away from the poor little bird. "How cold I am," said the bird to himself. "I wish I could find a kind tree! It would keep me warm." He went on up the hill. Soon he came to the next fir tree. "Are you a kind tree?" he asked. "May I sit in your branches? The snow is so cold! I am lost, dear Tree, and I cannot find my mother." Now this tree was not kind, either. It was just like the first tree. So it said, "No, Little Bird, no! I don't want birds in my branches. I am going to be a Christmas tree!" So the little bird went on up the hill. Soon he came to the little fir tree. He was almost afraid to ask again, but he knew that night would come by and by, and that he must find a warm place to stay. So he said, very softly, "Little Tree, I am lost. May I sit in your warm branches? The snow is so cold!" Now the little fir tree was kind. It was not like the other fir trees. So it said, "Oh, yes, dear Bird! You may sit in my branches. I shall be glad to have you here." How happy the little bird was! The little fir tree was happy, too; it stood straight up, trying its best to keep the wind off the little bird. By and by the bird heard something — he heard the sound of silvery bells. A sleigh was coming up the hill — a sleigh drawn by a reindeer ! It came nearer and nearer. It did not stop at the big fir tree; it did not stop at the next fir tree; on it went until it came to the little tree, and then the reindeer stopped. "It has come to us!" said the bird. ELSON-RUNKEL PRIMER 367 Out jutoped a man, with long white whiskers. Can you guess who he was? "What a pretty tree!" he said. "I want it for a Christmas tree!'' So he took the little fir tree with him in the sleigh. He took, the little bird, too. "I will take you to Patty," he said to the bird. "She will keep you warm." Away they all flew over the snow in the sleigh drawn by the reindeer. How happy the little bird was! How happy the little tree was, too! For the silvery bells kept ringing and ringing — and they seemed to say, "You are going to be a Christmas tree, kind little fir, you are going to be a Christmas tree!" — Mary McDowell. Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases was not so big next tree at the big tree was lost was not kind at the next tree conld not find was kind What a pretty tree Words Sight (Eeview) hill snow coming along wish stop (New) upon Christmas branches sleigh jumped Phonetic (Eeview) hill snow (New) other Games Nos. 41 and 42, page 181. Phonetics (other) From mother develop other, and the following words: brother another •.: _ Game Ko. 42, page 181. 368 MANUAL FOR Fourth Step — Eeading Lesson. (Primer, pages 111-116.) Silent Eeading Exercise Seat work in silent reading ma}^ well be given here, based on Card 18, New Set VII-A^ SUGGESTIONS FOR SUPPLEMENTARY WORK ( CHRISTMAS) T. Supplementary Stories. (1) ''The Little Fir Tree/' Hans Christian Andersen. (2) "Santa Clans/' Maud Lindsay in A Story Oar den, Lothrop, Lee and Shepard. II. Conversation. Christmas. III. Poem. "The First Christmas/' Emilie Poulsson in Three Years with the Poets, Houghton Mifflin Company. ELSON-RUNKEL PRIMER ' 369 IV. Songs. (1) "Christmas Carol/' Jessie L. Gaynor in 8ongs of the Child World, Part I, Church. (2) "Christmas Presents/' in Lyric Music Primer, Scott, Foresman and Company. (3) "My Dream/' in Lyric Music First Reader, Scott, Fores- man and Company. V. Song Game. "The Legend of the Christmas Tree/' Jessie L. Gaynor in Songs of the Child World, Part I, Church. VI. Project. Poster. Christmas tree with Santa Clans, sleigh, etc., or toys, stockings, etc. VII. Occupation. Silent Eeading and Crayoning, New Set VII-A, Card 18. To follow page 116 of the Primer. QUE FLAG First Step— The Oral Story. (Memorize this poem.) I know three little sisters. You kHow the sisters, too, For one is red, and one is white, The other one is blue. Hurrah for the three little sisters! Hurrah for the red, white, and blue. Hurrah ! Hurrah ! Hurrah ! Hurrah ! Hurrah for the red, white, and blue. 370 MANUAL FOR I know three little sisters. Three sisters you can tell; For one is love, one, purity, One, truth we love so well. Hurrah for the three little sisters! Hurrah for the red, white, and blue. Hurrah ! Hurrah ! Hurrah ! Hurrah ! Hurrah for the red, white, and blue. — E. L. McCoRD. Second Step — Dramatization. Characters Children to say poem A child to represent Love A child to represent Purity A child to represent Truth Scene The three children carrying flags march in from cloak room or hall. Children in seats repeat the poem. As "red" is mentioned the child repre- senting Love hows. When Love is mentioned the same child hoios again. In turn the children representing Purity and Truth respond similarly. All salute the flag at the last line of each stanza. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases three little sisters The other one red, white, and blue Words Sight (Eeview) three sisters white blue Phonetic (Review) know red Game No. 43, page 182. ELSON-RUNKEL PRIMER 371 Phonetics (Review fl and ow) flag fly floor know flat flowers snow blow Fourth Step — Reading Lesson. (Primer, page 117.) Suggestions for Supplementary Work (Our Flag) I. Supplementary Story. "The Eed, White, and Blue/' Laura E. Eichards in Five Minute Stories^ Dana Estes and Com- pany. II. Conversation. Flag. III. Poem. lY. Song. (1) "America." (2) "Salute to the Flag," Jessie L. Gaynor in Songs of the Child World, Part I, Church. (3) "Our Flag Is There/' in Lyric Music Primer, Scutt, Foresman and Company. V. Song Game. "Our Flag/' Tomlins in The Child's Garden of Song, A. C. McClurg and Company. VI. Project. Make flag by using red, white, and blue paper. THE EASTER RABBIT First Step — The Oral Story. One day Little Rabbit was sitting by the roadside, when all at once he saw Ray and May coming along, hand in hand. They did not see Little Rabbit, for he was behind some bushes. "Easter is coming soon," said May, "Let us make a nest in the yard. The Easter Rabbit will see it and leave pretty eggs in it for us — blue eggs and red eggs and eggs of all 372 MANUAL FOE colors." "All right," said Eay. "Let us make a nest. Let us begin now." And away the children ran to get grass and hay for the nest. Little Rabbit had heard everything Ray and May said. He thought it would be great fun if he could play that he was the Easter Rabbit and put eggs into the children's nest. So he ran straight home to his mother and said, "Mother, I want to be the Easter Rabbit." "What is the Easter Rabbit?" asked his mother in surprise, for she had never heard of such a thing in all her life. "Oh, he is the rabbit that puts pretty eggs into children's nests every Easter," answered Little Rabbit. "Ray and May are going to make a nest in the yard. I heard them say so. I want to put eggs into it." "Oh, no. Little Rabbit," said his mother. "Do not go away from home. You must not let Ray and May see you. They will catch you." "I like Ray and May," said Little Rabbit. "They will not catch me." And he kept thinking what fun it would be to put Easter eggs into the children's nest. By and by Mother Rabbit went to the garden to get some dinner, and just as soon as she was out of sight, Little Rabbit ran to see if he could find Easter eggs for the nest. Over the field and down the road he ran. Ray and May saw him and ran after him, shouting, "Stop, Little Rabbit, stop! Let us catch you. We want to give you some dinner!" But Little Rabbit ran too fast for them, and called out, "Boys and girls cannot catch me. For I'm the Easter Rabbit, you see!" He thought it was great fun to lead Ray and May such a chase — but dear me, all at once he ran right into a net that someone had put in the yard! Before he could set himself free, Ray came up to him and said, "Oh, now we have you, Little Rabbit! We will keep you in the barn." So they took him to the barn, and patted him, and gave him green leaves for dinner. But poor Little Rabbit was frightened and wanted to see his mother. When Ray and May saw that he was not happy, they said, "Let us take him to the yard and set him free. He will put Easter eggs into the nest." So they took Little Rabbit to the yard and set him free. How he did run down the road! But as he ran away he heard Ray and May crying, and he felt so sorry for them that he stopped. "I will go back to the yard," he said. "I want to make Ray and May happy. I want to be the Easter Rabbit. I will look for Easter eggs in the yard." So Little Rabbit ran back to the yard and hunted everywhere for pretty Easter eggs. But he could not find a single egg. Then he looked in the ELSON-RUNKEL PRIMER 373 nest that Ray and May had made to see if any other rabbit had left Easter eggs in it. Can you guess what he saw there? He was so surprised that all he could say was, "Dear me! Dear me!" over and over. For there in the nest were two pretty little kittens — one white as snow, the other black as coal. And while he was peeping at them from behind a bush, the mother cat came along. She was carrying a gray kitten in her mouth, and she put it into the nest, too. Just then May came to the nest to see if the Easter Rabbit had left any Easter eggs in it. When she saw the kittens she clapped her hands in surprise and joy, and called out 'to Ray, "Come, Ray! See what is in the nest!" Ray came running as fast as he could. "Three baby kittens!" he cried. "They are prettier than any Easter eggs." How happy Ray and May were! Little Rabbit was happy, too. "I guess I am not the Easter Rabbit, after all," he said to himself. "The cat is the Easter Rabbit!" Then he ran home to his mother. — Anne Schutze. Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. SeNTENCEvS Build sentences, using the words listed below. Phkases came along will go back coming soon could not find any will leave pretty eggs WOKDS patted Sight (Eeview) road make want (New) Easter stopped Phonetic (Eeview) find gray (New) Eay Game No. 44, page 183. 374 MANUAL FOR Phonetics {et) From let develop et and the following words: get ivet set met net pet Game No. 45, joage 182. Fourth Step — Eeading Lesson. (Primex, pages 118-123.) Pages 119, 120, 122, and 123 may well be used for silent reading. For suggestions see pages 308, 316 of the Manual. SUGGESTIONS FOR SUPPLEM]5NTARY WORK (eASTER) I. Supplementary Stories. (1) ^'Old Man Eabbit's Thanksgiving Dinner," Carolyn S. Bailey in For the Story Teller, Milton Bradley Company. (2) "Cinderella's Egg Hunt," Madge Bigham in Stories of Mother Goose Village, Eand, McNally and Company. II. Conversation. Easter. III. Poem. "Lily of the Eesnrrection," Lucy Larcom. IV. Song. '^^Easter Song/' Jessie L. Gaynor in Songs of Child- hood, Part I, Church. V. Song Game. VI. Projects. (1) Cut Easter lilies and mount for Easter cards. (2) Cut Easter eggs and color. IN THE BAENYARD First Step— The Oral Story. White Cow, Piggy Wig, Red Hen, and Gray Pony lived together in a big barnyard. One fine morning the barnyard folk were up very early. "Woof, woof!" said Piggy Wig. "What a good day to eat and sleep!" "Cluck, cluck!" said lied Hen. "What a good day to go to the garden! I can find some corn there." ELSON-RUNKEL PEIMER 375 "Moo, moo!" said White Cow. "What. a good day to eat hay!" "Good morniiig," said Gray Pony. "What a good day to give rides!" When the other barnyard folks heard Gray Pony talk about giving rides, they all began to laugh at him. "Woof, woof, Gray Pony!" said Piggy Wig. "I want to eat and sleep. I don't want to give rides." "Cluck, cluck!" said Red Hen. "I want to go to the garden. I don't want to give rides." "Moo, moo!" said White Cow. "I want to go to the meadow. Master has left haycocks there. I want to eat some of the nice sweet hay. I don't want to give rides." But Gray Pony said, "You may spend the day as you want to, but as for me, I want to run. I want to give Master a ride." Just then the master came to the barnyard and said, "Piggy Wig, you may eat and sleep all day. Red Hen, go to the garden and you will find something to eat there. White Cow, go to the meadow and you will find hay there. Gray Pony, come to me and we will go to see a sick girl who lives far, far away." For Gray Pony's master was a doctor, and he wanted to make the sick girl well. Then the master saddled Gray Pony and jumped upon his back. Away they went galloping, galloping, galloping, and by and by they came to the home of the sick girl. The master went into the house and left Gray Pony waiting patiently at the gate. Before long the master came back to Gray Pony and said, "We helped the sick girl and soon she can go out to play. You are a good pony. Now we can go home." Gray Pony was so happy that he tossed his head and neighed. When the master jumped upon his back, away he went galloping back to the barn- yard. He found all the other barnyard folk waiting to meet him. "Cluck, cluck, Gray Pony!" said Red Hen. "I ate corn in the garden. What a good day I have had ! " "Moo, moo!" said White Cow. "What a good day I have had! I ate hay in the meadow." "Woof, %voof!" said Piggy Wig. "What a good sleep I have had! 1 had a good dinner, too." Then Gray Pony said, "Ho\7 happy I am! I have had a good day, too! I helped the little girl." — Feances Weld Danielson. 376 MANUAL FOR Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. Phrases a big barn yard What a good day Away they went eat and sleep far, far away came back Words Sight (Eeview) meadow master jumped helped (N'ew) pony sick galloping Game No. 28, page 179. Phonetic (Eeview) hay good Phonetics (Review) ■ Game No. 40, page 181. Fourtli Step — Reading Lesson. (Primer, pages 124-128.) SUGGESTION'S FOR SUPPLEMENTARY WORK (BARNYARD ANIMALS ) THE HORSE I. Supplementary Stories. (1) "A Wise Old Horse," in In the Child's World, Milton Bradley Company. (2) "The Little Gray Pony/' Maud Lindsay in Mother Stories, Milton Bradley Company. ELSON-rvUKKEL PRIMER 377 II. Conversation. Horse. III. Poems. IV. Song. V. Song Game. "The Little Pony," Hailmann in Songs, Games, and Rhymes, Milton Bradley and Company. VI. Occupation. (1) Free-hand cutting of horse. (2) Fold wagon. THE cow I. Supplementary Stories. (1) "Imgard's Cow," Maud Lindsay in More Mother Stories, Milton Bradley Company. (2) "Patsy the Calf," Maud Lindsay in More Mother Stories, Milton Bradley Company. II. Conversation. Cow. III. Poem. "The Spotty Cow," Laura E. ]?ichards in Five Minute Stories, Dana Estes and Company. rv. Song. "Thank You, Pretty Cow," Hailmann in Songs, Games, and Rhymes, Milton Bradley Company. V. Occupation. Free-hand cutting of cow and milk pails. ALICE AND THE BIRD First Step— The Oral Storv. The bright sun was up, shining, and it was time for all children to be up, too, but a little girl named Alice was still lying asleep in her bed. "Wake up! Wake up!" twittered the wee little, sweet little voice of a bird just outside her window. Little Alice popped her black eyes wide open 378 MANUAL FOR and listened. "Wake up, Little Girl! Wake up!" sang the bird. Then- Little Alice hopped right out of her bed and ran to the open window to look out. There sat the little bird in a tree, twittering, "Wake up. Little Girl! Wake up!" Alice dressed herself as quickly as she could, in a neat little blue frock, and ran down stairs to breakfast. After breakfast she took her doll and went to play with Patty. At first Alice and Patty played happily with the- doll and had no end of fun. But by and by the sun grew hot, and the two little girls began to grow cross. When Alice was holding the doll, Patty cried, "I want the doll! Give it to me!" Then Alice held it tight in her arms and said, "No, I want it. It is my doll!" All at once Alice heard the wee little, sweet little voice of the bird singing, "Give up! Give up!" Alice looked up and there in the tree sat the little bird, twittering, "Give up! Give up!" "I hear you. Little Bird," said Alice. "I will give up ! I will give up ! Patty, you may have the doll." And Alice smiled and put the doll in Patty's lap. And after that, the two little girls played happily together until it was time for dinner. When Alice went home to dinner she could not find her mother anywhere in the house. "Oh, where is Mother?" cried the little girl. "I want my dinner!" She felt so lonesome and hungry that two big tears rolled out. of her black eyes and fell on her neat little blue frock. Just then she heard a wee little, sweet little voice twittering, "Cheer up! Cheer up!" "Thank you, Little Bird," said Alice, beginning to laugh. She looked up and there sat the bird in a tree, twittering, "Cheer up. Little Girl! Cheer up!" "I will cheer up! I will be happy!" said Alice. Then she ran. to play witli her black kitten. She sang merrily, and was happy while she waited for her mother. By and by Alice's mother came home. -After dinner she took Alice for a long ride. The happy little girl saw the blue sea and the yellow sand and the white daisy fields and the green woods. Then her mother put Alice to bed, but she was so wide awake thinking about' the sea and the- sand and the fields and the woods that her black eyes would not shut up. All at once she heard a wee little, sweet little voice twittering, "Shut, them up, Little Girl! Shut them up!" This time Alice knew without looking that it was the same little bird that had been near her all day. So she called out from her snug little bed, "I will shut them up, Little- Bird! Thank you for your cheery songs!" And soon she was fast asleep.. How happy the little bird was! It had helped Alice all day. — Emily Eose Burt in Story-Telling Time. ELSON-RUNKEL PRIMER 379 Second Step — Dramatization. Third Step — Sentence, Phrase, and V/ord Development: Phonetics, Sentences Build sentences^ using the words listed below. Phrases fast asleep jumped out of her bed cheer up Wake up Give up shut them up Words Sight (Eeview) sang saw want (N"ew) doll cheer PJionetic (Eeview) wake took bed (New) shut Game No. 14-, page 177. Phonetics (ut) From nut develop ut and the following words : shut hut hut rut From ed develop ded. Fourth Step — Reading Lesson. (Primer, pages 130-133.) Silent Eeading Exercise Seat work in silent reading may well be given here, based on Card 19, New Set YIT-A. 380 MANUAL FOR DAEK PONY First Step— The Oral Story. Once upon a time there was a pony named Dark, who took little people to Sleepytown every night. One night as Dark Pony was galloping along the road, he was stopped by a little boy named Noddy. Noddy said, "Take me down To Sleepytown." Then Noddy jumped upon Dark Pony's back and away they went gallop- ing, galloping, galloping. Soon they came to a little girl whose name was Niddy. Niddy said, "Let me go, too. Take me with you!" Dark Pony stopped galloping and Niddy jumped up behind Noddy. "Go, go, Dark Pony!" she said. Away they went galloping, galloping, galloping. Soon they came to a white dog. The dog said, "Bow-wow-wow ! Take me now!" So Dark Pony waited while Noddy jumped down to get the dog, and tucked it right under his arm. Then he jumped upon the pony's back and said, "Go, go, Dark Pony ! " Away they went galloping, galloping, gallop- ing. Soon they came to a black cat, who cried, "Mew, mew, mew! Take me, too!" When Dark Pony stopped galloping Niddy jumped down and picked up the black pussy. Then she jumped upon the pony and said, "Go, go, Dark Pony!" Away they went galloping, galloping, galloping. By and by they came to a barn, and there on top of the barn was a red cock, crowing, "Cock-a-doodle-doo ! Take me, too!" When Dark Pony stopped for the Red Cock, Niddy said, "Come, Red Cock ! You may sit behind me." So Red Cock sat behind Niddy, and away they went, galloping, galloping, galloping. KLSON-RUNKEL PRIMER 381 Soon they came to the woods. All at once a little gray squirrel jumped out from behind a tree and called to them merrily, "Can you see A place for me?" Now Gray Pony couldn't see, but Niddy could, and she said, "Yes, Gray Squirrel, I see a place for you. Sit by the red cock." So the squirrel jumped up and sat by the red cock, and then Niddy said, "Go, go, Dark Pony!" Away they went galloping, galloping galloping, galloping. What a happy company they were as they went galloping on and on, each one in his own way singing a song. Soon the songs grew soft and low, and Dark Pony began to go very slowly. At last Dark Pony stopped, for he had come to Sleepytown. All the eyes were shut. Niddy and Noddy and White Dog and Black Cat and Red Cock and Gray Squirrel were all fast asleep. — Folk Tale. Second Step — Dramatization. Third Step — Sentence, Phrase, and Word Development: Phonetics. Sentences Build sentences, using the words listed below. may sit behind me fast asleep Let me go Phrases jumped up behind Away they went Once there was on and on sang and sang were shut Sight (Eeview) (N'ew) Phonetic (Eeview) Words once Sleepytown dark night name Game No. 46, page 182. Phonetics (Review) Noddy shut Niddy 383 MANUAL FOR Fourth Step — Reading Lesson. (Primer, pages 134-140.) Pages 136, 137, 138, 139, and 140 may well be used for silent reading. For suggestions see pages 308, 316 of the Manual. SiLEXT Eeading Exercise Seat work in silent reading may well be given here, based on Card 20, New Set VII-A^ SUGGESTIONS FOR SUPPLEMENTARY WORK (SLUMBERLAND) I. Supplementary Stories. (1) ^^Little Sleepy Head," Maud Lindsay in A Story Garden, Lothrop, Lee and Shepard. (2) ''Lovely Moon," Maud Lindsay in A Story Garden, Lothrop, Lee and Shepard. II. Conversation. Sleepytown and the Sandman. III. Poem. "My Bed Is a Boat," Eobert Louis Stevenson. IV. Songs. (1) "Lullaby," Jessie L. Gaynor in Songs of the Child Worlds Part II, Church. (3) "Galloping" in Lyric Music First Reader, Scott, Fores- man and Company. V. Song Game. "Some Lullabies," Jessie L. Gaynor in Songs of the Child World, Part II, Church. VI. Occupation. (a) Cut moon and stars. (6) Lesson 1. Silent Eeading and Crayoning Cards, New Set VII-A, Card 19. To follow page 133 of the Primer. Lesson 2. Card 20. To follow page 140 of the Primer. ELSON-RUNKEL PRIMER SUMMAEY OF PAET FOUE :583 Phonetics Vowels y Consonants t, k, ], 1, p Blends {a) Beginnings. cr fl sn dr br si gr th kn tr {b) Endings. p.n et ed — — ell — it -^ ig ing ill ut ake ee ind 00 ound and eep ight ook ouid ack ear ood other ame ove orn ane ow out ay 6w ate Final e. Suffixes, ing, ed. 384 MANUAL FOR GENERAL SmiMAllY OF PHONETICS (Including Parts III and IV.) Vowels e y - Consonants m, 1, b, h, s, c (liard)/d, n / f, w, r, g (hard), k, j, t, p Blends (a) Beginnings. br sh . fl cr th si kn gr dr sn tr (b) Endings. Plural in s. Final e. Suffixes ing, ed. at an ny — — et en — ed — it — — — iR ut ell ill ake ^ee Tnd oo ound and eep ight ook ould ack ear ood other anip |. . ove orn ane ^ 4, 8o ^ ^^^ ^"^ ay 6w ate V .^ *^^r 4 O^ ^^-;^ ,^ V .r^ .V- O, '0' •<<^ ^ y\ ~ <" •oK 0^ -'^ " O N O ' .0 .40, ^O-r, .0 4 o^ ffSm FLA. 32034