AILY LESSON FIRST YEAR The HERVEY AND HIX LO NO MANS GREEN da CO. IIWBIIH / 4-^ V / T/e ^ ^ X Clje Horace Q^ann KeaDetis DAILY LESSON PLANS A TEACHER'S MANUAL FIRST YEAR BY WALTER L. HERVEY, Ph.D. MEMBER OF THE BOARD OF EXAMINERS, DEPARTMENT OF EDUCATION, NEW YORK CITY, FORMERLY PRESIDENT OF TEACHERS COLLEGE AND MELVIN HIX, B.S. PRINCIPAL OF PUBLIC SCHOOL NO. 80, LONG ISLAND CITY, NEW YORK CITY ATJTHOK OF "once UPON A TIME STORIES," "a BRIEF OUTLINE OP BOOKS I HAVE BEAD," "APPROVED SELECTIONS," ETC. LONGMANS, GREEN AND CO. FOURTH AVENUE & 30TH STREET, NEW YORK PRAIRIE AVENUE & 25TH STREET, CHICAGO JAM 1917 COPYRIGHT, 1912, BY LONGMANS, GREEN, AND CO. First Edition, August, igi2 Reprinted, September, 1913 Reprinted December, 1915 CONTENTS Foreword Page PART I — NOTES ON METHOD Methods of Teaching Reading The Quest of a Good Method xi '^l One-sided Methods xii / ■>-- Methods must be Supplementary '^X ' "^ The Supreme Test of a Good Method xvii '1. The Problem Method xviii / H Teaching Points Ways of Approach '"^ Labeling ™ ^' Incidental Reading '^'^I '' ^ Reading by Position ^^}\ ^ *' Silent Reading ^^}^ *" Reading from the Blackboard xxiv ^ '^ Blackboard Reviews xxv^«^ Dramatizing '^^ ** Expression '"'X Phrasing ^'^\ Organization ' '"^.^ " "Let Thought Lead" ^^^ • Context Reading ^™^ Hard Words xxx ' ^ Habit and Drill ^'^'^'^ ^^ Drills and Devices for Thought Reading Silent Reading and Doing '^^"^ Silent Reading followed by Questions — by Story Telling — by - Oral Reading ^'^^^^ ^ "^ Devices for Word Drills Word Cards — Boxing — The Ladder Drill xxxvii -i 1 The Steps Drill — The Stepping Stones Drill — The Clock Drill — Taking the Fort — Catching Fish — The Basket Drill . . xxxvm ^^ The Box Drill — The Balloon Drill — Post Office xxxix '^. ^ [V] Directions for Using Cards Page For Rapid Word Drill or Flash Reading xxxix For Rapid Sentence Drills xxxix Phonics Ear Training xli Enunciation xlii Breaking Habits of Faulty Pronunciation- xliii Causes of Faulty Enunciation xliv Retarding Forces in the Environment xlv The Teacher's Study of Phonics xlvii Table of Consonant Elements xlviii Grouping xlviii Words in Words xlix Informal Phonics xlix Formal Phonics lii Habit of Attack Iv Objections Answered Ivi English not so Unphonetic after all Ivii Adult-made Difficulties Iviii Psychological Argument lix Diacritical Marks Ixi Spelhng Ixii Phonogram Cards . . .^ Ixiii Supplementary Reading Ixiv The Group System Ixxii PART n — DAILY LESSON PLANS — THE PRIMER Introductory Lessons, I-VII 3 Lessons 1-78 19 PART III — DAILY LESSON PLANS — THE FIRST READER Lessons 1-63 159 Phonic Elements 243 Index • 245 tVI] FOREWORD The teaching of primary reading is a highly complex and technical process. It involves many operations that must be carried on in due co-ordination. It should call into play the various levels of self-activity from the highest in constructive thinking to the lowest in habit, and in such a way that thought shall not usurp the place of habit nor habit the place of thought. But this complex and technical process is as a rule carried on under difficulties: primary classes are usually very large; the demands upon the teachers are very great; the continuity of the work is often broken, through transfer, illness, resignation, or a score of other circumstances; the unity and economy which should be effected and maintained by supervision are, for a variety of reasons which need not be stated here, too often lacking. As a result of these conditions there has come to be a widespread, insist- ent, and increasing demand for definite and reliable teaching plans such as are presented in this Manual. And this demand has come not only from the teachers themselves, but from their principals and supervisors, and, notably, from those teachers and supervisors who believe most firmly in originality and adjustment and not at all in "cast iron"- methods. And so it has come about that the editors of the Horace Mann Readers, while holding with conviction to the principle that the self-activity of the teacher must be respected and developed, have prepared a set of daily lesson plans. And they have done this not as a mere concession to a demand, but with a growing conviction that there is a higher requirement than the self-activity of the teacher — and that is the self-activity of the children and the efficiency which results from its wise direction; and that such vii efficiency will most surely be attained, not through the undirected or misdirected originality of unsupervised or ill-supervised teachers, but through the use of a definitely organized plan of work to be faithfully followed, at first implicitly, and then with such adjustments, modifications, and improvements as the teacher's enlightened originality may suggest. For most teachers, and indeed for people generally, originality is a modified imita- tion; and the best way to be original is not to start from nothing, but to stand on the shoulders of another's plan. The Manual consists of three parts. Part I contains a brief statement of principles, a running comment on methods of teach- ing reading, and a summary of suggestions for phonic work and drill, together with cautions derived from a somewhat wide ex- perience. Part II contains daily lesson plans for the first half year to accompany the Horace Mann Primer. Part III contains similar plans for the second half year to accompany the Horace Mann First Reader. These plans aim to tell the teacher just what to do — in word and thought development, dramatizing, black- board work, silent and oral reading, ear training, enunciation, phonics, drills, and seat work. They are the product of actual successful classroom experience, in various schools, with various kinds of children. Some of the suggestions are new and after testing have been found valuable. Particular attention is invited to the applications of the problem method, to the position taken with regard to habit formation, and to the entire treatment, both in theory and in practice, of the subject of phonics. What the authors of this Manual have tried to do is to make a book of which a school superintendent or a school principal may say with confidence to his or her teachers: "This book will be useful to you. It is founded on sound educational principles. It deals with important problems in a constructive way. It is full of practical suggestions, — regarding blackboard lessons, stories, games, word lists, word problems, varied drills, exercises in ear training and in the curing of speech defects, — all of which have been woven together into lesson wholes and adapted to class- viii room conditions. These lesson plans must have cost the editors a good deal of time and pains to prepare; they will save your time correspondingly. Follow the directions implicitly day by day. Then improve upon them wherever you can." The reports from teachers using these plans are highly gratify- ing. The results attained have been remarkable both in amount and in quality. Not only have the children learned to read a considerable quantity of literature independently and with ex- pression, but they have formed habits of attack that will be of use to them throughout their lives. The sincere acknowledgments of the editors are due to the many teachers, principals, and school superintendents whose constructive criticisms and suggestions have been freely offered and as freely used. The editors are under peculiar obligation to certain principals and teachers whose original experiments and discoveries have been freely placed at the service of whoever uses this book. IX In order to follow Parts II and III successfully, it is not necessary to have read Part I before- hand. Teachers may, therefore, begin at once with the Daily Lesson Plans, referring to the discus- sions in Part I from time to time for help in solving practical problems as they arise. DAILY LESSON PLANS FIRST YEAR PART I — NOTES ON METHOD METHODS OF TEACHING READING The Quest of a Good Method. The final best method of teaching reading has probably not been — probably never will be — found ; but it is well worth searching for. The fact that "method" succeeds "method" so rapidly is evi- dence that current methods are not wholly satisfactory. A high authority of international reputation has gone so far as to assert that "there is no other subject in which the results have been so unsatisfactory as in reading, considering the amount of time devoted to it in school. . . . Tested by the power of their pupils as a whole to read well aloud, or to read well silently, the work of the schools has been a lamen- table failure." (James L. Hughes in Teaching to Read, page vii.) The statement as it stands is doubtless extreme, but that it is at least founded on fact cannot be seriously questioned by anyone who has widely observed either the processes or the results in this field. It may be confidently asserted that no one can visit a large number of reading classes, or observe the graduates of our schools wrestling in unequal combat with passages of English presenting only ordinary difficulties, without feeling that our methods xi and results in English teaching are, to say the least, not ideal, that there may, indeed, be room for improvement, and that, to tell the truth, there is a very considerable gap between that which is and that which might reasonably be demanded. When results are at fault, there being no question as to the devotion or the enthusiasm of teachers and no choice but to take pupils as we find them, the only place to apply the remedy is in the methods of teaching. And that the remedy can be successfully applied at this point is attested by the very remarkable results which have been attained, with average teachers and with children of only mediocre ability, by the use of the methods laid down in this Manual. One-sided Methods. Speaking of the prevalence of methods emphasizing a single idea, Professor Henry Suzzallo writes in the Teachers' College Record of March, 1911 (page 21) : "In spite of the fact that the majority of elementary teachers keep reasonably sane on the problem of method in teaching, it must be admitted that a consider- able proportion of teachers are inclined to be attracted by systems of method that greatly over-emphasize a single element of procedure." Professor Suzzallo is writing of arithmetic, and of such passing fads as the "Grube," the "ratio," and the "measuring" methods. But what he says is applicable with equal force to various current "methods" of teaching reading, many of which "greatly over-emphasize a single element of procedure." With Professor Suzzallo we believe that "the one- method system of teaching will soon belong to the past," xii and that ^^not one method hut many are necessary, for methods are supplementary rather than competitive.'^ The trouble with one-sided methods is that the over-working of any device or method, however good, means the under- working of some other device or method equally good. The children thus taught are apt to be weak in some particular where they should be strong, and to go "limping" through the grades. Examine the classes in any school and you are likely to find some "hmping" children; examine the classes of some schools and you may find all the children "limping," and that in the same way. For example, there are entire schools in which phonics are neglected and where the children fumble at new words as before so many closed doors, to which they have neither the keys nor the knowledge of how to apply keys if they had them. There are other schools in which phonic work is cultivated at the expense of other kinds of work that are at least equally important. Here the children become wonder- fully expert at calling words, but they are woefully lacking in expression and in the power to get the sense of what they are supposed to be reading. In still other schools, methods that are good in the early stages are carried too far, with the result of retardation and arrest. So true is it, indeed, that methods must be used not in competition, but in conjunction, that one might as well try to use the right-leg method in walking, or the one-blade method of cutting with the shears, or try to choose between the body method and the spirit method of living in the xiii world, as try to teach reading by any one-sided method whatever. For reading is a two-sided affair, at the very least: it has to do with the forms of words and with the meanings behind the forms. So intimately involved are these ele- ments that each helps the other, and neither can get along alone. Thought sharpens the intelligence, warms up the interest, and quickens the memory for form; the mastery of form gives free course to thought. Methods must be Supplementary. A few examples will make this clear. Some of the most widely used methods of teaching reading greatly emphasize drill. Their chief aim is ready recognition. Their chief dependence is on repetition. What they seek is a comparatively low result, mere mechanical memory standing low in the list of mental powers. And though they do unquestionably attain what they seek, it is at a sacrifice of time and of power. Drill is undoubtedly important, but its true place is always a subordinate one. Any method whose main dependence is on drill is a one-sided method; not only that, but its over-emphasis is on the wrong side. (This topic is further treated in the section on Drill.) Again, a very good method for the very beginning is that which is sometimes called the jingle method. The children learn by heart a nursery rhyme, follow the words one by one on a chart and in a book, and thus learn them by position. This method obeys the maxims of ''One difficulty at a time," "Step by step," and "Be independent." The words and the sense of the passage being familiar, the task of the pupil narrows down to xiv keeping the place, matching words, and, in case of doubt, referring to the original rhyme. But this good method has its limits; the activities in- volved are relatively mechanical, they do not rise much higher than the plane of perception: they do not carry the children very far on the road toward independent and intelligent reading. Another method of teaching to read places its chief dependence on the vitalizing power of thought. The words of the lesson are introduced in connection with a story, or an object, or a picture, or a game, or a dramati- zation, or some other activity, and so become vividly impressed and vitally assimilated as wholes — as "sight words." Story telling, dramatization, conversation, and all other activities designed to give the reading lesson a background and a setting of experiences and interests are indispensable for the uses named. \By such means the reading lesson is linked with life and all the processes in it are quickened into vitality. But nothing has been more clearly established by ex- perience than that the "sight word method" by itself is wasteful and ineffective. No story background, however vivid and real, can serve as the main means of teaching new words. Experience has also proved that nothing is easier than to overdo the matter of story telling and objectification. The teacher is often more active in such exercises than the pupils: time spent in listening to a story or in playing a game is time not spent in reading; and if unnecessarily so XV spent, it is time wasted. It often happens that the children do not need to be thus quickened for their work: they are ah'eady keen to read. What they get from their reading will be story enough for them. In such cases the word should be, "Go ahead." Give them work that they can do; let them feel the consciousness of power, of powers being developed by activity; let them do the work instead of making them passive (relatively passive) recipients; let them learn to read by readmg. The result will be sur- prising to anyone who has not observed or tried both plans. These cautions relate, be it remembered, to the overdoing of this method; within proper hmits and duly supple- mented, it is of high importance. Again, there is the 'phonic method. Here the words are regarded as being composed of phonic elements, each of which stands for a certain sound or group of sounds; the powers and sounds of these elements are taught, and at the same time the action of the organs of articulation is shown and practiced. Moreover, by this method words are grouped according to phonic laws, so that the law, once learned, can be applied to a multitude of cases and the process of learning to read greatly simplified. What place may we justly assign to such phonic exercises in a complete method of teaching children to read? Clearly a limited place; for phonic exercises have nothing to do with the sense of what is read; they rather lead the at- tention for the time being away from the sense of the words and focus it upon their form. Obviously, then, phonic work must be supplementary to other work. It should always be subordinate to getting the thought. xvi Never should a reading lesson be constructed pilmarily on a phonic basis instead of primarily on a thought basis. But within its proper limits phonic work has an abso- lutely indispensable function to perform. This function is nothing less than to give to each child a master key wherewith to unlock for himself the thousand doors of the treasure house of reading. If this be true (and there are ample proofs), if there is a master key to independent reading, and if phonics is that key, it is of the utmost importance that the children be placed in possession of it. The system of phonics in this book has been carefully worked out and searchingly tested with this end in view. A description and discussion of the method as a whole will be found a few pages further on, and the detailed directions for its application day by day will be found in the Daily Lesson Plans. The Supreme Test of a Good Method. Methods, we have seen, must be supplementary; but this does not mean that a complete and efficient method of teaching a given subject is a mere composite of useful devices. A complete, as distinguished from a partial, method of teaching a subject is an organized set of procedures adapted to an end and fully covering the ground. That which distinguishes a method in the true sense of the word from a mere collection of devices is the element of organization. Organization simply means that each process is adapted to its purpose, that all the processes work together, each in its own time and place, and that all together lead to the end in view. This end may always be stated in terms of xvii the seK-acth4ty of the pupil upon the subject in hand. Every method may and should be judged according to its success in exercising and developing the pupils' self- acti\ity in ways appropriate to the subject. The law of self-activity is fundamental in all mental life and it is fundamental in teaching. Xo method of teaching that does not fully pro\'ide for its exercise can be a highly effec- tive method. This is a supreme and universal test. As Inspector Hughes remarks (Teaching to Read, page 29): "The teacher can find no other test to decide the real value of her teaching in any subject that is so simple and so definitely accurate as the question, Am I allowing my pupils the fullest opportunities for independent activity, which is the only real self-acti\'ity? . . . Every time a teacher finds a way to reach a definite result by less work on her part and more \'ital work on the part of the pupils she has taken a step in the path of true progress. The child's real growth must be the result of self-activity, his independent effort to solve his own problems." With self- acti\'ity as an organizing principle, no method, however numerous and varied its processes, can be called merely eclectic. The Problem Method. Among all the varied processes set forth in the Daily Lesson Plans there is not one which is not intended to meet the test just referred to; viz., that of exercising the pupils' self -activity in ways appropriate to the subject of reading. There is one process or "method" which, it is beheved, does this in a pre-eminent degree. It has been called the Problem Method. The Problem Method is the typical application of the xviii law of self-activity in teaching. It can be used with any of the so-called ■"methods'' and is apphcable to every subject, to reading as well as to arithmetic. It consists simply in treating that which is to be learned as a problem to be solved. Suppose, for example, a new word is to be met with in the reading lesson. Several courses are open to the teacher: to tell the word outright: to tell it in con- nection with a story: or not to tell it at all. but to set it (^or let the children find it) as a problem, the teacher merely providing materials to work -^ith and letting the children find out what it is for themselves. The last-named way often gives the best results. It is a commonplace of teach- ing that what we learn ourselves is better learned than what we are merely told: motivation is stronger, interest keener, memory more active, the power of independent attack on future problems more highly developed. But just as there are lower and higher forms of self- acl:i^"ity, so there are higher problems and lower problems. A phonogram displayed on a card is a problem no less than a problem of the form. '"If this word is chick and this word is deer, what is this [c/?€(?r]'?" The one is a problem in rccogjiition, the other a problem in cojistruction ; the latter involving the liigher form of self-activity. It is a universal principle that the higher the form of seK- activity involved, the more educative the exercise. Hence problems should so far as possible be constructive problems rather than recognition problems. It is for this reason that in this ]\Ianual problems are largely of the constructive sort. XIX TEACHING POINTS Ways of Approach. For purposes of motivation, interest, and knowledge there is no single best way of approaching a reading lesson. The way of approach should be adapted to the character of the lesson and the needs of the class. The resourceful teacher will have many ways at command and will know which will suit the case in hand. Some- times it will be best to tell a story introducing the characters and the vocabulary of the reading lesson; often the story may be very short, a mere sketch, or perhaps only a refer- ence to a story already familiar. Sometimes the reading lesson will grow naturally out of some activity in which the children have been engaged — singing, gymnastic exercises, games, dramatizing, constructive work. Sometimes it may be based on a rhyme, either one already familiar or one learned for the occasion. Often the study of a picture will be the best introduction to the reading of the text. And there are plenty of lessons in which the thought and the language are of such a nature that the best way to begin to read is to begin, without any previous special preparation; in such cases it would be wasteful to spend time in elaborate story telling or in any other activity except reading. The essential points to make sure of in choosing and using these ways are these: See that the children have sufficient motivation; that they know the words beforehand, at least reasonably well; that the lesson is rooted in their experience and is related XX to their interests; and at the same time that the prepara- tion does not "give away" too much of the lesson, but rather quickens curiosity regarding it, so that the read- ing may be "reading to learn" and not mere "learning to read." The various ways of accomplishing this result are illus- trated and full directions are given in the Daily Lesson Plans. Labeling. In the early stages of the work one of the most useful devices is that of labeling. The labeled object or picture should be placed in some part of the room where it will be sure to attract the attention of every child. This should be done while the children are out of the room. The reason for this is that it will arouse the child's curiosity and attract his attention so that each time he enters the room he will be looking about for some new object with its label. In order to maintain this interest the labeled objects or pictures should be placed at irregular intervals of time. Once or twice at first the teacher should call attention to the objects or pictures and their labels. After that, nothing should be said about them, unless the chil- dren take the initiative, until they have been upon the walls two or three days. The teacher then should take a brief period, call atten- tion to those which are then displayed, and hold a short conversation or lesson upon them. At the next convenient opportunity, when the children are out of the room, the objects or pictures should be removed, leaving the labels in position. These should again be gone over in a short lesson. Next, those which have become fixed in the xxi minds of the children should be placed in some other part of the room, the object being to break up merely local associations. After it is found that these words have been fixed in the minds of the children, they should be taken down and in- cluded among those used in the rapid word drill and in sentence making. This device, if properly used, is very effective in pro- ducing the proper association between the word and the object. Also, it is a time-saving device. It is of course applicable chiefly to nouns, but it may also sometimes be used with verbs and adjectives; for example — a picture of a hen may be labeled "a hen"; then "a black hen"; then "a big black hen." Incidental Reading. The teacher tells a story or engages the children in conversation about a picture or something they have been doing. In the course of the story or the talk the teacher turns to the board from time to time and writes or prints clearly words and phrases or sentences. She may do this in such a way as not to break the continuity at the time, and indeed in such a way as not to seem to be trying to teach. There need be no anxiety that the children will not notice what is written : that which enters the mind by the side door, casually, often finds readier access than that which didactically demands admission by the front entrance. As the expressions thus written recur in the conversation the teacher refers to them on the board. Soon the children will have an impulse to think and say them themselves. The teacher allows them to do this, pointing to the words xxii as they are needed in the narrative and allowing the children to supply them. This is one of the easiest ways of learning. Everything points to those written characters now desig- nated by the teacher as being the word or words called for by the narrative. The act of saying the word may not be in the strictest sense reading, but if it is no more than applying the word called for by the sense, while looking at the symbol, it helps to form that fivefold association between the sight, the speaking, the sound, the symbol, and the idea which is involved in the reading process. Reading by Position. A similar form of half reading and half repeating by rote is to look at the words of a familiar rhyme while repeating it. Some words of the rhyme grow familiar during this process; this throws the unfamiliar words into relief, and they too are in a way to be learned. The work is continued by finding, pointing, underlining, erasing, matching. This learning by position has its dangers. It is easy for the children to fall into the way of repeating the familiar words while looking at the page in general, no sight association being established whatever. The ways of avoiding this danger have been indicated in the lesson plans. Silent Reading. Since reading is a complex operation consisting of word recognition, thought recognition, and thought expression, it is well to simplify it for beginners. This can readily be done by a process of elimination. We may, for example, eliminate the element of thought recog- nition by having the children read something with which they are already familiar. We may eliminate the element of word recognition, as in reading by position. Or we may xxiii eliminate the element of thought expression, and this is more important than either of the other ways. This is accom- plished through silent reading, in which the children recognize the word and get the thought, without being put to the very considerable trouble of expressing the thought definitely with proper emphasis, inflection, and phrasing. The means employed are various, all being alike in that they provide a sure test of having grasped the thought. A typical case is the writing on the blackboard of commands to be read and obeyed by the children, the proof of under- standing being not words, but deeds. In the early stages silent reading should usually precede oral reading, at least until the children can read at sight. In more advanced work it takes the form of reading to get the gist, the point, the story. Abundant material for silent reading is supplied in Parts II and III of this Manual. Reading from the Blackboard. When the reading lesson is based on a picture, an experience, or a story, questions may be asked by the teacher for the purpose of bringing out into bold relief, in their thought setting, the main aspects of the story and the new words to be taught. The answers to these questions, written on the blackboard one by one, form a preliminary reading lesson, which is read at first sentence by sentence and then as a whole. These sentences contain the new words of the lesson, which are thus presented in their thought relations. If the questions are developed in logical (or psychologi- cal) order, the blackboard lesson will have the same degree of unity as has the lesson in the book; but only xxiv in very rare cases should the blackboard lesson duplicate the text. Blackboard Reviews. After the lesson has been de- veloped on the blackboard and read in the book, each time from a different point of view, the story may again be told in review from the blackboard. This lesson should duplicate neither of the others, but should seize on a fresh aspect of the story and organize the familiar material into a new unity. Thus with no increase in vocabulary the amount of reading matter is more than doubled, and the repetition, being something more than mere repetition, is made doubly effective. Dramatizing. Dramatizing is partly a means of ap- proach to the lesson and partly a way to express what has been learned in the lesson. In either case it is a valuable exercise. As a means of approach it supplies both a quickened understanding of the situation and a motive to read for the thought. Simplicity and freedom should be the keynotes of this work. The children should be left to plan it for themselves, to the limit of their abilities. As they act they may read from the book, or render the thought in their own words, or give the exact words of the book. It should be remembered, however, that dramatiz- ing is not reading, and that it must not encroach on the time that belongs to the reading lesson proper. Expression. Expression in reading aloud should receive careful attention from the very start, since it is undeniably true that bad habits of expression are formed early and last long. Expression is sometimes thought of as depending chiefly on the example of the teacher and the imitation of XXV the pupil. Imitation has of course something to do with inflection, emphasis, and phrasing, which are the outward signs of expression; but it has far less to do with these than the having something to express. The key to good expression in reading is simply to "let thought lead." The reason why there is so much poor expression is to be found chiefly in the kind of reading matter children are often set to read and in the mechanical ways of word recognition which too often pass for methods of teaching to read. If, for example, the child is set to read a sen- tence like this: ''Do I see well?" there is nothing in the 'Hhought" to indicate which of the four words to emphasize. To supply this lack the teacher tries to show the children how the sentence should be read, sometimes placing exaggerated emphasis on all four words, and the children attempt to imitate her. The result is an absurdity. On the other hand, even in such simple sentences as, "I see you, do you see me?" the expression largely takes care of itself, and if imitation is necessary, the teacher is in no doubt as to where the emphasis belongs. To sum up, there are two points in securing proper expression: (a) there should be in the book and in the mind of. the child a thought capable of being expressed, and (b) where natural expression fails, resort should be had to the imita- tion of a good model. Phrasing. Good reading, whether aloud or silent, is largely a matter of phrasing. If a reader phrases badly, it is more than likely that he is not reading at all, but only calling words. On the other hand, if a reader phrases well, the chances are that he is reading well. Good phras- xxvi ing, therefore, is something to be striven for. The work may begin early, in fact as soon as the reading itself begins. Let the children be accustomed from the start to grasp whole sentences at once. Indicate a phrase by a sweep of the pointer, not word by word. In reading aloud, pause between phrases, not between words. Some phrases should be taught as phrases before the words composing them are taught as words, and many compact and frequently used phrases should be drilled on as phrases, just as words are drilled on as words. A good way to do this is to ask a question to which a phrase will be the answer. Good phrasing is the result of right habits of reading. These should be cultivated from the first, particularly the habit of silent reading before oral reading, which is begun when the children "read silently and do"; which is con- tinued when they glance over the piece to be read before reading it aloud, and when they read to get the point of a story or the gist of a passage ; and which is further continued throughout life in the practice of constantly looking ahead while reading, and so grasping phrases as wholes with the eye before reading them aloud. Organization. The swift and easy progress of children towards the goal of reading depends in part on methods and devices, of which some have been already noted and some most important ones are to be discussed later on; but it depends in part also on the material of the reading lessons, on its adjustment and on its organization. Adjust- ment — the quality in the subject matter that fits the children, their experiences, their interests — there is less need to speak of; its importance is quite generally felt. xxvii Organization, however, is so essential and yet so often neglected that it deserves special mention. By organization is meant a weaving together into a vital whole. When, for example, a story is organized, it con- tains no incident that does not belong just in its place. It is so with a reading book, a lesson, a single sentence. In an organized sentence there is no word in excess, no word out of place, hardly a word that could be replaced by another without loss. To read such a sentence or lesson is like running smoothly on rails. One does not have to know every word beforehand; the context itself gives the cue; the strange words come more than halfway and introduce themselves. It was while reading an organized lesson that a little boy in the first year of school made this discovery: "When I come to a word I don't know, I read on and then I know it." If, on the other hand, that which the children are set to read has no structure or sequence; if the words have been chosen not primarily for their fitness, but for their form (e.g., as containing certain phonograms); if the subject matter deserves the rude but apposite epithet of "sentence hash," then it is not to be wondered at if the children halt and stumble. They are but experiencing the same "jolt" as adults experience when reading non- sense syllables, or successive sentences having no connec- tion. Children are more keenly sensible of such jolts than many teachers seem to imagine. A case in point came under the personal observation of the writer. The class were reading a "story" that started out about a hear and ended up about a monkey, the two having no apparent xxviii relation to each other. When the end was reached one of the class remarked, referring to the author, " I guess he forgot his story." "Let Thought Lead." The principle here involved is nothing less than the recognition of the truth that, as children are essentially thinking beings, we must in deal- ing with them "let thought lead." In teaching children to read there is no principle of more fundamental or more practical importance than this. For whatever is learned under the impulse of the thought is more easily learned and more vitally remembered than anything learned by mere repetition. If that which is read forms an organized thought unit, like a story; if this story or thought-whole of whatever kind is so presented as to be alive with imagery and action, fitting into experience and stimulating to activity; if the individual words, phrases, and sentences are introduced, never alone, but always in some thought connection, then the business of learning to read will proceed naturally and easily, and the words, phrases, and sentences, the remembering of which in connection with their meaning is the essential condition of learning to read, will become woven into the structure of the mind in the closest and firmest of all ways. Context Reading. An important apphcation of this principle is afforded in context reading, in which the children are set to supply the missing words in elliptical sentences. In each case the problem is one that admits of but one solution: the missing word belongs in its place, and no other will satisfy the conditions. The result of this training is to quicken in the children the sense of context and lead xxix them to become self-helpful and independent in reading. It is in accordance with this principle, also, that in the Daily Lesson Plans, as has already been noted, even the review sentences, and sentences grouped for the purpose of driving home some special word or phrase, are given sequence and organization. For where sentences of this kind are constructed by mere mechanical permutation, there is only the recurrence of the words to be drilled; but with organization there is the recurrence and all the rein- forcement of thought besides. Hard Words. A special case under the principle just discussed is the teaching of "hard words,'' particularly those that are hard because of the difficulty of fitting them into a context in which they belong. The teaching of words that stand for actions and for familiar things and their attributes is comparatively easy. The children can perform the action, produce the object, and point out the attribute, associating the appropriate symbol with each. But there are certain words and expressions that must be taught even in the Primer stage, which do not represent objects, actions, or qualities, but rather a state of mind. Of this class are prepositions, adverbs, verbs like am, can, know, went, saw, was, and pronouns like some, any, who. Such words are usually hard for children to learn and hard to teach. How can the principle of learning under the impulse of the thought be applied to them? The answer is : Produce the appropriate state of mind and associate the symbol and the word under the impulse of that thought. For example, when we wish to teach no and not we must set up a situation that clearly calls for a negative; when we XXX wish to teach saw, we must recall a familiar narrative or situation in which saw is indicated and no other word will answer. For the same reason contrasting words, such as my and your, in and out, should be taught in contrast, the thought element involved in the contrast making the learn- ing easier and more effective. How the sense of the passage helps us to make out the words is nicely illustrated in the case of another type of hard words; viz., words in which the same phonic ele- ments may stand for different sounds. Such cases are sometimes cited as arguments for the use of diacritical marks. "How," it is asked, "is a child to know whether ow is to be pronounced o or ou?" The answer is: "No one could ever know, if ow were to be met with alone; but as soon as it is given a context, the case is different." Merely to place it in words, as in how and know, gives a valuable clue; and when these words are embedded in a sentence, as in the sentence quoted just now, — "How is a child to know?" — the clue amounts to a plain direction. Any child (provided he has not been lamed through using diacritical "crutches") would make the necessary adjustment in such a case; even if he started to say "Ho is a child to knouf" his sense of the context would lead him at once to change to the correct way. That is precisely what adult readers are doing every time they read ; and it is always well to train children to make out strange words and add columns of figures in school by the same method that they should use in later life in performing the same operations. xxxi The following words found in the Horace Mann Primer may require more than the ordinary amount of attention. I am (3) a boy (3) and (4) gives (8) give (8) her (8) the ball (9) why (11) that (11) very (14) but (15) have (21) three (27) now (31) this (33) afraid (34) ever (36) said (37) went (37) after (39) was (40) again (41) want (43) then (45) down (49) there (51) saw (55) what (56) back (57) them (58) says (60) here (61) who (65) draw (67) from (68) with (68) start (69) stop (69) where (75) were (77) they (82) throw (83) know (88) grind (95) gave (97) would (107) Habit and Drill. Important and vital as is the role of thought, it is by no means the only thing to consider. Of hardly less importance is the supplementary though always subordinate part played by habit. Even though it be true that a word or a phrase tellingly treated on its first appearance is already three quarters learned, there remains the other quarter to be driven home and made a permanent possession through repetition, practice, and habit. Further- more, the nature of the reading process is such that to be effective it must be largely automatic. The reader should be able to look through words to their meanings, just as xxxii one looks through a window at a landscape. But this result cannot be attained without practice — and a great deal of practice, too. Familiar words (or their elements) have to be met with a great many times before they can be as familiar to the eye as they are to the ear. But granting the need of practice, it makes a difference how it is obtained; for there are essentially differing ways. One of the most frequent is through mere repetition. When, for_ example, three or four new words are to be taught, the teacher places them on the blackboard one by one, and each one many times over, and calls on the children in rapid succession to identify them. Phonograms are taught in the same manner, or both words and phonograms are rapidly displayed on cards day after day for instan- taneous recognition. The exercise never rises above the plane of sense perception; there is no time for thought; it is of the very essence of the exercise that the response be instantaneous. Though there is undeniably a certain inter- est in such work, especially if it be "snappy," yet at best it is more or less of a "grind." In order to keep it from losing interest and so losing efficiency, various means are commonly employed. For example, the teacher tries to make up for any lack of intrinsic interest in the exercise by spurring up her own vivacity and enthusiasm. This is rather hard on the teacher, and it is not the best way to train the pupils to independence and self-activity. Vivacity and enthusiasm are of course indispensable to all teaching, but to work them under forced draft is wasteful. Another and better way is to introduce variety, which xxxiii may be called the "spice" of drill. This calls for the teacher's ingenuity, which can be profitably expended in devising varied means of repetition. To be fertile in expedients is one mark of a good teacher in any subject, and this is especially true of the language teacher. It is perhaps not too much to say that no one can be an excellent teacher of language who is not impatient of getting at things in the same way day after day, and who is not keen to change the viewpoint and so freshen up the lesson. It is surprising to find in how many ways the same story may be told, — from how many angles the situation it portrays may be viewed. A still better means of making drills interesting and effective is to introduce the elements of emulation, imagina- tion, and play. It often seems that children take more kindly to a task when it is presented in the guise of some- thing else; e.g., a list of sight words as a ladder to be climbed, or as a brook to be crossed on stepping stones, or as marks to be hit. Many useful drills of this sort are described in this book. Their advantages are obvious, but their limits should be borne in mind: where children will freely and naturally attack their problems directly in the spirit of work, there is the less need for them to proceed indirectly in the spirit of play; as a high educational authority has said: " There is no need to ' sugar coat' what is not a 'pill.'" All the foregoing forms of drill — whether pure repeti- tion, or repetition enlivened by the teacher's vivacity, or varied by her ingenuity, or shot through with imagination — have this in common, that they are formal drills. In xxxiv sharp contrast with this type are those ways of teaching whereby repetition is made an incident in a new and higher process. A parallel case is the replacing of "five finger exercises" on the pianoforte (on which the present genera- tion as children spent so many weary hours — wastefully as it is now believed) by graded pieces which give the necessary practice and teach the piece into the bargain. Are there not such ''pieces" in reading — constructive problems that might replace much of the merely reproduc- tive work which now so largely obtains. The point has been tested, convincingly. The constructive "word prob- lems" to be described in the chapter on Phonics are a case in point. The principle involved is clear: Needless resort to pure drill is wasteful. Whenever a lower process, such as memorizing, can be made an incident in a higher process, such as applying knowledge to the working out of a new problem, there is a threefold gain: (1) the new problem is solved, (2) the fact or process is memorized, and (3) the memorizing is accomplished with greater economy and higher effectiveness, for it has been accomplished not through mere unrelated, unmotived repetition, but through repetition in relation to a desired and worthy end. DRILLS AND DEVICES FOR THOUGHT READING I. Silent Reading and Doing. Place short sentences on the board, each directing the children to perform some ordinary act, as "Open the door," "Take your seats," "Come to the desk," etc. Let the children obey the XXXV directions without oral reading. (Many exercises of this sort will be found in Parts II and III of this Manual.) 2. Silent Reading Followed by Questions. Place upon the board several sentences so arranged as to form a thought sequence. Let the children study these sentences. Then erase and ask questions based upon the sentences erased. 3. Silent Reading Followed by Story Telling. Place a short story on the board and allow the children to study it without help from the teacher. Erase and ask the children to tell the story one after another. 4. Silent Reading not Followed by Oral Reading. Occasionally let the children read through without help some story found in their books. Then let them tell the story, helping them by questions if necessary. In some of these exercises different children may use different books. 5. Silent Reading Followed by Oral Reading. This plan should be followed generally throughout the first year. Even in later years, children should seldom be asked to read aloud what they have not previously read silently. "When we disabuse ourselves of our prejudices in favor of excessive oral reading and begin to work simply and solely to develop power in reading and a right taste for books, we shall be surprised at the number and variety of devices that will be invented for the purpose of helping both teacher and child. Reading aloud will then become a delightful pleasure." (Mary E. Laing, Reading, page 70.) xxxvi 1 2 . The Bag Drill. Draw a number of bags on the board. On each place a word. Ask, "Who buys this bag?" " What will you give me for it ? " If the buyer names the word the bag is his. 13. The Balloon Drill. Draw pictures of toy balloons on the blackboard. These may be colored. Place a word on each balloon or tie the words below, on the string. Let the children buy balloons by naming words. 14. Post Office. Make believe that the cards are letters. Ask, '' WTiose letter is this?" The child who claims the letter names the word on his card. DIRECTIONS FOR USING CARDS WORD CARDS For Rapid Word Drill or Flash Reading. Use only words previously taught. Hold the cards in the left hand about as high as the shoulder. With the right hand take a card from the back of the pack. Hold this card for an instant where every child can see it clearly. Then with a brisk movement return it to the pack, placing it in front. Train pupils to pronounce the word at the instant when it returns to the pack. In concert drills demand prompt, simul- taneous answers. In individual drills call upon the pupil who is to answer during the return movement. Since the object of these drills is to secure instantaneous automatic word recognition, allow no hesitation. Rapidity and promptness are the foundations of success. Give separate drills to those who lag or fail. xxxix For Rapid Sentence Drills. In the chalk tray at the bottom of the blackboard place cards forming a sentence; e.g., A boy can jump. Then drop successively over the word boy the cards bearing the words girl, rabbit, cat, dog, pony, etc., and over the word jump the cards bearing the words run, hop, skip, etc. Each new word will make a new sentence. Have these sentences read. Demand brisk- ness and expression. Increase the length of the sentences according to the power of the pupils. Properly conducted, these drills will develop quick, automatic word recognition, secure proper expression, and, most important of all, train pupils to grasp instantly the total meaning of groups of related words. PHONICS The distinctive features in the system of phonics herein described are these: The approach is gradual, formal phonics being led up to by graded exercises in ear training, enunciation, the treat- ment of speech defects, word grouping, word building, word problems. The attack is rational, emphasis being laid on the work- ing out of problems; on constructive work rather than on mere reproduction; and on the development of indepen- dence, through dispensing with diacritical marks and through learning a few simple laws covering large numbers of words. Analysis and synthesis are used concurrently, the former in deriving phonic elements from familiar words, the latter in learning the powers of single letters by imitation aided xl by an appeal to the imagination — as in the story of the Giant Fe-fi-fo-fum. Habit formation is a controUing factor: processes which are only of temporary value — such as the formal drill on phonograms and the oral blend — are largely dispensed with, their place being taken by processes that are in general use and hence of permanent value. Ear Training. The first step in phonics is taken when the teacher trains the children to distinguish sounds by ear. The teacher taps on various objects, and with their eyes closed the children tell what objects were tapped on and count the number of taps. After this comes a care- fully graded series of exercises having for their aim to enable the children to distinguish by ear some of the phonic elements which they are later to distinguish by the eye and make with the vocal organs. For example, the teacher sounds — i.e., enunciates with great distinctness — a group of words having a common element, and the children are asked to tell what words have been sounded, to sound them themselves, and to distinguish, and in time to sound, the common element. The same course is pursued with pairs of words, as hoy, boys, that are alike in all respects but one, which one naturally strikes the attention. This work is approached very gradually and is aided by the imagina- tion and the spirit of play. Hard s is called the "hissing sound" (or the "goose sound"), soft s and z the "buzzing bee" (or the "buzzing") sound, etc., and a kind of game is made of identifying sounds and raising the hands when they occur. The teacher may tell a story or recite a familiar rhyme, "sounding" the words so as to bring out xli ^ some one sound; e.g., every t or every m. Thus: "One day I came into the room and there on the ma-t there was a ca-t and in its mouth there was a ra-t." The children pronounce each word sounded by the teacher. When they become expert at recognizing and pronouncing words thus analyzed into their elements, they have advanced a con- siderable way towards gaining the power to analyze words for themselves and to combine word elements into words. Ear training may also take the form of leading the children to recognize words that rhyme. Every exercise in phonics should be also an exercise in ear training. In addition the teacher should observe her pupils closely and give whatever further exercises may be found necessary. She should remember that " the word that the children speak is not always the word they hear. They may, for example, hear insists and say insiss, without being aware of the difference. ... In most cases it is notice- able that the pupil does not at first hear the true sound, even when it is given in his presence." (Carpenter, Baker and Scott, The Teaching of English, page 113.) Enunciation. In connection with these ear-training exercises there will naturally come practice in enunciation. In the course of this the children may be easily led to note the organs chiefly involved in making certain sounds, as the lips in p and b, the tip of the tongue in t, d, and n, the back- tongue and soft palate in g and k. They may also be led to tell whether the sound is whispered or voiced — a most important and useful distinction. ''Sharp and clear-cut enunciation, not, of course, of the exaggerated type that errs by making obscure vowels xlii full and gives to the speech a pedantic preciseness Hke the too rigid separation of the words in such phrases as at all, don't you, and the hke, but clean-cut pronunciation of the language as it is, should be a daily exercise in the lower grades. Much of the difficulty in getting control of the phonic elements of the language may thus be over- come; and 'much may be done to remedy the blurred and obscure enunciation with which Americans are justly taxed by English visitors." {The Teaching of English.) The teacher should not, however, make a practice of correcting each child's errors as they are made. She should note any defects of speech which may appear during the reading lesson or at any other time and arrange special exercises to correct them. If a particular defect affects all or nearly all of the class, a class exercise should be given to correct it; if, however, it appears in the speech of but few, it should be corrected through an exercise in which only the children affected participate. Directions for such exercises may be found under various lessons in this Manual. Breaking Habits of Faulty Enunciation. The best time to lead the children to become conscious of the tongue, the lips, etc., as organs of articulation is in connection with specific cases of faulty enunciation. In such cases it is impossible to do effective work by imitation alone; the phonetic attack is essential. The child who says fing for thing, for example, must indeed have his ears sharpened by ear training, so that he may hear aright and produce the sound he hears; but this is not enough. He must be taught to use the right organs. This is not so difficult as xliii it might seem. In the case supposed the child bites his lower lip instead of his tongue. All he has to do to correct the error is to bite the tongue instead of the lower lip. The gymnastic feat involved is far easier for children than for adults; a child who cannot follow such a direction needs to follow it, for his own development. In stubborn cases a small looking-glass is a help; in a certain class a little looking-glass is a part of each child's equipment. The example given is typical of the simple definite directions given in the Daily Lesson Plans for the breaking of bad habits of enunciation. • For suggestions concerning the correction of speech defects see: Aw (saw'r), Part III, Lesson 14, 3 (6). B, Part II, Lesson 75, 1. C, Part II, Lesson 3, 8. Ch, Part III, Lesson 13, 3. D, Part III, Lesson 22, 3. F, Part II, Lesson 32, 2. G, Part II, Lesson 1, 5. H, Part II, Lesson 68. K, Part III, Lesson 40 (c). L, Part II, Lesson 55, 3. Ng (stronger). Part III, Lesson 43, 3 (b). Ng (singing). Part III, Lesson 52, 2 (c). 0, Part III, Lesson 44, Note. Ow, Part III, Lesson 47, 3 (c). P, Part II, 73, 1. Qu, Part III, Lesson 41, 3 (a). R, Part II, Lesson 4, 8. S and Sh, Part II, Lesson 7, 5. Th, Part II, Lesson 16, 5 and Part III, Lesson 36, 3 (c). W, Part III, Lesson 28, 3 (c). Wh, Part II, Lesson 15, 5. Causes of Faulty Enunciation. In general the teacher will be the better able to deal with faulty enunciation, if she considers the causes of it and then seeks to remove them. These causes may be thus classified: 1. Physical malformation, — of teeth, tongue, palate, jaws. Such cases often require surgical treatment. 2. Poor control of the organs of articulation, often amounting to sheer laziness. It is to this that many of the substitutions are due, as fink for think, till for kill; also the xliv adventitious k in nothink, kingk. The remedy for such faults is vocal gymnastics. 3. Failure to hear distinctly, due either to physical or to mental causes. In the latter case the failure to hear may be due to the lack of apperceptive ("preperceptive") power: the children have nothing to hear with; not know- ing the sound by itself, they do not know what to listen for. The remedy lies in leading them to hear and to articu- late the sound by itself, in words, and in sentences. 4. Imitation of poor models at home, on the street, in the playground, in the classroom, — perhaps even at the teacher's desk. In such cases the teacher is indeed struggling against heavy odds. The least she can do is to see to it that her own speech does not make the odds heavier. Besides imitating his associates, the child imitates him- self. If by some chance he once says turn for come without correction, he is apt to continue in his error until he has habituated himself to it. Unfortunately, when once the habit has become fixed, he may cease to hear the correct sound when used by others in his presence. The bad habit of vocalization reacts upon the auditory brain center and he apperceives come as turn, what as wat, and that as dat. Retarding Forces in the Environment. One of the most discouraging things about the teacher's work is that so much of it has to be reformatory rather than formative : instead of developing true ideas and ideals, false ones must be destroyed; instead of training to good habits, bad ones must be eradicated. xlv "In no subject do the forces of the social environment against which the school has to strive make themselves so continually felt as they do in English. ... In language work the higher usages of literary English exacted in the school are in perpetual conflict with the barbarisms of the swarming illiterate outside. The teacher of English, at least in the great majority of our city public schools, is involved in an unceasing warfare with these retarding forces. In Arithmetic or Science or Geography the teacher may sow on virgin soil ; the English teacher must sow on soil choked with the weeds of bad habit and must cease- lessly ply the hoe against untiring enemies. . . . "The standards of the community are more potent than those of the school ; and against the illiteracy of the playground, the street, and the home, the school has a weak chance. Undoubtedly the school may do more than it is doing — by heroic effort it may do much more — to beat back the tide of slovenly, slangy, mumbled speech that is poured out on street and mart. . . . "The discouraging fact that meets the teacher is that although she may secure passably good speech, written and oral, in the classroom, there is, during the recess and on the playground and the street, a barbaric reversion, with a sense of relief, to the patois of 'real life.' It is this provoking Jekyll and Hyde dualism, this double stand- ard of linguistic manners, with which we have to reckon. Too often the boy or girl will sin in society against his school conscience, because, to speak fair, to say 'isn't' instead of 'ain't,' 'coffee' instead of 'cawfee,' is to put on airs in the eyes of his companions. No teacher xlvi will credit herself with full success, unless she has over- come this dualism. She will measure her efforts, not merely with results obtained in the schoolroom, but those which tell in the world outside of it." (Chubb, The Teaching of English, pages 8-10.) The Teacher's Study of Phonics. The duty of the teacher in this entire matter is three-fold: to present a good model; to teach and train the children, by various methods such as are carefully set forth in this Manual; and, that she may perform both of these duties, to teach and train herself in the principles and practice of phonics. Every teacher, particularly every teacher of young children, should get acquainted with her own organs of articulation; should observe their position and action in the making of every sound in the language. In the course of the investigation she should make use of the looking-glass, hold her fingers to her throat, close the nostrils to observe the effect (as in determining whether ng is a nasal), and verify with her own organs every statement made in the books. Among authoritative books on the subject of phonetics Sweet's Primer of Phonetics is the most compact, and the "Guide to Pronunciation" in Webster's International Dictionary is one of the most practical, as it should be one of the most accessible. It is from this dictionary that the following table is taken: xlvii TABLE OF CONSONANT ELEMENTS Place of Articulation Oral Momentary Continuous Nasal Continuous Whis- pered Voiced Whis- pered Voiced Voiced Lips P b W m Lips and teeth f V Tongue and teeth th th Tongue and hard palate (forward) t d S z. .r n Tongue and hard palate (back) ch J sh zh. .r Tongue, hard palate, and soft palate y.i Tongue and soft palate k g ng Various places h Grouping. When children have learned several words that belong to the same "family" (e.g., not, spot, dot) they will often of themselves notice the resemblance, both by eye and by ear, and will remember these words as a family, naming each family from some word in the group, as the "not" family. From time to time they will add other members to the family, as these are met with in the reading or thought of as belonging to the family. In like manner may be grouped words having the same initial {rat, run, ran) or the same terminal sound {rat, net, hut). The great advantage of thus becoming familiar with word groups before more formal phonic work is attempted should be sufficiently obvious. " Grouping invites compari- son; it brings out likenesses and differences into strong relief; it is the easy and natural way of arriving at a con- xlviii sciousness of parts, — for the consciousness of a part is always easier to arrive at when it has been met with as a common factor in a group than when it has been met with as merely a part of a single word. For example, suppose we are to teach the powers of c and at. It is easier and more psychological to derive c from the group cat, can, catch, and to derive at from the family cat, rat, sat, than it is to derive both c and at from a bald analysis of the single word cat into c and at. Yet teachers are not infrequently directed to take the shorter and harder way. Words in Words. One of the simplest ways of leading the children to isolate phonic elements, and at the same time to learn their powers, is by dropping or adding letters and by finding words in words. Thus the children can very early be taught to drop s from hands or add s to hand, and to many similar words (see Lesson 7, 2) ; also to find all in ball (see Lesson 20, 5). The device of covering is helpful in all such exercises. This work, in which both words are familiar, is intermediate between the unanalytic study of words as wholes and the "informal phonics" which are now to be explained. Informal Phonics. It is a mistake to assume that there can be no word building and no word problems until all the phonic elements involved have been formally developed. There is an intermediate step, informal phonics, correspond- ing to analogy in reasoning. The process is very simple and is readily grasped and eagerly followed by the children, who make very rapid progress after they once get the idea. As full directions are given in Lesson 29, 2, only a brief notice will be required here. xlix A word problem is precisely like a problem in arithmetic : the children are given certain conditions from which to work cut a required result; that is, they are given words they know with which to make out a word they do not know. Thus, let it be required to work out the new word can, using the familiar words cat and pan. The teacher places on the blackboard the formula cat pan c at p an c an can Since the children have already had practice in slow pro- nunciation (which is a preparation for blending), they readily work the problem and find the answer. In word building, two (or more) phonic elements are combined to form a new word. But it is not necessary to wait until both elements have been formally developed. Thus, as soon as the children know s and milk, they can readily derive silk, even if they do not know ilk. The formula here is milk ilk silk (See Lesson 33, 5.) The main purpose of these exercises is to guide the chil- dren in making out new words for themselves. Inciden- tally, however, they learn the phonic elements as well; so that when the teacher comes to the formal development of these elements she often finds the work already done. The advantages of this way of learning over any method I whose main dependence is on phonogram drill are obvious. When the attempt is made to drive home s and ilk, for example, by such drill apart from use, the constructive powers of the children are not utilized, nor is a useful process learned or a useful habit formed. When, on the other hand, s and ilk are learned incidentally, in close connection with use, the motive is stronger, the activity involved is of a higher order, and the process learned is one which will be used throughout life. Word building and word problems involve putting together, or blending, parts of words into whole words. The blend is a bugbear in many schoolrooms, but quite unnecessarily so. It will be found easy and natural if the following conditions are observed. (a) Prepare the way for formal blending by exercises in ear training and enunciation, including "slow pro- nunciation." (6) Begin blending (in word problems) before any phonic element has been formally developed. (c) Cultivate the silent blend, or as a step to this the whispered blend, rather than the oral blend. {d) ■ In sounding the initial phonograms the teacher should carefully avoid introducing sounds which are not there and which so change the character of the sound that it is hardly recognizable and cannot by any possibility be combined with the terminal phonogram to make a word. No more and no different sounds can be put back into a word by synthesis than came out of it by analysis. It is a fault all too common among teachers who have given little or no attention to the study of phonics to analyze 11 hee into buh-ee and cow into cuh-ow. If the children find it hard to combine buh-ee into bee it is certainly not to be wondered at, and is rather to their credit than otherwise. The teachers can help in the work of word building by making the work no more difficult than it really is. (e) Have the children get the necessary practice in recognizing phonic elements less by formal drills apart from use than by constructive exercises in using the phonic elements in word problems and word building. Note. — One of the most fruitful sources of unneces- sary difficulty — gratuitous difficulty created by faulty method — is in the wrong use of the phonograms, partic- ularly terminal phonograms, like ack, ake, at. It is a preva- lent custom in many schoolrooms to treat these phonograms as units, as separate significant entities, rather than as the potential parts of words which they really are ; pronoun- cing them separately and drilling upon them separately and withal as insistently as if they were sight words. The nat- ural and inevitable result of such a procedure is greatly to increase the difficulty of using the phonograms in the only way in which they can possibly be of use, namely, as signs of operation in independent reading. Little if any separate drill on such phonograms is necessary. The empha- sis should be placed — and in this Manual is placed — on using phonograms in word building rather than in separate drill, on the silent blend rather than on the oral blend, and on identifying and sounding phonograms as parts of words, to a greater extent than on identifying and sounding phono- grams as such. Formal Phonics. A phonic element is said to be devel- oped when it has been made a separate object of atten- tion, when it can be recognized and sounded apart from any word, when it can be used in the building and iden- lii tifying of new words, and when, in certain cases, the way to produce it by the tongue, hps, or other organs is understood. Full directions for such-development are given in Part II, Lessons 31, 32, 42, 49, 55. The following points may be noted here: The attack upon a new phonic element is made concur- rently from two directions: (1) by an appeal to the imagina- tion through stories and through the "tongue gymnastics" they call for, as in the story of the Giant (/), the cow (m). Little Sarah (s) ; (2) by a breaking up of familiar words in which the element is embedded. It thus comes about that at the same time that the children are learning to detach / from an /-group, they are also "biting the lower lip and puffing," just as the Giant did. The word groups and word families, formed and con- tinually extended in the manner described, are of great use in working out new words. For example, the new word bake may be derived, by analogy, from the family make, shake, take, and from the group boy, ball, baby, even before the elements b and ake have been formally discrimi- nated. From the exercises in analyzing words by ear and imitatively, and in forming and extending word groups and word families, the transition to formal word analysis and word building is natural and easy. It will be much easier if some appeal is made to the imagination. The letter / by itself is to the children abstract and naked. It must be clothed upon — woven into some fabric of con- crete reality — before it can appeal strongly to them. As the "giant letter" which is "said so hard" in the giant's liii name, it becomes interesting and usable. Not all letters can or need be treated in this way; when the attempt is made the result is often grotesque and misleading, but some ingenuity may profitably be expended on the problem. As soon as a number of like words or phonic elements are learned they may be grouped according to a principle, to form a phonic series: e.g., an en in on un, applied in the word series hand end wind fond bundle. From a series like an en in on un, it is easy to develop other series, as ap ep ip op up; am, etc., ad, etc.; also the corresponding word series. Placing these series under one another and reading down, the series of short vowels, a e i o H, is developed. From the short vowel series a parallel long vowel series is developed; thus: am em im om um ame eme ime ome ume When several such series have been developed, together with the corresponding word series, it is easy to lead the children to think in the direction of the rule (which, how- ever, need not be stated in abstract terms) to the effect that a-e = a, o-c = o, etc. In a similar manner it is brought out that as ee = e and ay = a, so, as a general rule, ea = e, oa = o, ai — a, etc. This leads to the further generalization that, as a rule, whenever two vowels (little girls) stand together (even though separated by a "little boy," as in ate) the last says nothing and the first speaks her name. liv The idea that there are exceptions is readily grasped by the children. Habit of Attack. From the standpoint of habit, the aim in this method is to train the children from the start to those habits of mind in dealing with new words that will be of use later on; to teach them to use the method of working out words unfamihar to them that we ourselves use every day in making out new words unfamiliar to us. What is that method? In the most general terms it is the habit of scrutinizing the word for familiar signs and responding to those signs. Consider what a properly trained adult does who comes upon a new word; e.g., deodorizing. He does not jump at the word and try to swallow it whole. He takes it part by part, apperceiving each part as he may be able. If he has nothing to apperceive with, he consults a dictionary. Here again the word is divided into parts, and over each part there is a mark indicating how to sound it. But these marks vary with different dictionaries, and in order to be sure one must consult the key; and the key is nothing more than a more familiar word in which the sound of the letter or syllable is the same as in the unknown word. Now the essential process in the "word problems" is very much like that in consulting a dictionary. The only difference is that instead of being sent to a dictionary the children are furnished with a separate dictionary for every new word; and they use this dictionary in essentially the same manner as they will later on use the larger diction- ary; namely, by analysis and comparison. Thus the formula which has been cited Iv not let n ot 1 et n et net means simply: "In this strange word net, the first part is sounded like the first sound in not and the latter part is sounded like the latter part of let.^' Objections Answered. If it be objected to this plan that it would cost the teacher a great deal of time and trouble to go through the entire previous vocabulary of the class and select key words to unlock each new word, the answer is simply: All that work has already been done for the teacher; it does not have to be done by her. The editors have provided the materials; the teacher has only to place these before the class; the eager self -activity of the children will do the rest. It may also be objected that as English is not a phonetic language, any method of teaching to read which is based essentially on phonics is foredoomed. "What can you do, rationally, with the language of cough, dough, rough, bough?" A sufficient practical answer to this objection is: Rightly used, phonic methods are highly effective, even in English. This has been too thoroughly tested to be doubted. Even when wrongly used, phonic methods accomplish results of value. But there is a theoretical answer as well, and this will readily suggest itself to anyone who has followed the outline of the phonic work for the first year. Unphonetic as it is in certain aspects, the English language, with a Ivi few easy adjustments, can be taught phonetically; i.e., as a system of generalizations or uniform principles, each covering a considerable area of the language. Some of these principles are given in the following paragraph. English not so Unphonetic after all. Of the twenty consonants, only three or four vary in sound, and of the consonant digraphs only one varies, at least so far as the children's experience is concerned. And these variations, if properly dealt with, will cause but little trouble. Now as consonants are the backbone — the most characteristic part — of most words, it follows that the most character- istic parts of most words are practically constant; i.e., susceptible of phonic treatment. With the vowels the case is apparently very different. But even among them there are great areas governed by law. In the first place the vowels are sharply divided into long and short; that is the main distinction, and the only distinction necessary to be made, at least in the first year. The rules for telling whether any given vowel is long or short are simple, easy to understand, easy to apply, and for the most part uniform; and they cover a surprisingly large number of words. The vowel digraphs {ee, oo, ea, oa, etc.) are largely amenable to phonic treatment, as has been already shown. There remain only oi, ew, ou, ow, of which oi and ew are constant and ou and ow are each represented by two large groups, in each of which the sound is constant. But what about the exceptions? In the first place, among the fundamental truths every Ivii child should know is the truth that there are exceptions to many rules. If, having once learned that, as a rule, ea = e, he comes upon bread, head, dead, feather, weather, he will simply note the exception and make room in his mind for another class. This is not a very difficult thing to do. The sooner a child learns to do it, the better. But in reality the matter is less difficult, even, than it appears to be, owing to a fact that is often lost sight of, viz., that children who are learning to read are not dealing with strange words, but with words already in their vocab- ulary. They already know dead, bread, and feather by ear and in speech, and so in learning to read they have simply to identify the bread in the book with the bread in their heads. And in doing this they are also helped by the context, which calls for bread and not for breed. Adult-made Difficulties. Many of the supposed diffi- culties in learning to read exist only in the imagination of adults ; they trouble the children very little. For example, take the three sounds of ed. Logically, they are difficult, but in reality they are easy; the reason being that the correct pronunciation lies along the fines of least resistance : it is harder to say dropd than dropt, harder to say opened than opend, and harder stiU to say loadd or loadt for loaded. Other theoretical difficulties, such as the two sounds of s, fade away in practice. The point is further illustrated by such words as the following, all of which are usually regarded as ''sight words," i.e., as not amenable to phonic treatment: says, said, does, been, your, yours, every. All these words are derivatives and may be referred to the words from which Iviii they are derived. If a child at first pronounces the deriva- tive after the analogy of the word from which it is derived, nothing is easier for him than to make the necessary modi- fication, knowledge and habit and context conspiring to make him fall into the "rut" of pronouncing the word correctly. Again, it should be remembered that whenever it is possible to group "unphonetic" words they become in so far phonetic, using the word in the practical sense. For the essence of phonetic treatment is, as has already been pointed out, the dealing with whole groups as one. The following groups furnish examples: who would one where this now come whose could once there that cow some whom should these bow do those etc. to there then though their 4 Psychological Argument. The essential argument for phonics is a psychological one. It is based on nothing less than that view of the mind which regards it as essen- tially a unifying activity. The mind tends to classify and so to simplify; to bring every individual under some law; to deal with whole groups as one. It follows that to teach single words as singles, merely as objects of per- ception, calls for a low form of mental activity; and hke all activities that dispense with the higher forms, this is uneconomical. It always pays to think. ]\Iemory re- lix inforced by thinking is always easier, surer, quicker than memory by mere sense repetition. This explains why it is always easier to remember a group than a single individual apart from a group. In remembering an unattached individual one has nothing to remember it with; while in remembering an individual as a member of a group, one has the rest of the group to remember it with. Phonics is simply a mode of conceiving words, for purposes of identi- fication, as members of groups, each group governed by a uniform law. Now it would be the height of folly to try to teach all the words of a language as "sight words"; no one would attempt such a thing. All systems of teaching to read use some phonics. But by no means all use as much phonics as they should use. The method described in this book, and applied lesson by lesson to the Horace Mann Readers, .attempts to avail of the help of phonics to the fullest possible extent, to the end that the work may be done with the greatest economy and effectiveness. It extends the appli- cation of simple phonic rules to the vast majority of the words dealt with, bringing down the number of sight words to an irreducible minimum. It does not place the emphasis upon learning to recog- nize the greatest possible number of words at sight. It does place the emphasis on developing in each pupil the power to work out words for himself. Thus particular recognition, which is limited to words previously met and memorized, is replaced by a general constructive activity, whereby words can be made out irrespective of whether they have or have not been met before. Ix The essential difference between these two processes of recognition and construction should be clearly realized by the teacher. By the method of recognition a child may learn twenty words and be at a loss to make out the twenty-first. By the method of construction a child may get from one word group a way of working that he can apply independently to scores of new words. Diacritical Marks. In various places in this Manual teachers have been warned against the wrong use of diacritical marks, on the ground that such use impairs self-activity and wastes time. Rightly used, however, they are of course valuable and even indispensable aids. In the first year the teacher should teach the meaning and use of the macron and the breve in connection with each of the vowels. By this means a two-fold result is attained: (1) the distinction between long and short is intensified and the concept of quantity made clearer through associa- tion with symbols of quantity; and (2) the children are started on the road towards a ready and skilful use of the dictionary. The steps to this end are carefully laid out in the Daily Lesson Plans. In addition to using marks of quantity, teachers will often find it convenient to cross out silent letters and letters that have no function to perform, as g in gnaw; but care should be taken not to cross out silent letters that indicate the quantity of some other letter, as e in ate and a in each. The same principle applies to the use of the macron and the breve. Except for the purpose of teaching their meaning, these marks should never be used unnecessarily, 1x1 as with a in ate, where the e indicates the quantity quite as effectively as any diacritical mark could. Spelling. The complaint has often been made that the teaching of reading by the phonic method renders the teaching of spelling more difficult. Applied to those methods which depend largely upon diacritical marks or upon mere repetition drill, this complaint is undoubtedly well founded. If children are trained to depend upon diacritical props, they must necessarily be more or less confused when these props are removed. Mere repetition soon becomes monotonous, deadens interest, weakens attention, blunts perception, and develops bad mental habits. These objections cannot be urged against the problem method of teaching phonics described in this Manual. Here there are no artificial props to be removed. The child sees each character just as he always will see it out- side of a dictionary. Here, too, every problem demands close attention and clear and accurate visualization, and these are the foundations of spelling. "When the teacher in the reading hour trains her class to note accurately the form of the new words, to distinguish carefully these words from related words, so that the visual image is absolutely definite, she is doing excellent work in spelling. . . . Such training develops the habit of spelling correctly." (Mary E. Laing, Reading, A Manual for Teachers, page 55.) Moreover, if these problems are properly handled, they awaken as much interest and enthusiasm as any school exercise whatever. In addition, the exercises in ear training and enunciation Ixii laid down in this Manual cannot fail to react favorably upon the child's spelling, since they tend to sharpen the hearing and to render the motor activities of the vocal organs both definite and accurate. The fact is that experience has demonstrated that chil- dren taught by this method learn incidentally to spell an unusually large number of words. Phonogram Cards For Rapid Phonic Drills. Use only phonograms pre- viously taught. Hold cards in the left hand about as high as the shoulder. With the right hand take a card from the back of the pack. Hold this card for an instant where the child can see it clearly. Then with a brisk movement return it to the pack, placing it in front. During this return movement, call upon the pupil who is to answer. Since the object of these drills is to train pupils so that the sight of the symbol will cause an immediate, correct, and automatic vocal response, demand prompt, clear, and accurate answers. Do not allow the work to drag; if one pupil hesitates, call upon another. Use concert drill with great caution. Give special drills to those who lag or fail. For Word Building. In the chalk tray at the bottom of the blackboard place a familiar phonogram; e.g., at. To this prefix various phonograms which will make words, as b, c, f, h, m, p, r, s, etc. Initial phonograms may be used in the same manner. For instance, to the phonogram st may be added a^id, ay, ill, all, etc. The main object of this work is to develop skill in uniting Ixiii or *' blending," readily and correctly, the different phonic elements of which words are composed. This work re- quires more thinking on the part of the pupils than the phonic drill described above. The work, therefore, should be done with more deliberation and less speed. The blending of the separate elements may be done orally or silently; the latter is the better method. SUPPLEMENTARY READING Every teacher of reading wishes her children to be- come intensely and self-actively interested in their reading work; she wishes them to acquire, and acquire quickly, a large reading vocabulary; to develop a quick and accurate grasp of content and the resulting ability to make out new words from the context; and, finally, as a summation of all these, she wishes them to develop the reading habit and a taste for the good things found in books. To obtain these most desirable results, adequate means must be employed. In many schoolrooms, it is to be feared, the only means employed is the regular class reading exercise with a single basal text, an exercise quite inade- quate for the purpose. Its greatest defects are weakness of motivation and waste of time. Children, like adults, read books to get thought, to make the book tell its story. Their chief interest always centers in content, never in form. This interest in the thought content is vital, fundamental. Like the light of the sun, it illuminates and vitalizes everything it touches. It is pervasive, reaching and transforming all the merely formal Ixiv exercises, all the drudgery, of the reading work. When the child comes thoroughly to realize that "the art of reading is the art of finding stories in books," he will apply himself to learn, however difficult the process may be for him. Unfortunately, this vital interest in content does not always operate very actively in the regular class exercise in reading. Before the regular reading period, each child has probably read through the lesson for the day and more or less thoroughly mastered its content. Naturally he cares little more about it — it is fiat, stale, and unprofitable to him. Why should he wish to read the same thing over again so soon? Why, especially, should he wish to spend forty minutes with forty other children in doing what he could do, better perhaps, by himself in much less time? There is another motive for reading too often absent in the reading class; namely, the desire to transmit thought, to make the book tell its story to some one else. To read well, the reader requires an audience, a real audience com- posed of people who actually desire to hear what is read. In the ordinary class exercise in reading this real audience is lacking. Each, having mastered for himself the thought in the lesson for the day, supposes that every other child has also mastered it. He does not care very greatly to hear the other children read — why should they care to hear him read? This lack of a genuine audience is one of the chief causes of the weak, mumbling, indifferent oral reading that is so frequently heard in our classrooms. Give a boy an interesting book which no other child in the class is reading, make him feel that the others really want to hear what he reads, and he will rouse up at once, and if Ixv the habit of mumbUng has not become too firmly fixed, he will read with comparative clearness and power. Children learn to read by reading; practice alone gives facility and power. If a class contains forty pupils (a moderate estimate) and the time devoted to class reading amounts to forty minutes, each pupil can average but one minute per day, of actual oral reading. During the remainder of the time he is a passive recipient, if, indeed, he be a recipient at all. In reading, as in all other educative processes, self-activity is indispensable. In so far, then, as the regular class exercise becomes an exercise in which at any given time one child only is active, while all the others are relatively passive, it becomes an exercise of exceedingly doubtful value. Enough has been said to show that the mere daily class exercise with a basal reader is not sufficient to awaken and keep alive that personal hunger for reading, or to give that breadth and variety of reading experience needed to develop facility and power. Something else is needed, and this is found in an early and constant use of supplementary reading. In every classroom there should be, in addition to the regular basal reader, several sets of reading books, and one or more periods per week should be devoted to their use. No effort should be made to read these books through from beginning to end. The teacher should select from them lessons and stories which are somewhat easier than those the class is dealing with in the basal reader. Class reading in these supplementary books should, for the most part, be sight reading. If the children meet with a word which Ixvi they cannot make out readily, either phonically or from the context, the teacher should give the word and let the read- ing proceed. The children should be encouraged to take these books home and to select stories in them that they can work out by themselves ; and when they have mastered these selected stories they should be allowed and encour- aged to read them to the teacher, to the class, or to another class. In this work the teacher should not be too exacting. Even if the child does at first nothing more than to pick out from the page the words he knows, he will be gaining in facility and power and, above ail, in interest. The teacher should cut out from old text books, papers, and magazines, short stories and poems and paste them upon cards. These cards should be distributed to indi- vidual pupils for their individual study, and when mastered they should be read aloud. Short stories or poems (from Mother Goose, the Goop books, or ^sop's Fables, for example) should be selected and placed upon the board. They will attract the chil- dren's attention and arouse their curiosity. Let them work over these stories without help from the teacher. After two or three days they should be read aloud by several of the pupils in turn and then erased. At this final reading help should be given if necessary, but never till it is certain that no child can supply the assistance needed. If these pieces contain new words, some of them, especially those which the children are soon to meet in their basal reader, may be kept upon the board for a few days and gone over occasionally. If these stories have been well chosen they Ixvii will awaken interest, stimulate enthusiasm, and add greatly to the progress of the reading work. "Every schoolroom should have its own little collection of choice books adapted to the stage of development of the children, and in periods of leisure, before school, after school, at the rainy day recess, or in leisure moments of finished lessons, the children should be allowed to use these books freely. We should remember that the average home represented by children in the public schools has a meager stock of the best books for children." (Mary E. Laing, Reading, A Manual for Teachers.) Besides using these books in the manner described above, the children should be permitted and encouraged to take them home and to read them to their parents or other members of the family. If the co-operation of the home can be secured in this work much will be gained. When the book is returned, the teacher should find out whether the child has read it through, and if he has not, why. This work should always be voluntary, but at the same time the children should be encouraged to read their books through. For small children there should be little books which they can read completely through in no very long time and with no very great strain. To the little child it is a distinct achievement to read a book completely through, — a much more stimulating feat than to read a short story from a big book. Every such achievement should receive from the teacher some special mark of approbation. Some record of each child's achievements along this line should be kept. It is a great mistake to suppose that the cultivation of Ixviii the library habit must be left for the higher grades. On the contrary, work with supplementary reading in library books should begin as early as the middle of the first term. But it is not enough merely to hand out these books; the teacher must be constantly watchful, helpful, and encour- aging. She must exercise that constant and benevolent supervision which Pestalozzi justly declared is the true function of the teacher. She must be loving and sym- pathetic and make the children feel free to come to her for help they so often need. If this work is rightly managed, each child in the Primer class will have read by himself, before the close of the term, several short stories, while many will have mastered several little books. In so doing, they will have begun to form the library habit and to develop a sound and discriminating taste for good literature. " The reading habit, reading power, is the most precious intellectual gift that the school holds for the child. If this habit fail of initiation in the first year, there is for the average child but slender chance of its afterward being induced with real vigor and power." (Mary E. Laing.) But where, it may be asked, can the teacher find the time for this work? The answer is that, rightly managed, it does not require any very great amount of time. And further, it is well worth all the time it may take. It is not such work as this which wastes time; the time waste lies commonly in the recitation. Dr. Harris and others have repeatedly pointed this out and all progressive educators are seeking a remedy. Everj'where the cry is that all children are being leveled down to or below mediocrity and that we Ixix must teach the individual. Well, this method of handling supplementary reading does teach the individual and there- fore solves the difficulty so far as reading is concerned. The teacher must always remember that true teaching is largely, very largely, a matter of stimulation, enthusiasm, and interest. Fortunately these are contagious. If the teacher exhibits enthusiasm and interest in the reading work, the pupils will surely develop acute cases of the same. To secure a high degree of success in this work, the teacher should make herself familiar with a wide range of child literature and avail herself of it to the utmost possible extent. For the convenience of the teacher, a list of supple- mentary reading books suitable for first year classes is given below. TEXT BOOKS The Horace Mann Practice Primer, Hervey and Hix Banbury Cross Stories, Howard Book of Nursery Rhjanes, Book I, Welsh Book of Nursery Rhymes, Book II, Welsh Child Life, First Reader, Blaisdell A Child's Garden of Verses, Stevenson Choice Literature, I, Williams Classics, Old and New, I, Alderman The Eugene Field Reader Folk Lore Primer, Graver Folk Lore First Reader, Graver Golden Treasury, Primer, Stebbins Golden Treasury, First Reader, Stebbins Graded Classics, I, Norvel and Haliburlon Heart of Oak Reader, Book I, Norton Hiawatha Primer, Lonqjellow-Holbrook The Indian Primer, Fox The Jingle Primer, Brown and Bailey Language Readers, Primer and First Reader, Baker and Carpenter Ixx The McCloskey Primer, McCloskey Once Upon a Time Stories, Hix The Overall Boys, Graver The Progressive Road to Reading, Book I, BurchiU, Ettinger & Shimer The Progressive Road to Reading, Book II, BurchiU, Ettinger & Shimer Rhymes and Fables, Thompson Riverside Primer, Van Sickle & Seegmiller Riverside First Reader, Van Sickle & Seegmiller Stevenson Reader, Bryce The Summers Primer, Summers The Summers First Reader, Summers Sunbonnet Babies, Grover Two Little Runaways, Hix and Hervey LIBKARY BOOKS ^sop's Fables, Various Editions Animal Nursery Rhymes Benjamin Bunny, Potter Boy Blue and liis Friends, Blaisdell Child Stories and Rhymes, Poulsson The Chinese Mother Goose Rhymes, Headland The Elm Tree Fairy Book, Johnson Fairy Tales (Grimm), Different Versions Fairy Tales and Fables, Baldwin Fairy Tale of a Fox, etc.. Bates Father and Baby Plays, Poulsson Finger Plays, Poulsson Goops, Burgess How to Tell Stories to Children, Bryant In the Child's World, Poulsson Just So Stories, Kipling More Goops, Burgess Mother Goose, Johnson Mother Goose, Various Editions Mother Goose in Prose, Smith Nursery Rhyme Book, Laiig The Oak Tree Fairy Book, Johnson Peter Rabbit, Potter Rhymes and Stories, Lansing Runaway Donkey, Poidsson The Sandman and his Farm Stories, Hopkins The Sandman, Alore Farm Stories, Hopkins Ixxi Short Stories for Little Folks, Bnjce Sing-Song — A Nursery Rhyme Book, Rossetti Sno\\Tnan and Other Stories, La7ig Stories to Tell to Children, Bryant Three Blind Mice, Ivimey Thro' the Farmyard Gate, Poulsson Sugar and Spice and All That's Nice THE GROUP SYSTEM The "Group System'^ versus " Whole Class '^ Recitation. — In spite of individual differences, all normal children are very much alike, not only in their bodily organs but in their mental capacities and habits. These common elements of child nature furnish a justification for the common class exercise. Within proper limits and skillfully managed, the whole class recitation is a valuable means: it saves time, awakens emulation, arouses enthusiasm and interest, and stimulates self-activity. But when it chains together month after month and term after term pupils of unequal capacities and attainments; or when it sacrifices the needs and interests of individuals to the demands of a rigid uni- formity, the limit of efficiency is passed. Mass teaching should at that point give way to a more individualizing plan. Such a plan is offered in the ''group system." This takes into account the fact that effective teaching is a mat- ter of adjustment, — the adjustment of the subject matter to the needs, the capacities, the interests, and the experi- ences of the individual. Under the ''Whole Class" recita- tion this adjustment is necessarily imperfect; under the " Group System " it is much more effective. Ixxii The teacher will find that after the first few days her pupils fall into three distinct groups, and she should divide the class accordingly. But even within these groups there should be room for individual work and an individual rate of progress. For while President Eliot's assertion that ''We should try to make children as different as possible as fast as we can," is doubtless somewhat extreme, it nevertheless suggests an important truth: no teaching should aim at a deadening uniformity either in progress or in product; all teaching should aim to develop individual capacity, and to encourage an individual rate of progress. Every pupil, therefore, is entitled to enough of the teacher's atten- tion to enable him to progress to the limit of his capacity, and as soon as a pupil has shown that he belongs in another group, whether a higher or a lower one, he should be placed in that group. If this plan is faithfully carried out, along with the sug- gestions for supplementary reading given in the Manual, a great stimulus to the interest, the self-activity, and the progress of the pupils is likely to result. For suggestions as to the management of the ''Group System" see Teach- ing Children to Study, by Olive M. Jones, etc.. The Grading of Schools, by W. J. Shearer, and An Ideal School, by P. W. Search. Ixxiii PART II DAILY LESSON PLANS HORACE MANN PRIMER INTRODUCTORY LESSONS* LESSON I Conversation, Singing, Playing 1. Conversation. Let the teacher first of all establish a relation with the children and lead them to express them- selves. One way to do this is by conversation. Encour- age the children to express themselves freely about anything that interests them, — familiar objects, pets, the baby brother and sister at home, games, etc. Preliminary work of this kind is particularly necessary in schools where many of the children are of foreign parentage, and do not understand or speak English readily. 2. Greeting. A good way to establish friendly rela- tions, to teach the language (where necessary), and to furnish a basis for the reading later on, is through the ordi- nary greetings, "Good morning," "How do you do?" etc. For example: In a certain New York Public School a large proportion of the children come from homes in which English is not used. These children understand httle or no English when they enter school. One of the teachers, in seeking for some basis of understanding and intercourse, hit upon the simple greeting as the most * The Introductory Lessons are optional. If the teacher so desires, the work may begin at once with the Daily Lesson Plans on page 19. 3 natural way of beginning. ''Good morning," she said, accompanying the words with a bow and smile of greet- ing. Many of the children did not understand her and very few acted as if they did. ''Good morning," she repeated, again and again. The children were quick to respond, and almost before they knew it, they, too, were bowing and smiling and saying " Good morning." 3. Singing and Playing. One of the best ways of begin- ning work in reading is to lead the children to do something together zestfully; for example, singing together some action song that is familiar to at least part of the class, and that can be easily learned by the rest. " I put my little hands in," Horace Mann Primer, page 7, is well suited to this purpose. The children form a ring (or a line). The teacher sings the words and makes the appropriate motions. The children join in as they can. All will soon know words, music, and motions. For the first day it is a good plan to adjourn to the kinder- garten room, if possible, in order to have a piano accom- paniment and greater freedom. LESSON II I Put my Little Hands In Action Rhyme, Chart, Primer 1. Following the Chart. Hang a chart (see note) containing the rhyme — "I put my little hands in" — • in full view of the class. Have the children 4 (a) Sing and act the rhyme; (5) Say and act the rhyme; (c) Sing (and later say) the words, following them on the chart as the teacher points. As soon as they can, the children may be allowed to (d) Point to the lines on the chart as the words are sung or said. As the words are said by the children some attention should be given to phrasing, thus : I put | my little hands | in. The pointing by the teacher should be according to the phras.ng. 2. The Primer. Place the Horace Mann Primer in the hands of the children. Introduce them to it more or less formally — to the cover, to the frontispiece (both of which foreshadow stories which 'they will read for them- selves when they have learned how') and to the reading. ('Wouldn't they like to know what the words say?') 3. Finding the Whole Rhyme in the Book. (Problem) Tell the children that the same rhyme that is in the chart is somewhere in the Primer. Would they like to hunt for it? Perhaps a third of the class will succeed at the first trial; more at the second. They may also be taught how to find page 7. 4. Following the Rhyme in the Primer. Have the children say the rhyme while pointing to the lines (and later to the phrases) in the Primer. Note. — Of course the blackboard may be used instead of a chart, but the chart has the advantage of being perma- nent. The chart may be made of a sheet of manila paper 5 about 30 inches square. The words may be printed with a brush or a rubber pen and ordinary ink, with a black wax crayon, or with a price marker. LESSON III The Good Morning Song Song, Problems 1. Review. Follow the rhyme, ''I put my little hands in," on the chart and in the Primer. 2. Teaching the Song. (See Note.) Teach the Good Morning Song (Horace Mann Primer, page 12, first and second stanzas). Sing the first stanza (the teacher's part) to the children. Teach them to sing the second stanza (the children's part) to the teacher. See that both stanzas are sung with spirit and with appropriate gestures. 3. Following the Song in Chart and Primer. Have the children sing (and say) the Good Morning Song, looking at the chart while the teacher (and later one of the children) points phrase by phrase. Have them find the song in the book. Let them say the words, pointing to the successive lines in the book. 4. Finding Whole Lines. (Problem.) Hang the two charts side by side. " Who will come and point to some line he knows? Read it. Who will point to a line that says, 'Good morning to you'? Read it. Who will point to another line that says the same? Who will 6 point to the line that says, 'I put my httie hands in'? Read it." Etc. Etc. 5. Finding Phrases. (Problem.) " Who will point to 'Good morning'? Read it. Point to another 'Good morning.' Find 'Good morning' in your books. Point to it. Come up and show me" (or "point to it as I pass through the aisles"). If the stanzas have been printed on the blackboard, the phrases may be underlined or erased as identified by the children. Note. — In preparation for the next exercise have the song printed on a chart or on the blackboard. LESSON IV Ear Training, Labeling 1. Review. Sing the Good Morning Song with expression. Follow the action rhyme and the song on the charts and in the Primer. Find and read the lines and phrases already taught. 2. Lines and Phrases. "Who will point to the hne that says, 'I put my Httle hands out'? Read it. Who will point to the line that says, 'We're glad to see you '? Read it. James, you may come and read this line. Kate you may come and read this line." Etc. Etc. " Who will point to 'Good morning'? Now I will cover it. Who can read the rest of the line. Point to another 'to you.' Fannie, you may point to another 'to you.' 7 How many can point to where it says, ' to you ' in the Primer? " Etc. Etc. 3. Ear Training. Let the teacher strike with pencil or eraser various objects, as the bell, the desk, the black- board, while the children look and listen. Then have them close their eyes while the teacher strikes one of the objects struck before. ''Who can tell what I am striking now? What did I strike it with?" 4. Enunciation. The greatest care should be taken by the teacher to enunciate clearly and distinctly. See that the children do the same. Do not permit them to form the habit of saying goo or dood for good, mornin' or mawnin' for morning, or goils for girls. 5. Labeling. Let several children wear cards contain- ing their names. LESSON V Word Games Look and Do, Matching, Hunting 1. Review. Find and read lines and phrases on the charts and in the Primer. 2. From Lines and Phrases to Words. Have the children repeat the action rhymes as the teacher (or one of the children) points to the chart. When the words clap, clap, clap, are reached have the children clap, rhyth- mically, once to each word. The teacher indicates unmis- takably by her voice and by the pointer that those three 8 words mean clap. She may underline them, and write them in different places on the blackboard. 3. The Look and Do Game. ''Now we are going to play a game, — the Look and Do game. Watch the pointer. Keep very still until the pointer comes to the right place. When the pointer comes to clap, then you may clap. If anyone claps in the wrong place he is caught; and so is anyone who does not clap in the right place.'' The game may be varied by having the children say the words instead of clapping; also by designating individual children, instead of the whole class, to clap when the words are reached; and by having various children point. 4. Matching Words. (Game.) On separate cards print the following words, making them as nearly as pos- sible like those on the charts: clap, hands, in, out, shake, Good morning. " Now we are to play a new game — the Matching game. Watch this card. When it comes to the right word, — the same word in the chart — you may raise your hands. WTien I say 'WTiat is it'? (or nod my head) you may tell me the word. If anyone raises his hand in the wrong place he is caught, and so is anyone who doesn't raise his hand in the right place; and so is anyone who says the wrong word." The teacher now passes a word card (for example one having on it clap or Good morning) under each line of the chart (or of both charts), pausing a moment under each word. The children watch attentively; compare the word (or phrase) on the card with the words of the chart; raise their hands when the words match; and tell the word 9 when the teacher asks 'What is it'? or nods her head. (See Note.) 5. Enunciation and Ear Training. As in previous lessons. 6. Labeling. Label individual children "A boy," "a girl," and associate the sight of the words with the saying of them. Have the children give the cards containing proper names to their owners. (Problem.) 7. Word Hunting. Have the children find A boy and A girl (corresponding to the labels) in their books. (Prob- lem.) Note. — The teacher can best judge when the children are ready to match another word. In general the work should begin very gradually. Matching words is one of the earliest and most effective forms of word study. It requires less of the children than the remembering of a word which has been associated with an object or an action; and much less than the identify- ing of a word in its connection or the naming of an isolated word. It trains the sense of form and exercises observa- tion, comparison, and judgment, and it leads the children to look out for marks whereby to identify the words by themselves. 10 LESSON VI "I Give my Little Hands a Shake, Shake, Shake" Varying the Rhyme 1. Review. Sing the action rhyme and play the game with spirit. Find and read hnes, phrases, and words. 'Look and do.' 2. Varying the Rhyme. Sing the song and play the game, substituting shake for clap. Then turn to the chart. "It is not right now, we must change it. Where? How?" The teacher has ready a new line: "a shake, shake, shake," which she places over the corresponding line in the chart. The new words may be printed on the blackboard also. Now proceed as in previous lessons until the new word is learned. (See Note.) 3. Word Matching. Have the children match one or more new words. (See V, 4.) Vary by having the children read from the beginning of the line to and includ- ing the word, after naming it. 4. Finding Words. Have the children find (on the chart and in the book) the words (phrases) they have matched. "Who will point to a word he knows? Read it. Who will find clap, shake, hoys, Good morning, hands?" 5. The Look and Do Game. (Silent reading.) The teacher points to words or lines indicating action. The children are to perform the action indicated. E.g., 11 Clap, clap, clap; shake, shake, shake; I put, etc.; / turn, etc. As the phrases right foot, right hand, etc., are learned, the children may respond by shaking the right foot, etc., as the teacher (or pupil) points. Vary the game by having one child point while the rest look and do. Vary it also by having children volunteer to point and do while the rest look. 6. Enunciation and Ear Training. As in previous lessons. 7. Labeling. Place pictures of a rabbit, a ball, and Kitty on the wall with appropriate labels. 8. Laying Sentences. (Problem for seat work.) Provide each child with strips on which are printed the lines of one stanza of the Good Morning Song. The children are to lay the lines in order. As they become proficient in this they may be given harder tasks of the same kind, e.g., laying the lines of the action rhyme. Later the lines may be cut up into phrases and words, and the chil- dren may be set to lay them in order, referring if neces- sary to the chart or the book. (See Lesson 4, 11.) Note. — In like manner, in the discretion of the teacher, the rhyme may be changed from time to time so as to read hand {foot, feet) instead of hands; right {left) instead of little, etc., etc.; the actions being in every case changed to suit the words. 12 LESSON VII. (Optional) Other Rhymes, Chart Work In teaching this rhyme use the methods and devices explained in the previous lessons. J^ f^^.d^ -±^=l h 1- -f-^^ Izzd i^^- -A — R-^-A P • ^ • — J- t=f^ Lit - tie play mate, dance with me, Both your hands now give to me, ^ I^Zlt ^ — V- +--A-# — ^ 'i=^ M- P— ^ ; ^-I^v3 ^ Point your toe, a- way we go. Up and down the mer- ry row. i -V-A- i5 -^~^- -A— N-'f- V- -^=^ -m—m- •— ^ With your feet go tap, tap, tap. With your hands, go clap, clap, clap. -\ — N iTi -z M r#- Point your toe, a- way we go. Up and down the mer - ry row. fe -P— P— P-^ U=t^: A-^" — N i^=i: • — -t^— t^— t^- h-^- With your head go nip, nip, nip. With your fin- gers, snip, snip, snip. -N-# u=t -N-^- ^ ^ Point your toe, a- way we go, Up and down the mer- ry row. 13 1. Rhymes Suited to Chart Work. It will be found profitable to continue chart work for several weeks, re- viewing the pieces already learned, and studying new ones; and at the same time to carry on the lessons in the Primer. The following rhymes have been found to be well suited to chart work, and also adapted to the use of chil- dren using the Horace Mann Primer as a basal primer: (a) In summer. In summer. That is the time to play, All children are merry. And they dance all the day; And every one standing in this ring Must do as I do now. Just skipping Just skipping, I do that all the time. Then will I, Then will I Turn around and around. Just clapping (running), etc. (6) Little playmate, walk with me. On this pleasant sunny day. All our little friends we'll see Passing on our way. 14 Both your hands now give to me, And make a pretty bow. Playmates, all together sing As we go skipping now. Now good-bye, playmate dear, We have had a merry time. I will leave you here. (c) This is the way The ladies walk, Ladies walk, Ladies walk, This is the way The ladies walk On a cold and Frosty morning. This is the way The gentlemen walk, etc. This is the way We mend our shoes, etc. (d) There was an old woman Who lived in a shoe. (e) One, two. Buckle my shoe. 15 (/) Hey diddle, diddle, The cat and the fiddle. {g) Diddle, diddle, dumpling. My son John. Additional rhymes found in the Horace Mann Primer and suitable for chart work: " Kitty's name," page 15. " I like to see a little dog," page 23. '' Pussy Cat," page 25. " I caught a mouse aUve," page 27. " This httle pig," page 33. For other rhymes suitable for chart work see "Classi- fied Contents," Horace Mann Primer, page vi. 2. Additional Devices in Chart and Blackboard Work. (a) The teacher reads, points, and stops at a certain word; the children supply the word. (5) A pupil is called to the board and is directed to point to a certain word whenever it occurs during the repe- tition of the rhyme. (c) Reverse the 'look and do' game, by suiting words to actions, thus: Perform an action and have some one point to the words describing it. ''Who will point to the word that tells what I (they, Tom) did?" (d) Words and phrases, as they are identified on the blackboard, may be underlined or erased. (e) Write commands on the board, one by one. Let the children read silently, and at a given signal let all (or one) do. When all the commands are written, the teacher 16 may give the commands by pointing, taking them in any order. The words for the commands may be taken from 'I put my httle hands in/ 'One, two,' 'This is the way the ladies walk,' etc., thus: Put your hands in. Put your hands out. Shake hands. Clap hands. Put your right hand in, etc. Put your right foot in, etc. Buckle my shoe. Shut the door. Vary the exercises thus: one of the children gives com- mands (by pointing) for the others to execute. Write the names of children after the commands. Write boys, girls, after the commands. Print commands on slips and distribute to the children. (/) Have the children read aloud all the sentences they have read silently. (g) Place word cards for matching in sight in various parts of the room. Let a child choose a card, take it up to the chart and match it. Vary by assigning cards to be matched. (h) Place word cards so as to form a sentence on the shelf of the blackboard or elsewhere in plain sight. Let the children have the cards they can name. See who can get the most cards. 3. Summary of Method in Chart Work, (a) Teach the children to say the rhyme, with whatever actions may 17 be appropriate. Have the children sing the rhyme, to original music if no other is available. (6) Teach the children to read the rhyme, passing through the successive stages of: (1) following with eye and pointer as the words are said or sung; (2) finding and identifying whole rhymes, lines, phrases and words in position, using the devices of matching, look and do, laying, etc.; (3) finding and otherwise identifying words, phrases, etc., on the blackboard and in the book, in other connec- tions than those in which they were first met, and also separately. 18 LESSON 1. PRIMER, PAGE 1 Good Morning 1. Thought and Word Development. Have the chil- dren examine the picture and tell what they see in it and what they think about it. Encourage them to talk freely. When necessary, help them by questions. "Where are these children going? Why do you think they are going to school? (The flag, the books under arms, the bell, the teacher.) What time of day do you think it is in the picture? What makes you think it is morning? (The children going toward the schoolhouse with books under their arms.) Do you see the lady on the steps? Who do you think she is? Do you see the boy who is just putting his foot on the steps? What do you suppose he is saying to the teacher? What is she saying to him? It is the first day of school. The teacher does not know the names of all the children. What will she say to the boys when they are all in the classroom? What will she say to the girls? Now, who will tell us everything he sees in the picture? Who will tell us a story about the people in this picture?" 2. Reading from the Blackboard. In the course of the conversation lesson on the picture the teacher may turn to the board and write the answers to the questions: " What do you suppose he is saying to the teacher? What 19 will she say to the boys? What will she say to the girls?" Or, she may complete the lesson on the picture and then ask: ''What did the teacher say to the children? We have said the words and heard them; now I am going to write them so that you can see them and read them. I will make the crayon say what the teacher said to the children. Who can read what the crayon has said? Now I will make the crayon say what the teacher said to the boys. Who can read this? This time I will make the crayon say what the teacher said to the girls. Who can read this?" Good morning. Good morning Good morning, boys. boys Good morning, girls. girls " Show me where it says, ' Good morning, boys.' ' Good morning.' 'Good morning, girls.' What does it say here? And here? And here? Mary may point and Jack may read. Who will read all it says on the blackboard?" See that the children read with expression. When the children are reading have them turn from the board and address some person or persons. 3. Reading from the Book. The teacher points to the first sentence on the blackboard. 'Point to this line in your books?' So with the second and third hne. See that each child gets the right place. "Show me where it says, ' Good morning, girls,' etc. Read the first line; the second; the third. Who can read all the lines?" 20 4. Ear Training. Let the teacher strike with pencil or eraser various objects as the bell, the desk, the black- board, while the children look and listen. Then have them close their eyes while the teacher strikes one of the objects struck before. "Who can tell what I am striking now? What did I strike it with?" 5. Enunciation. (See Introductory Lessons.) The greatest care should be taken by the teacher to enunciate clearly and distinctly. See that the children do the same. Do not permit them to form the habit of saying goo or dood for good, mornin' or mawnin' for morning, or goils for girls. Note. — ''It is not enough for the teacher to say that a certain sound is wrong and to give the right sound; he must explain clearly how the sound is made, and, if need be, suggest mechanical means of making it. A child for in- stance, who continues to say dood for good, after being told to use the back instead of the front of the tongue, should be ordered to hold down the front part of the tongue with his finger. It is not enough to correct mistakes as they arise. When a teacher finds any sound presenting special difficulty, he should make a list of words in which that sound occurs, and give set lessons on them." {The Art of Teaching, by David Salmon, Longmans, Green & Co.) 6. Teaching a Rhyme. (See Introductory Lessons.) Begin teaching the "Good morning" rhyme (Horace Mann Primer, page 12). Sing the first stanza (the teacher's part) to the children. Teach them to sing the second stanza (the children's part) to the teacher. See that both stanzas are sung with spirit and with appro- 21 priate gestures. After school place this rhyme upon the blackboard in preparation for the next exercise. Or it may be written or printed in the form of a chart which may be hung up where the children can see it. Note. — If the teacher prefers to use the script forms at first she may disregard the printed sentences, making use of the script sentences only. If she prefers to begin with print (and this plan is recommended) the script forms may be disregarded for a time. With little or no attention on the part of the teacher the children will learn to recognize the script forms, which may then be read along with the print. LESSON 2. PRIMER, PAGE 2 Run and Skip 1. Review. (Read page 1.) Let the teacher at this point call attention to the two boys in the picture on page 1 who are raising their hats or caps to the teacher. They take off their caps to the teacher; they say good morning to the teacher and to each other; they are polite children. Everyone likes them. 2. Thought and Word Development. Study the pic- ture. "What are these children carrying? Where are they going? These children are in the picture on the first page. The little girl wants to speak to the little boy, but she does not know his name. What will she call him? ('little boy') (BB) (see Note). She is a polite little 22 girl. What do you think she says to the httle boy? (BB) The httle boy is polite too. What do you think he says to the httle girl? (BB) Just after the children said, 'Good morning/ to each other, they heard something. Shut your eyes and listen. Can you hear it? 'Ding, dong.' What was it? Yes, it was the school bell. The little girl did not want to be late, so she cried out — (Let the children supply and the teacher write or print) — 'Run, little boy.' And the little boy ran and as he ran he called out (children), ' Run, little ghl.' (BB) The httle girl thought they could go faster if they skipped; so she called out (children) —' Skip, httle boy.' (BB) So the httle boy skipped and as he skipped, he cried out — ' Skip, little girl.' (BB) So they ran and skipped and got to school in time." 3. Reading from the Blackboard. (See 1, 2; also Note.) The teacher may pause as each sentence {" story ") is developed and place it upon the blackboard and have the children read, or she may complete the devel- opment and defer the " reading " until all the sentences appear upon the board. Good morning, little boy. Uttle boy Good morning, little girl. girl Run, little boy. run Run, little girl. Skip, little boy. skip Skip, little girl. 23 Have the children (1) read any 'story' they know. (2) show where it says, ''Skip, httle boy." (3) read the 'story' to the teacher or some child. (4) read designated 'stories' on the board. 4. Word Study. At this point it may be well for the teacher to call attention to the new words. But do not drill upon them. Let the first few lessons deal with com- plete thought units. 5. Reading from the Book. Page 2. 6. Silent Reading and Doing. Have two or three boys and as many girls (as many as there is room for) come to the front of the room. " Do what the crayon says." Have the right person or persons (boys, girls, etc.) do the right thing. Run. Run, girls, run. Skip, boys, skip. Skip, girls, skip. Run, boys, run. Have all take seats but one boy and one girl. Skip, little boy. Run, little girl. Skip, little girl. Run, little boy. 7. Ear Training. (Blind Man.) One child is blind- folded by means of a paper bag or other device, and stands 24 in the center of the circle of children. Certain players indicated by the teacher speak to him in turn, saying, "Good morning, John (Mary, James, etc.)," and he tries to recognize the voice of the speaker. One child may be " blindman " until he fails to recognize a speaker. 8. Enunciation. (See preceding lesson) {'ittle). 9. Labeling. Display in some place where all the children can see them a picture of a boy and another of a girl with labels thus: " What do you see in this picture?* What do you think it says here? What do you think it says here? Yes, this says a boy and this says A girl. What kind of an a is this? This? We use this big A at the beginning of 'stories.'" After school place labeled pictures of a rabbit, Kitty, and a ball. (See Introductory Lessons, V, 6.) 25 10. Rhyme Study. (See preceding lesson, also Intro- ductory Lessons.) While the children sing the second stanza the teacher should run the pointer under the lines, thus: Good morning to you. Let the children sing while one child uses the pointer imi- tating the teacher. After the singing let the children show where it says " Good morning." (All the places.) 11. Matching Words. (See Introductory Lessons, V, 4.) (Preparatory to Seat Work.) Arrange these sentences upon the blackboard thus: Good morning, girls. Run, little hoy. Skip, little girl. Distribute irregularly about the room in positions where they can be seen and got at easily the word cards: girl, little, boy. Run, Skip, morning. Tell the children that you are going to let them play a game called " Match- ing." '' Now who can find the card that ' matches ' this word? (Point.) And this?" When a word is selected have it ''matched" with the word on the blackboard and ask the children if it is the right word. If not, the child must replace the card and look again. If the card is the right one, place it in the chalk tray under the same word on the blackboard. Continue the game till all the words have been " matched." As soon as any child has shown his ability to do the work given above readily and correctly, give him an envel- ope containing small word cards (see 4, ll), covering the vocabulary of the first three or four pages of the Primer, 26 and let him build on his desk sentences upon the black- board. Praise him: he has won the game. Encourage him to try to get his ''matching" (or building) done before the others, and if he does let him help them. Note. — In the various lessons the sentences under the heading, "Reading from the Blackboard," form unit groups, corresponding to the preceding development lessons. The blackboard sentences are as a rule different in form from those in the book though identical in vocabulary. Each set has a fourfold purpose: (1) To teach new words. (2) To prepare for reading in the book. (3) To stimulate reading with expression. (4) To fix difficult words and phrases by drill under the impulse of the thought. Inexperienced teachers are advised to use this material substantially as given. Experienced teachers will naturally adjust it both in amount and character to the needs of their classes. Here and elsewhere (BB) means that the teacher is to put on the blackboard some expression called for by the preceding statement or question, A full set of such ex- pressions will always be found, in the order of their develop- ment, under the heading, "Reading from the Blackboard." For example, in this case the first (BB) corresponds to " little boy" in the first sentence under "Reading from the Black- board"; the second (BB) to "Good morning" in the same sentence; the third (BB) to the second sentence, etc. 27 LESSON 3. PRIMER, PAGE 3 I Am and I Can 1. Review. Read page 2. 2. Thought and Word Development. " I am a woman: what are you, Jack? (BB) 1 am a woman. Now tell me the whole story about yourself. What are you, Jack? (BB) Watch what the crayon says. This tall letter that stands by itself says 7. Are you a big boy, Jack? (BB) What can you do? " (BB) 3. Reading from the Blackboard. a boy. a boy I am a boy. I am I am a little boy. I can run. I can I can skip. A boy can skip. , A boy A girl can run. 4. Word Study. Let this take the form of a drill upon phrases as indicated in the margin and below. Let the teacher point to these phrases and have the children read them from the blackboard; also form these phrases with word cards and let the children read them. A little boy. A little girl. 5. Reading from the Book. Read page 3. 6. Silent Reading and Doing. (See 2, 5.) 28 7. Ear Training. Stand, step, skip, stop, sit. " Listen carefully, children, and do what I say." Let the teacher pronounce slowly, slightly emphasiz- ing and prolonging the initial letter. 8. Enunciation. (See 1, 5.) Correct any errors that may appear: {tan for can). ''When a child says turn for come, and tin for king, the correct articulation will be induced almost at the first trial by the simple expedient of holding down the forepart of the tongue with the finger. The effort to imitate the general effect will then force the back of the tongue into action; and in a few days at most the child will, without any assistance, form k, g, and ng where before it could only utter t, d, and n." {The Faults of Speech, by Alexander Melville Bell, page 2.) 9. Labeling. A ball. Baby. 10. Rhyme Study. Continue work upon the "Good morning" rhyme as in preceding lesson. 11. Word Matching and Seat Work. As in 2, 10. (See Introductoky Lessons.) :^ 29 LESSON 4. PRIMER, PAGE 4 The Little Rabbit 1. Review. Read from the blackboard. I am a little boy. I can run. I can skip. Read silently and do. Skip, boys, skip. Run, girls, run. Skip, little girl. Run, little boy. 2. Thought and Word Development. " Look at the upper picture. What do you see there? (BB) Watch the crayon. Can a rabbit run? (BB) Can he walk like a dog? What does he do when he wants to go slow? (BB) Tell two things a rabbit can do." (BB) 3. Reading from the Blackboard. A rabbit. rabbit A rabbit can run. A rabbit can hop. hop A rabbit can run and hop. and 4. Word Study. Show word cards : rabbit, hop, and all other words from previous lessons which the children have not thoroughly mastered. (Do not waste time in useless repetition.) " What does this word say? " 30 I Have the children find the word on the blackboard, at the top of the page, and in the " stories." Have them point to the word in the book as the teacher passes through the aisles. Cover part of a sentence — all but a certain word or phrase — and have the children read what remains. 5. Reading from the Book. Let us pretend that the rabbit can talk. The first four stories tell what the rab- bit says to the little boy. The other stories tell what the little boy says to the rabbit. 6. Dramatization. Let one boy pretend that he is a rabbit. Let the rabbit (boy) meet a little boy. Let each read his part. Or, the rabbit and the boy may greet each other and talk without following the text exactly. More freedom of expression may be gained by this latter method. 7. Ear Training. Let the teacher pronounce the names of some of the children, as directed in the previous lesson, asking the children to point to the child named. (Point to M-ary.) Care should be taken to choose names the initials of which may be easily and smoothly prolonged, such as, for example: Mary, Martha, Mark; Sadie, Susie, Sam; Fannie, Frank; Nell, Nat; Rose, Ray; etc. 8. Enunciation. Note whether any child says wabbit for rabbit or tan for can. Give all such children individ- ual training to correct their individual error. Break up the " baby-talk " habit at once. If a child says wabbit for rabbit or woll for roll the trouble lies in his using his lips instead of his tongue. If he says yabbit for rabbit or yun for run the trouble lies in a wrong 31 use of the tongue, viz., with the tip low and the back high, the position for y. In correctly uttering r the point of the tongue is raised nearly to the upper gum, while the middle of the tongue is depressed so that the breath strikes sharply on the free tip of the tongue. Tell and show the child how to place his tongue; if necessary use a 'tongue depresser' such as physicians use in examining the throat to pry up the tip of the tongue while the child tries to say roll, round, rabbit, etc. He will soon get the sound and a few lessons will produce a permanent cure. 9. Rhyme Study. Continue work with the ''Good morning" rhyme. Allow children to point out any words they know. By this time some of the brighter ones will perhaps have "caught" the meaning of other words besides " Good morning." If they have, let them show what they know. If they know none of the other words, be content that they know " Good morning " and say no more. The mere question will stimulate curiosity and to-morrow you may be quite sure they will know a new word or two. Begin to teach the action rhyme on page 7 of the Primer. The children who have been in the kindergarten will know it. To those who do not know it, teach the words and actions. Write or print the rhyme on the chart or the blackboard for the following day. 10. Drills. Rapid word drill with cards: rabbit, and, hop, skip, run, boy, girl, boys, girls, little. (See Part I, p. xxxvii.) Phrase drill on the blackboard or with cards: / am, I can, A boy, a Utile rabbit, etc. 32 11. Seat Work. Upon a sheet of oak tag paper of convenient size write or print several familiar sentences. Double space the lines. Strike off upon a mimeograph or hectograph enough copies so that each pupil in the class may have two cards. (More copies may be struck off and reserved for future use.) Cut half of these cards into slips each containing a sentence. Let the children match these slips with the sentences upon an uncut card, either superimposing the slips or 'laying" them beneath the sentences they match. When the pupils have shown their ability to do this cor- rectly, cut up some of the slips so as to form small cards each containing a word or a phrase. Give to each child an envelope containing all the words on two or more of the sentence slips. Have the children match these words with the words on the original uncut card, thus reprodu- cing the original sentences. When a pupil has shown that he can do this well, let him help the slower ones or build other sentences of his own, or sentences from the book or from the blackboard. The children will show several degrees of ability in this work. In this as in all other work try to keep each one at work up to the limit of his ability. Individual work is always the most profitable. In preparing these cards the teacher may use rhymes such as are found on pages 7, 12, 15, etc., of the Primer, or a series of sentences such as those found on the early pages of the Primer. 33 LESSON 5. PRIMER, PAGE 5 Playing Ball 1. Review. I am a little rabbit. I can run and hop. Boys and girls can run and hop. 2. Thought and Word Development. "What do you see in this picture? (BB) What can Kitty do?" (BB) 3. Reading from the Blackboard. I can see Kitty. see Kitty I see a ball ball I see kitty and a ball. Kitty can play. play Kitty can play ball. 4. Word Study. As in 4, 4. 5. Reading from the Book. Page 5. 6. Ear Training. Let the children listen and do with- out repeating. M ary m ay r un. S kip, Frank, s kip. B oys, s tand. B oys, s it. Girls, s tand. Girls, m arch. Girls, s it. Boys, s tand. Boys, m arch. Boys, s top. Boys, s tep. Boys, h op. Etc. Etc. 34 7. Enunciation. Drill to correct errors. {Titty for Kitty.) See 1, 5; 3, 8; 4, 8. 8. Seat Work. Continue the work suggested in the previous lessons, adapting it to the ability of each child. The following is the order of difficulty: (1) Matching the words on large word cards with the words on the blackboard or on the chart. (2) Matching single words on small word cards. (3) Matching the sentence slips with the sentences on the large oak tag cards. (4) Matching the small word cards with the words in the sentences on the large oak tag cards. (5) Laying the small cards to form sentences like those on the blackboard, on the chart, or in the book. (6) Building original sentences (stories). 9. Rhyme Study. Sing the ''Good morning" rhyme. Let the children point out the words they know. Sing and act the action rhyme on page 7 of the Primer. Let the children point out all the words they know. 35 LESSON 6. PRIMER, PAGE 6 See Me Play Ball 1. Review. I am a little boy. I can play ball. I am a little girl. I can play ball. I am little Kitty. I can play ball. 2. Thought and Word Development, Let the teacher provide herself with a ball and by appropriate actions and questions develop the sentences given below and write or print them upon the blackboard. 3. Reading from the Blackboard. See my ball. See me bounce my ball. See me catch my ball. I can play ball. I can catch a ball. I can bounce a ball. I can bounce and catch a ball. 4. Word Study. (1) Show cards: bounce, catch, me, my. (2) Read the words at the top of page 6. (3) Find the words in the "stories." (4) Rapid word drill upon all words learned thus far. 5. Reading from the Book. Page 6. 36 6. Silent Reading and Doing. Pla}' ball. Bounce a ball. Catch a ball. Skip, little girl, skip. Hop and skip, little girl. Run and hop, little boy. 7. Ear Training. (As in preceding lesson.) 8. Enunciation. (As before: "ketch" for catch.) 9. Drills. Rapid Word and Sentence Drills. (See 4.) 10. Seat Work. (As before.) 11. Rhyme Study. (As in preceding lesson.) LESSON 7. PRIMER, PAGE 7 I Put my Little Hands in 1. Rhyme Study. (See Introductory Lessons.) (a) Using the book let the children repeat the rhyme, running their fingers under the lines as they say the words. Try to secure the proper phrasing. (6) Repeat the rhyme as directed in (a), stopping at certain words and asking, " WTiat does this word say? " Sing and act the rhyme with shake, shake, shake, instead of clap, clap, clap. Substitute shake, shake, shake, for clap, clap, clap, on the blackboard. Sing and act (teacher and children). 2. Word Study. Show the new words on cards. "What does this card say? Find it at the top of the page, 37 Find it in the reading. Match this word with the same word in the rhyme." If the children do not recognize a word have them go over the rhyme as in (b) until they find it. Continue this work until the children can recognize at sight and point out readily in the rhyme the new words: my, hands, put, out, clap, shake. hands boys shake put hand boy shakes puts Place on the blackboard: bo2js. " What does this word say? " Erase the s. " What does it say now? " Treat hands in the same way. Then place shake on the board. " What does this say? " Add the s. " What does it say now? " Treat put and puts in the same way. Pro- ceed in the same manner with clap, skip, hop, etc., until the children can readily make the change. Vary by covering instead of erasing. 3. Reading from the Book. Page 7, the five sen- tences below the rhyme. 4. Silent Reading and Doing. Clap hands, boys. Shake hands, girls. Shake hands, boys. Clap hands, girls. Run, boys, run. Etc. 5. Ear Training. (As before.) Point to your mouth. Point to your lips. Point to the floor. Point to the desk, window, etc. 38 "Do what I say": Stand, step, stop, sit. Shake hands. Slap hands. 6. Enunciation. {S'ake for shake.) To make the sound of s: shut the teeth almost together; raise the tip of the tongue almost to the upper gum and ' blow ' out the breath. To make the sound of sh: shut the teeth almost together; slightly raise the middle and also the tip of the tongue and blow out the breath. For sh the tip is drawn farther back than for s. If, therefore, the child says s for sh, and imitation fails to correct the error, have him place the tongue in position to say s and then draw it back slightly, at the same time blowing out the breath. If he says sh for s have him raise and advance the tip of the tongue and blow. If neces- sary use some suitable instrument to push back or pry up the tongue. 7. Seat Work. Sentence building. Note. — The object of this and all similar exercises is to develop the "sentence sense" — the power to grasp quickly and accurately the total meaning of a group of related words. 59 LESSON 8. PRIMER, PAGE 8 My Baby 1. Review. Put out hands. Clap hands. Shake hands. 2. Thought and Word Development. Develop give from the rhyme on page 7. (Have the children find it themselves.) Develop gives from give. (See 7, 2.) Develop baby from picture. (If the "labeling" has been done, this word will need no attention.) Develop her thus: "I know a baby that will do what- ever she sees me do." I shake my hands. Baby shakes her hands. I clap my hands. Baby claps her hands. 3. Word Study. (As before.) 4. Reading from the Book. Page 8. 5. Rapid Word Drill. All words learned thus far. 6. Ear Training. As in previous lessons. 7. Enunciation. (As before.) (Tlap for clap.) 8. Labeling. A dog. A Kitten. 9. Seat Work. " Lay " or build sentences. 10. Rhyme Study. Prepare " Kitty's Name," page 15, on chart or blackboard. 40 LESSON 9. PRIMER, PAGE 9 What Baby Likes to Do 1. Review. (BB or cards.) "What can boys do?" Boys can play ball. Boys can catch a ball. Boys can bounce a ball. Boys can shake hands. "What can girls do?" Girls can bounce a ball. Girls can shake hands. Girls can clap hands. "What can baby do?" Baby can play ball. Baby can catch a ball. Baby can clap her little hands. 2. Word and Thought Development. Study the pic- ture. " What does baby like to do with the ball? " (BB) 3. Reading from the Blackboard. Baby likes to play. likes to Baby likes to play ball. Baby likes to catch the ball. the ball Baby likes to roll the ball. roll Baby rolls the ball to me. rolls I like to play ball. play 41 4. Word and Phrase Study. (Emphasize the hissing sound.) rolls likes clap skip the ball to a boy roll hke claps skips the baby to a girl Show cards; find words in head-list; find them in the "stories." 5. Reading from the Book. Page 9. 6. Ear Training. " Turn to page 63. What does the goose say? See the crooked letters. They say s-s-s too. I am going to say some words. You may hiss s-s-s when- ever you hear the goose letter: like, likes, clap, claps, skips." Place on the blackboard: see, dog, likes, puts, catch, skip, etc. "Point to the hissing letters. Say the words that have hissing letters." 7. Enunciation. Review words that need attention. 8. Rapid Word Drill. From blackboard or word cards. 9. Labeling. Bunny. Cabbage. Pony. 10. Seat Work. " Lay " sentences. 11. Rhyme Study. "Kitty's Name," from chart or blackboard. Let the children find all the words they know. 42 LESSON 10. PRIMER, PAGE 10 Little Dog Fun 1. Review. See me and my baby. I give baby my hand. Baby gives me her hand. Baby can shake hands. Baby Hkes to shake hands. 2. Word and Thought Development. Study the pic- ture. " What do you see in the picture? (BB) Would you like to know what the Uttle dog's name is? It is a funny name. (BB) Have you a dog? Can your dog do any tricks? What trick can Fun do? Can Fun shake hands? (BB) Yes, the boy says, 'Shake hands, Fun.' What does Fun do? (BB) What does the boy do? (BB) Then what do they do? (BB) Then the boy pats his dog." Is and name may be developed from the rhyme "Kitty's Name" if the work on that has been sufficiently advanced. 3. Reading from the Blackboard. I see a boy and his dog. dog his His name is Fun. name Fun is Fun can shake hands. Fun puts out his paw. The boy puts out his hand. The boy and the dog shake hands. Good little Fun! 43 4. Word Study. From blackboard, head list, and text. 5. Reading from the Book. " Now let us read what the boy saya about the dog. Read the 'stories ' to your- selves. If there are any words you do not know, show them to me. I will put them on the board and we will find out what they say." 6. Ear Training. Place on the blackboard: boy ball paw hand name roll run boys balls paws hands names rolls runs Teach the children to sing the following rote song: Into the blossom, Z-u-m goes the bee. Out again, in again, Z-z-z, z-z-z. (For music see The Song Primer — Bently, page 2.) Or tell a story about a bee. Or ask these questions: "Did you ever see a bee? Did you ever hear a bee? What does a bee say?" Let the teacher pronounce one or two pairs of the words given above, and then call upon different pupils to pronounce the other pairs. " Tom may say these words. The rest of you may say z-z-z whenever you hear anything like the buzzing of the bee." 7. Rhyme Study. Continue the study of the " Good morning " rhyme, Primer, page 12. 44 LESSON 11. PRIMER, PAGE 11 Ben and His Little Dog Fun . 1. Review. (Read page 10.) Study ''Kitty's Name" and place " That is why her name is Dot" on the black- board. 2. Thought and Word Development. "Look at the pictm-e on page 10. Would you like to know what that boy's name is? (BB) You know what the dog's name is. (BB) Don't you think Fun is a funny name for a dog? Why did Ben give his Uttle dog such a funny name? Let us ask Fun. Perhaps he will tell us. Fun, why is your name Fun? (BB) Let us ask Fun one more ques- tion. Fun, why do you love Ben?" (BB) 3. Reading from the Blackboard. That is why her name is Dot. That w] His name is Ben. Ben The dog's name is Fun. Fun I hke fun. fun That is why my name is Fun. Ben loves me. loves That is why I love Ben. love 4. Word Study. Word cards, blackboard, and book. 5. Reading from the Book. ''Now we are ready to read what Fun says. Read the first two 'stories' to yourselves. Now, who will read them both to me?" Etc. 6. Dramatization. Let one boy personate Fun; an- other Ben. Let Ben read page 10; Fun, page 11. 45 7. Ear Training. run fun can Ben name not net (1) Let the teacher pronounce all of these words, slightly emphasizing and prolonging the common ele- ment (n). (2) Let the teacher sound one of the words, empha- sizing and slightly prolonging the n, and then call upon the children to pronounce the word in the ordinary man- ner. So with each word in turn. (3) Let the teacher sound the words as before, re- quiring the pupils to imitate. The object of this work is to train the children (l) to hear the sounds of letters clearly and (2) to enunciate dis- tinctly the sounds which have been heard. To effect this purpose the pupil must not only hear the sound as uttered by the teacher and by himself, but he must also ''feel" the sound as he himself utters it. 8. Enunciation. Remedy any defects which may ap- pear. 9. Rapid Word Drill. (As before.) 10. Seat Work. (As before.) 11. Rhyme Study. Continue the study of the " Good morning " rhyme. Primer, page 12. (See 7 and also the Introductory Lessons.) 46 LESSON 12. PRIMER, PAGE 12 Good Morning 1. Word Study. Let the children repeat the " Good morning " rhyme, running their fingers under the hnes as they read. Let them find you, glad, dear in the rhyme and at the top of the page. 2. Reading from the Book. " Look at the picture. What do you see in the picture? Who is the woman? Yes, she is the baby's mother. What is she doing? She is singing ' Good morning ' to the baby. The book tells us right by the picture what she is singing. Who can read it? " (The " I'm " will probably give no trouble. The sense tells what it is. Let the children make it out for themselves if they can.) 3. Reading from the Blackboard. By this time the children should have become familiar with the script which they have seen in the " head-lists " and at the bottom of the page. Here and hereafter have the script read wherever it occurs. Place on the blackboard in print and script: Good morning, baby dear. I'm glad to see you. 4. Dramatization. 5. Silent Reading and Doing. I roll the ball to you. Catch the ball. Roll the ball to me. Bounce the ball. 47 Hand the ball to me. Give the ball to a girl. 6. Ear Training. (Call this the " whirring " sound.) roll run rise round rose bur her fur sir girl etc. For treatment of these words, see 11, 7. 7. Enunciation. Drill upon the correct enunciation of the words in 6. 8. Rapid Word Drill. 9. Rhyme Study. The " Kitty's Name " rhyme con- tinued. 10. Seat Work. " Lay or build " sentences. LESSON 13. PRIMER, PAGE 13 My Name is Dot 1. Review. Good morning, Fun. I'm glad to see you. Good morning, Kitty.- I'm glad to see you. I like fun. That is why my name is Fun. 2. Thought and Word Development. Study the picture and develop the following sentences. Dot and 48 pretty may be developed from the rhyme " Kitty's Name." 3. Reading from the Blackboard. I see a kitten. Kitty kitten I'm glad to see her. The kitten is pretty. That is why I'm glad to see her. pretty I see her paws. Her name is Dot. Dot 4. Word Study. 5. Reading from the Book. Page 13. 6. Ear Training, put paw play pretty Let the children read these words from the book. Then pronounce them yourself, emphasizing the initial conso- nant. Lead the children to note that they all begin with the same letter and the same sound. Lead the children to understand that the first thing to know about a new word is how it begins. Lead them to note also that we can not tell what a word is from its beginning: we must see or hear the whole word. Now tell them you are going to pronounce words with the " p " sound in them and ask them to tell you where the '' p " sound comes, — whether at the beginning, in the middle, or at the end: clap skip hop mop drop stop clapper hopper chopper pat stopping, etc. Remember that ''p" is a whisper (voiceless) consonant. (See 73, L) 49 7. Enunciation. Teach the children to pronounce clearly the following: Peter Piper picked a peck of pickled peppers. 8. Drills and Reviews. Rapid Word and Sentence Drills. 9. Seat Work. " Laying " or building sentences. 10. Rhyme Study. " Kitty's Name " continued. (Page 15.) LESSON 14. PRIMER, PAGE 14 My Kitten 1. Review. Read page 13. 2. Thought and Word Development. Study the rhyme and the picture on page 15 and from them develop the sentences given below. (The little girl is pointing to her kitten. She wants to tell us something.) 3. Reading from the Blackboard. See my kitten. She is white. she white Her name is Dot. Why is her name Dot? See that dot. i That is why her name is Doto She is a good kitten. She is pretty, is she not? not She is very pretty. very 50 4. "Word Study. Word cards: she, white, not, very. Find them in the rhyme and on page 14. 5. Reading from the Book. Read page 14. 6. Ear Training. Spot, dot, not, cat, put, that, etc. (See 1, 7.) 7. Enunciation. Drill to correct errors. See previ- ous lessons. 8. Drills and Reviews. Rapid word and sentence drills. 9. Seat Work. Build sentences. LESSON 15. PRIMER, PAGE 15 1. Thought and Word Development. Study the rhyme and the picture. (See Lesson 7.) 2. Word Study. Word cards: But, one, all, spot, black, very, not, white, she, pretty, name, that, why, her, etc. Find these words in the rhyme and the head-list. 3. Reading from the Blackboard. See that kitten. She is a white kitten. She is white, but not all white. but all Her name is Dot. Why is that her name? Can you not see that black spot ? spot black I can see one black spot. one That is why her name is Dot. 4. Ear Training. Use the foot-Hsts. Read them up and down. 51 can dog girl like clap dot give love catch dear good little Have the children note of their own accord, if pos- sible, the words that rhyme. Have the children give other words that rhyme with dot: hot, got, lot, pot, shot, slot, hlot, rot, etc. 5. Enunciation. Drill for correct pronunciation of white, why, which, when, what, etc. Remember that wh = hw; but many children omit the h sound. Thus, instead of saying which (= hoo-itch) they say witch (= oo-itch). To correct this trouble the following devices are sug- gested : (a) Directions to the children: 1. Hold your hands in front of you, so. (About fif- teen inches from the mouth.) 2. Take a deep breath : fill your lungs full. 3. While blowing out your breath so that you can feel it on your hands, say what (or which, when, where, etc.). (b) Same as (a) except that the children are told to try to blow out an imaginary candle held at the same distance from their mouths. (c) 1. Pronounce the two words: who itch. 2. Pronounce them together quickly; more quickly still. 52 3. Pronounce them as one word. Where ( = who air) may be treated in the same manner. After mastering which and where, the children should be able to enunciate correctly what, when, why ( = who I), whether, etc. The above drill is based upon the fact that w is prac- tically equivalent to oo (not prolonged) and wh {= hw) to who (=hoo). (See Webster's International Unabridged Dictionary.) 6. Drills and Reviews. Rapid word and sentence drills. 7. Seat Work. Build the rhyme. LESSON 16. PRIMER, PAGE 16 1. Thought and Word Development. Silent reading with appropriate actions, questions, and answers. " Who has a ball? John has a ball. John may stand. Watch the crayon. Do what it says. li it asks a question, answer that question." 2. Reading from the Blackboard. Run to me, little boy. Hand me that ball. Is the ball my ball? Is the ball her ball? Is it his ball? it Is it your ball? your Bounce the ball and catch it. Hand it to a girl. 53 Give it to her. Hand it to that boy. Give it to me. Roll it to that girl. 3. Reading from the Book. Read page 16. 4. Ear Training. Have the children give words that rhyme with: ball, hand, me, it, can, run, etc. 5. Enunciation. The, this, that, them, then, those, etc. {d for th). " Th is formed between the tip of the tongue and the upper teeth, with the edges of the tongue flattened against the side teeth to obstruct the breath at all points but the tip." (From The Faults of Speech, by Alexander Melville Bell.) If a child says de for the or dat for that the main trouble lies in the position of the tongue: it is back of the upper teeth instead of between the upper and lower teeth. The remedy is simple. Tell the child to bite his tongue and blow. With breath only, this gives th as in thin, death, etc. For th in this, that, etc., tell the child to bite the tongue and blow and make a sound in the throat. Also have the child practice making the continuous sound, th-th-th (both vocal and non-vocal), thus helping him to feel the difference between it and the explosive d. 6. Drills and Reviews. Rapid word and sentence drills. 7. Seat Work. Build sentences. 8. Labeling. Bunny. A pony. 54 LESSON 17. PRIMER, PAGE 17 Baby and Bunny 1. Review. See that white rabbit. That is Ben's rabbit. Ben feeds his rabbit. Ben likes to feed his rabbit. 2. Thought and Word Development. Picture study and story. One morning Baby was lonesome. She wanted some one to play with. Big brother Ben and sister Kate were at school. Kitty had hidden away somewhere where Baby could not find her. So Baby got her big ball. Then she went out into the yard. There she met a white rabbit. She knew the rabbit's name; so she said — What do you think she said? (Children) " Good morning, Bunny." (BB). And Bunny said, " Good morning, Baby. I'm glad to see you." (BB) Now Bunny was looking at the big ball. He thought it must be something good to eat. Something big and round that rabbits like to eat. What do you suppose he thought it was? Yes, he thought it was cabbage. So he said, — " Give me that cabbage." (BB) Then Baby laughed and said, — " That is not cabbage. It is not like cabbage. It is a ball. I can play ball. Can you play ball, Bunny? " (BB) But Bunny said, — '' I can not play ball." But I can (How does a rabbit eat? You know he takes little bites. What do we say he does)? 55 Yes, Bunny said, — ''I can nibble cabbage. I like to nib- ble it. Ben feeds me cabbage." (BB) Then Baby laughed again and said, — "I can not give you cabbage. Ben can give it to you. You can nibble Ben's cabbage. I like to play ball. Play ball, Bunny." But Bunny said, " I can not play ball. I like to play ' nibble cabbage.' I like Ben. He feeds me cabbage. I see Ben." (BB) And so off ran Bunny to meet Ben and Ben gave him cabbage to nibble. Then Ben and Baby had a game of " Roll the Ball." 3. Reading from the Blackboard. Baby. Good morning, Bunny. Bunny Bunny. Good morning. Baby. I'm glad to see you. Give me that cabbage. cabbage Baby. That is not cabbage. It is not like cabbage. It is a ball. I can play ball. Can you play ball, Bunny? Bunny. I can not play ball. But I can nibble cabbage. nibble I like to nibble it. Ben feeds me cabbage. feeds Baby. I can not give you cabbage. Ben can give it to you. You can nibble Ben's cabbage. I like to play ball. Play ball, Bunny. Bunny. I can not play ball. I like to play ''nibble cabbage." I like Ben. He feeds me cabbage. I see Ben. Reading from the Book. 56 Read page 17. LESSON 18. PRIMER, PAGE 18 Bunny 1. Thought and Word Development. Turn to the picture on page 4. Study the picture and develop the sentences given below. 2. Reading from the Blackboard. See that rabbit. See him run. See his heels. heels The rabbit kicks up his heels. kicks up The rabbit likes fun. His name is Bunny. That is a funny name, is it not? funny 3. Reading from the Book. Page 18. 4. Ear Training and Enunciation. Place on the black- board. cabbage nibble little Bunny funny morning cab bage nib ble lit tie Bun ny fun ny morn ing cab nib lit Bun fun morn (1) " What does this word say? " (cabbage) (2) Let the teacher pronounce cab bage so as to bring out cab. (3) " Who can tell me what this word is?" (cab) (4) Let the children pronounce cabbage, cab'bage and cab as the teacher points. 57 Treat in the same manner the other words. Vary by covering; also by using word cards. 5. Ear Training. Practice on the foot-Hsts. Em- phasize the b. Do not attempt to prolong it much; do not at this stage pronounce it apart from the rest of the word; it is an " explosive," but let it ' explode ' into the following consonant or vowel. (See 75, 1). boy black baby Ben ball Bunny bounce but 6. Enunciation. Drill to correct errors. (" tahhage ") (See 3, 8.) 5. Silent Reading and Doing. Run. Skip. Hop. Run and skip. Run and hop. Run and kick up your heels. 6. Seat Work. Build sentences. 7. Rhyme Study. Begin the " Pussy Cat " rhyme on page 25, using chart or blackboard and book. 58 LESSON 19. PRIMER, PAGE 19 Spot and His One Trick 1. Review. Ben has a little dog. The dog's name is Fun. That is a funny name. Fun can kick up his heels. Ben has a rabbit. The rabbit's name is Bunny. Bunny is a funny name. Bunny can kick up his heels. 2. Thought and Word Development. "Who has ever had a horseback ride? When you are a little older per- haps you may. It is great fun. Once there was a little boy who lived in the country. His name was Tim and he had a pony all his own. Tim could ride his pony all alone. But he had to catch him first. One day Tim wanted a ride. So he went into the pasture where the pony was feeding. He was eating grass. He ate so much that it made him fat. Tim called out, ' Come Spot, come Spot!' But Spot would not come. Then Tim walked toward the pony very elowly, till he got very near him. Then Spot turned around and kicked up his heels right in Tim's face. That was his trick. Spot thought it was fun to kick up his heels. "Then Tim got a handful of nice green grass and held it out to Spot and called, 'Come Spot, come Spot! ' Spot saw the fine grass and thought it would taste good. Be- sides he liked Tim and meant to let himself be caught. 59 So slowly, very slowly, he walked toward Tim till he could nibble the grass from his hand. Then Tim quickly slipped the bridle over Spot's head and the pony was caught. Then Tim led Spot to the barn and put on the saddle and had a fine ride." 3. Reading from the Blackboard. See my pony. pony His name is Spot. Spot has one trick. trick He likes to kick up. he He likes to kick up his heels. That is his trick. But I can catch him. Spot is a fat pony. fat He likes to nibble grass. 4. Word Study. Word cards: pony, fat, he, trick. Find these words on the blackboard; in the head-list; in the reading. 5. Reading from the Book. Page 18. 6. Ear Training. Use lists at the bottom of page 19. Remember that h is a whisper (voiceless) consonant. he her his heel hand hop 7. Enunciation. Special drill to correct errors. 8. Seat Work. '' Lay " sentences. 9. Drill. Rapid sentence drill. 10. Labeling. Draw a picture of a pony on the black- board and label the head and tail. If the teacher can not draw, let her use a picture of a pony or of some other animal. 60 LESSON 20. PRIMER, PAGE 20 Tim Taking a Ride 1. Word Study. Compare these forms: (BB) spot Dot she's Spot dot he's Word cards: why, that, very, one. But. 2. Reading from the Blackboard. See that pony. That is Tim's pony. That pony is black. His name is Spot. Why is that his name? See that one white dot. That is why. Spot is a pretty name, is it not? It is a very pretty name. 3. Reading from the Book. Page 20. 4. Dramatization, How Tim caught his pony. (Two boys.) 5. Ear Training. (Words in words.) his fat ball hand catch your is at all and cat you Sound his so as to bring out is. Let the children imi- tate, then ask them to sound is. Then have them pro- 61 nounce his, is, in the ordinary way. Proceed in the same manner with the other pairs. This exercise may be given by writing his, fat, etc. (or using word cards) and covering or erasing the initial (or terminal) letters. 6. Enunciation. Drill to correct errors. 7. Drills and Reviews. Rapid word and sentence drills. 8. Seat Work. Build sentences. LESSON 21. PRIMER, PAGE 21 Tim's Pony, Little Spot 1. Review. Read page 19. 2. Thought and Word Development. Study the pic- ture on page 20 and by appropriate questions develop the following sentences. Let the pony talk. (If the labeling has been done as directed in 19, 10, head, tail, and heels will need no development.) 3. Reading from the Blackboard. I am Tim's pony. Tim's I have one white spot. I have a pretty tail. tail I have a head. head I have heels. heels I can kick up my heels. Can you kick up your heels? Tim can kick up his heels. 62 4. Word Study. Word cards: Tim, head, heel, have. 5. Reading from the Book. Page 21. 6. Ear Training. Use the foot hsts. heel he all kick . head me ball trick 7. Enunciation. Drill to correct errors. 8. Drills and Reviews. Additional drill on have. Rapid sentence drill. I have a little pony. I have a little dog. I have a little kitten. I have a little rabbit. I have a little ball. I have a head. I have heels. Have you, etc. 9. Seat Work. Build sentences. 10. Labeling. A puppy, A mouse, A cat. 11. Rhyme Study. Continue the study of the '' Pussy Cat " rhyme, page 25. 63 LESSON 22. PRIMER, PAGE 22 Kate and her Kitten 1. Review. I have a little rabbit. I like to feed my rabbit. I feed him cabbage. Cabbage is good. Bunny likes to nibble it. Bunny likes me. I am good to Bunny. That is why he likes me. 2. Thought and Word Development. Study the pic- ture and by appropriate questions develop the following sentences. 3. Reading from the Blackboard. See that girl and her kitten. That girl's name is Kate. Kate Kate feeds her kitten. She feeds her milk. milk She puts the milk in a pan. in pan The kitten likes the milk. She laps it up. laps The kitten loves Kate. Why? Kate loves her. 4. Word Study. From word cards, blackboard and book. 5. Reading from the Book. Page 22. 6. Ear Training. 64 tail heel clap Kate pan pat ail eel lap ate an at Treat these words as directed in 20, 5. 7. Enunciation. Why, which, what, when, where. 8. Drills and Reviews. Rapid word drill. 9. Rhyme Study. " Pussy Cat," page 25 from black- board or book. 10. Seat Work. Build sentences. LESSON 23. PRIMER, PAGE 23 Ben Feeds His Little Dog 1. Review. Read page 22. 2. Thought and Word Development. Study the pic- ture and develop the sentences given below. 3. Reading from the Blackboard. See that boy. See that little dog. The boy likes the little dog. He pats his head. pats The little dog wags his tail. wags I like to see him wag his tail. him The boy feeds the little dog. I like to see the little dog fed. fed 4. Word Study. From word cards, blackboard and book. 5. Reading from the Book, Read page 23. 65 6. Ear Training and Enunciation. Drill on the foot lists. he pat can fun his pony catch fed him play cabbage feed See 3, 8, for the sound c, k and how to make it. Find words in words : is, at, lay, an, cat, cab, fee. Add s to pat, play, etc., and 's to pony. 7. Drills and Reviews. Rapid word and sentence drills. (All words not sufficiently mastered.) 8. Seat Work. Build sentences. 9. Rhyme Study. Dramatize "Pussy Cat," page 25. I. Let one child personate Pussy Cat; another the Queen; a third the little mouse. During this scene the children may give their imagination free rein, supplying words and actions to their heart's content so long as they retain the spirit of the rhyme. II. Pussy Cat continues her travels until she meets a child who interrogates her as in the rhyme. In this dialogue let the actors hold to the exact words of the rhyme. 66 LESSON 24. PRIMER, PAGE 24 Tom and his Puppy. 1. Review. Read pages 22 and 23. 2. Thought and Word Development. From picture study and conversation. Develop " Thank You " thus: Prepare a card or cards saying " Thank you." (Two cards may be held together by paper clips.) Ask a child to bring you a book or some other article. " What do we say to people when they do something for us or give any- thing to us? I am going to say thank you to Jack without opening my mouth." (Show the card or cards.) " WTiat does this say? This card says 'Thank you.' I am going to put it up here where any of you can get it, then we are going to play a little game." " Kate may give a book to Charlie and Charlie must say ' Thank you ' to Kate without opening his mouth." Kate hands Charlie the book. Charlie goes and gets the card and holds it before her to read. . " What did Charlie say to Kate?" etc., etc. Properly managed games such as this can be made great fun for the children. 3. Reading from the Blackboard. See the boy and the dog. The dog is a little dog. The little dog is a puppy. puppy The boy's name is Tom. Tom 67 Tom gives milk to the puppy. The puppy laps up the milk. He licks the pan. Thank you, Tom, thank you. licks thank 4. Word Study. From word cards, blackboard and book. 5. Reading from the Book. Page 24. " Look at the story below the picture. There are two parts to the story. The first part tells what Tom says to the puppy. The second part tells what the puppy says to Tom. Who will read what Tom says to the puppy? Who will read what the puppy says to Tom? " 6. Ear Training and Enunciation. Place these words on the blackboard; have pupils sound them and give rhymes for each word. lick wag lap fed Kate milk 7. Drills and Reviews. Rapid word and sentence drills. 8. Seat Work. " Lay " sentences. 9. Rhyme Study. " Pussy Cat," page 25. 68 LESSON 25. PRIMER, PAGE 25 1. Reviewr -■ - - - ^^ - ^ _^ - See that kitten. That is Kate's kitten. Kate Ukes to feed her kitten. She feeds her good milk. The kitten Hkes the milk. She laps it up. She licks the pan. I like to see a kitten fed. The kitten loves Kate. Why? Kate loves the kitten. That is why. 2. Rhyme Study. (See 7, 1.) 3. Word Study. Word cards: mouse, cat, look, have, you, her. " What does this card say? " If a child does not know, let him go over the rhyme till he finds out. " Match this word with the same word in the rhyme." " Read the words at the bottom of the page." 4. Ear Training. (See 11, 7.) mouse cat pan like morning catch pat look 5. Enunciation. Drill to correct errors. See that children can sound properly th and wh. (See 15, 5 and 16, 4.) 6. Drills and Reviews. Rapid word and sentence drills. 69 7. Labeling. A lion. 8. Seat Work. Let the children reproduce the " Pussy Cat" rhyme with small word cards. LESSON 26. PRIMER, PAGE 26 The Country Mouse 1. Review. I see a pussy cat and a mouse. The cat sees the mouse. She likes the little mouse. The little mouse sees the cat. See the cat run. Look out, little mouse. See the little mouse skip. See him run. Run, little mouse, run. 2. Thought and Word Development. Picture study and story. " Once there was a little boy who lived in the city. Now this little boy was not very well, and so one summer he went to the country to stay with his grand- mother. Can you find his grandmother's house in the picture? Can you find the little boy? He is out for a walk in the fields and he has found something strange to him. He knows about city mice that live in holes and come out at night to nibble his mother's cheese. But he has never heard of mice that can do what this little mouse is doing. What is the mouse doing? What do you think he is climb- 70 ing that wheat stalk for? Yes, he Ukes to nibble wheat. The little boy used to have some tame rabbits at home. He fed them cabbage. So, he says to the little mouse, ' Let me feed you, little mouse. (BB) Let me feed you cabbage.' (BB) But the little mouse is frightened and starts to run away. So the little boy says, ' Why do you run, little mouse? (BB) Do you not like cabbage? (BB) Or are you afraid of pussy cat? Do not be afraid. I will not let pussy catch you,' "But the little mouse ran on and the little boy followed, and soon he found the house that the little mouse lived in. It was hung on some wheat stalks and it was almost like a bird's nest. You can see it in the picture. You can see the little mice in the nest. You can see the little mouse, too, on top of the nest. If the little mouse could talk what do you think she would say? I think she would say, ' I do not like cabbage. (BB) And I do not like kitty. (BB) But kitty Hkes me. (BB) Do not let kitty see me, little boy.' (BB) That is what the little boy thought the mouse meant. After awhile he went back to the house. Do you think he told the pussy cat about the little mouse? " 3. Reading from the Blackboard. Let me feed you, little mouse. Let Let me feed you cabbage. Why do you run, little mouse? do Do you not like cabbage? Do Do you see pussy? I will not let pussy catch me. let will I do not like cabbage. It is not good. 71 I do not like kitty. But kitty likes me. I will run. I will not let her catch me. Do not let kitty see me. 4. Word Study. From word cards, blackboard and book. 5. Reading from the Book. Read the page, sentence by sentence; then let one child personate the mouse; another, the boy. Let each character read his part. 6. Ear Training. (See 11, 7.) 1 ittle tai 1 like hee 1 1 ove ball 1 ap all lick 1 ook let 7. Enunciation. Review. 8. Drill. Rapid word drill. (Or steps, stones or ladder drills.) 9. Seat Work. Build sentences. 10. Rhyme Study. Place on the blackboard (or chart) the rhyme on page 27. Repeat the rhyme with the children, running the pointer under the line as the words are said. Place on the blackboard (or on cards) : 123456789 10 one two three four five six seven eight nine ten 72 LESSON 27. PRIMER, PAGE 27 I Caught a Mouse Alive 1. Review. I see you, little mouse. Look out, little mouse. Pussy cat can see me. She Hkes to catch a Uttle mouse. I will run. Do not let pussy cat catch me. Run, httle mouse, run. I like to see you run. T will not let pussy catch you. 2. Thought and Word Development. Study the pic- ture and rhyme as in previous lessons. 3. Word Study. From word cards, blackboard and book. 4. Reading from the Blackboard. I see a little mouse. The little mouse is caught. caught I will let the mouse out. Run, little mouse, run. Look out, little mouse. Do not let the puppy catch you. 5. Ear Training and Enunciation. (See 11, 7.) Drill on the foot lists: 73 6. fat pat to he fun pan Tom me four pony tail she five puppy trick see DriU. Rapid sentence drill with cards. Look out. Look up. * Look in. f Look at me. Look at him. Look at her. Look at that. Look at pussy. Look at Tim. Do not let pussy catch you. Do not let Fun catch you. Do not let me catch you. Do not let Kate catch you. 7. Seat Work. Build sentences. 8. Story-Telling. Tell in narrative form the fable of "The Lion and the Mouse." Make it as vivid and dra- matic as possible. Call attention to the picture opposite page 28. 74 LESSON 28. PRIMER, PAGE 28 1. Review. Fun caught two rabbits. Pussy caught one mouse. Tom caught his puppy. Kate caught her kitten. Tim caught his pony. Baby caught the ball. 2. Thought and Word Development. Recall the fable and study the picture. Compare the lion and the mouse. Use the following sentences. 3. Reading from the Blackboard. Do you see that lion? lion I see that lion. Is the Hon little? The lion is not httle. He is big. big Is the mouse big? The mouse is not big. A mouse is very little. But a lion is very big. So is a pony. so 4. "Word Study. From word cards, blackboard and book. 5. Reading from the Book. Page 28. 6. Ear Training and Enunciation. (BB) (See 18, 4 and 20, 5.) 75 cat pat pan will hand heel tail catch c at p at p an w ill h and h eel t ail cat ch at at an ill and eel ail cat " What is this word? " (cat) '* Sound it in two parts, slowly." (c at) '' What is this word? " (at) (So for "pat, pan, etc.) 7. Drills. Rapid word and sentence drills with card or from the blackboard. 8. Seat Work. Sentence building. LESSON 29. PRIMER, PAGES 29, 30, 31, 32 The Lion and the Mouse 1. Thought and Word Development.^ (a) Informal phonics — Word problems. The children should now be ready to take a further step towards inde- pendent reading. They have already had some prac- tice in distinguishing phonic elements, in finding words in words, and in changing words, so as to make other words. They are now to be taught how to make out new words for themselves. The process does not involve formal phonic analysis, though as fast as phonic elements are developed they 'The teacher is advised at this point to develop all the new words found in the story in order that there may be no break in the continuity of the reading. 76 are used; and it does not call for formal teaching so much as for the increasingly independent activity of the pupils in dealing with an interesting, because practical, problem. The chief work of the teacher is to provide the materials in the form of familiar words related to the new words, and to show how to use them: the eager self-activity of the children does the rest. For example, the new word no occurs in the lesson and the children are to make it out through the familiar words name and so. From name, by bringing out the initial letter (as they have been taught to do) they derive n; from so, by dropping s (as they have also had practice in doing) they derive o; and from these elements they readily make out no, the answer to the problem. It should be carefully noted by the teacher that this is a problem in construction, and as such is essentially different in its effect on mental powers and mental habits from mere drill in recognition. Word problems: no, not, go, see, 0. name so not let give so will see so n ame S n ot 1 et g ive S w ill s ee s o n o n et g o w ee no net go wee "We are to find out what this word says." {point) "What does this word say?" {name) "What does this letter say?" (n) Proceed in the same manner with so and o. 77 ''Do not speak aloud, whisper. What do these two letters say?" (n and o) ''Whisper them together." {n-n-n o-o-o) "What does this word say?" {no) Let the teacher help the children with this exercise all that may be necessary. The amount of assistance needed will depend upon the care and thoroughness with which the exercises in Ear Training and Enunciation given in the preceding lessons have been treated. The only new thing in this exercise is the blend. If the children do not get the word by whispering the sounds together, the teacher should show them how to do it by softly sounding the letters together herself, slowly at first and then rnore rapidly until the individual sounds become merged into the word, the children imitating in a whisper. The teacher may of course, if she deems it advisable, allow the children to make the blend by sounding the letters aloud; but experience has shown that the " whis- per " blend is better than the oral blend, and the silent or " thought " blend better than either. As soon as the power to make the thought blend has been developed, the children should be trained to think the problems through silently, giving oral expression to the result (the new word) only. Oral blending, if practiced at all, should be confined to such sounds as may be easily prolonged. " It has been pointed out by more than one writer, that the frequent attempts on the part of the child to give the powers of such letters as d, b, p, t, etc., without any accompanying vowel sound, has a tendency to produce 78 stammering." {The Principles and Practice of Teaching and Class Management, by Joseph Landon.) (6) Study the pictures on pages 29, 31 and 32; and by appropriate questions, based upon these pictures and upon the story (see 27, 8), develop the following sentences. Before beginning to read these sentences explain the use of the words in the margin (lion and mouse) : they show who is talking and are not to be read (except silently). Show these words also in the book. 2. Reading from the Blackboard. Lion. I have caught you, wee mouse. wee Mouse. Let me go. go Lion. No. 0, no. No Mouse. 0, do let me go. Lion. 0, no, I will not let you go. Mouse. 0, please let me go. please Let me go now. now I will help you. help Lion. A mouse is too little to help me. Mouse. I am little, but I can nibble a net. Please let me go. net Lion. Mouse. Yes, I will let you go now. Thank you, good lion, thank you. Yes 3. Word Study. From word cards, blackboard and book. 4. Reading from the Book. Pages 29, 30, 31, 32. Before beginning to read explain that the words in parentheses on page 32 (nibble, nibble) are not to be spoken, but acted. Read the dialogue straight through in the ordinary manner, and then go over it again, having one child read the part of the lion and another that of the mouse. The actors may be changed for each act. En- 79 courage the children to put as much Hfe and vigor into this dramatic reading as possible. 5. Dramatization. Let the children take parts of the Lion and the Mouse, two different children for each act. Tell them that the fairies have changed them. Pin cards on them marked MOUSE, LION. Place sentences from the story on the board. Let the two children read their proper sentences, the other children keeping a sharp look- out to see that the lion reads only the lion's share, and the mouse only his share. I Mouse. Wee, wee. Lion. I have caught you. Mouse. Let me go. Lion. No, no. II Mouse. O please let me go. I will help you. Lion. You are too little. Mouse. I am little, but I can help. Lion. Go, little mouse, go. Mouse. Thank you, big lion. Ill Lion. I am the lion that caught the mouse. I am caught now. I am caught in a net. Will the little mouse help me? IV Mouse. Is that you? Lion. Yes, it is I. Mouse. I will help you. Lion. Thank you, good little mouse. 80 6. Ear Training and Enunciation. Drill on the foot- lists, pages 29, 30, 31, 32. (29) so see spot (30) skip let lick like look lap little love (31) lion no net now (32) name dear do fed head dog dot feed hand (rills and Reviews. Rapid word and sentence drills. 8. Seat Work. Build sentences. 9. Rhyme Study. Have the children repeat orally the rhyme on page 33. If they have learned another version they will need help on the third line. 81 LESSON 30. PRIMER, PAGE 33 This Little Pig 1. Thought and Word Development. (a) Word problems: at, bit, pig. (See 29) cat boy pan big c at b oy p an b ig at b it P ig bit pig (b) Rhyme study. Treat this rhyme as directed in the Introductory Lessons and 7, 1, etc. * Teach this and had from the rhyme. Let the children say the rhymes to their fingers. 2. Word Study. As in previous lessons. 3. Ear Training and Enunciation. Review th and wh. (See 15, 5 and 16, 4.) 4. Drills and Reviews. Rapid word and sentence drill. 5. Dramatization. Re-act ''The Lion and the Mouse" without the book. Encourage the children to put as much life and snap into it as possible. Encourage them to follow the version in the book, but do not insist upon it in such a way as to check their enthusiasm. 82 6. Word Problems. (For practice.) hat, bat, mat, sat, rat, bad, mad, pad, sad, shad, sit, fit, hit, pit, wit. had cat bit hat him fat this mat roll sat h ad c at b it h at hi m f at thi s m at r oil s at h at b at m at s at r at hat bat mat sat rat but had b ut h ad b ad bad my bad m y b ad m ad mad put mad p ut m ad p ad pad see pad s ee p ad s ad sad she pad sh e p ad sh ad shad so bit feed sit head fit paw hit will pit s b it f eed s it h ead f it p aw h it w ill p it s it f it h it p it w it sit fit hit pit wit In dealing with these word problems " the teacher should carefully avoid taking answers in such a way as to allow one pupil to lead or guide another, or to make it possible for the slower pupils to follow the lead of those that are brighter. In harmony with the fundamental law of self-activity each pupil should think and answer inde- pendently. It will not do to let the names of words be spoken aloud as soon as they are discovered, or the slower pupils will get little development and they will be trained to rely on others and give as their own, answers worked out by others. It is astonishing how instantaneously pupils in a class will catch the answer given by a leader in simultaneous answering." 83 " In solving eye problems, the pupils should raise their hands when they think they have solved the prob- lems given, and as the hands are raised the teacher should step in front of each pupil, place an open hand on each side of the child's mouth to prevent others hear- ing, and lean forward to allow the child to whisper the word or sentence that has been written on the board. A smile or the shaking of the head will indicate, the result to the child. " If wrong, the child at once tries again to find where he has gone wrong in either ear or eye problems. These exercises guided by a good teacher will develop as much concentration of effort and enthusiasm as any exercises that can be given in school, not excepting even the plays of the school-grounds." {Teaching to Read, by James L. Hughes.) LESSON 31. PRIMER, PAGE 34 Jack and Fe-fi-fo-fum 1. Review. Good morning, big lion. I am glad to see you. Good morning, little mouse. I am glad to see you. I am glad I let you go. I can nibble a net. I can help a big lion. 84 2. Thought and Word Development. (a) Word problems. hop now ^h op n ow h how ow (6) Tell this story. Once upon a time there was a terrible giant. He was as tall as a tree, and as strong as a lion, and as bad as bad could be. He carried a great club with great iron horns sticking out of it, and a shield as big as the side of a house. In his ears were great iron earrings, his eyes were awful, and out of his mouth came smoke and steam. When he met any one he had only to speak to frighten him almost out of his wits. And this is what he would say: "I am Fe-fi-fo-fum. See how big I am." (BB) He would bellow so hard and so loud that the poor fright- ened person seemed to see the words coming out of his mouth. And then the giant would take the poor scared creature to his castle and keep him in prison there. His castle was full of prisoners. Now there was in that same country a brave young fellow named Jack. He had heard of the giant Fe-fi-fo- fum, and he said to himself, " W^y should not I find this giant and fight him and put an end to his evil hfe? " ^ In the word problems given hereafter this form will be omitted. The teacher may however, if she deems it necessary, continue to use it. 85 '' I am not afraid of him." (BB) So Jack started off to find the giant. Now Jack was shm and young, and you would have thought that he was no match for the giant at all. He had no shield, but he did have a sharp sword, and something even better than that: a brave heart. The fact is. Jack did not know what it was to be afraid. He had never wronged anyone in the world. " Why should I be afraid of anyone or of any- thing? " said Jack, as he walked along the road looking for the giant. Just then he caught sight of the high towers of the giant's castle, and — what was that at the foot of the hill below the castle? Was it a lion standing on its hind legs and roaring? " Ah," said Jack, " I think that is my giant." So he walked right up to him. At first the giant did not see Jack, he was so small. Then he bent over, looked at him with his two terrible eyes, stamped his foot, and bellowed forth : — (Here let the children read from the Primer. Give all a chance to work out the first three lines. Give help freely. Do not stop for drill.) Then Jack spoke up. The giant had told Jack who he was, so Jack thought he would tell the giant who he was. (Who would like to read what Jack said to the giant?) Then a strange thing happened. The giant had never before met anyone who was not afraid of him. So when he heard Jack say: 86 '' I am not afraid of you," and when he saw that Jack was really not afraid, the cruel old giant, who was a coward, and who had been a coward all along, became so afraid and so sick and trembly that his knees gave way under him and he fell to the ground. And that was the end of Fe-fi- fo-fum. And Jack went up to the giant's castle, which was not the giant's castle at all, but belonged to Jack's father, and now was Jack's. He freed all the prisoners and among them was a beautiful princess whom the giant had shut up in the highest tower. He restored her to her home; and afterwards he married her and brought her to his castle, and there they lived happily ever after. 3. Reading from the Blackboard. I am Fe-fi-fo-fum. Fe-fi-fo-fum See how big I am. how I am not afraid of him. afraid of 4. Dramatization. Who will be the giant and read what he says? Remember to sound your name very hard as if you were puffing clouds of smoke between your upper teeth and your lower lip. Who will be little Jack? Jack, are you afraid of the giant? Are you frightened? Who can find the word that tells that Jack is not scared? Look at ' afraid ' on the blackboard. Find it in the book. Now read. 87 LESSON 32. PRIMER, PAGE 35 Formal Phonics. F. 1. Sound the Element in Familiar Words. "Look at this picture." (Page 34.) '^What does the giant say his name is?" ''Yes, hisname is Fe-fi-fo-fum." (BB) "How many parts are there in his name?" "See, each part begins with the same letter." (Point.) "Now, look at this page." "See that big letter, big enough for three words." "Who can tell me this word?" (fat) So for the other words. (The teacher may write or print the words on the black- board if necessary.) " Look at the words below. Who will say all four of them? " {Fe, fi, fo, fum.) "Now hsten to me." The teacher sounds/ e,J i,f o, f um. Bring out the /. 2. Sound the Element Alone. " Now who can tell me what this letter says? " (/in margin.) If any child fails to enunciate "/" properly, tell him to bite his under lip and blow. 3. Build Words by Combining the New Element with Familiar Words and Phonograms. in at it all fin fat fit fall fin fat fit fall ORAL BLEND " What does this word say? " (in) " What does this letter say? (/) this word? " (in) " Say them together slowly; " (/ in) rapidly, {fin) As soon as possible the teacher may lead the children to think the sounds and blend them silently thus: THOUGHT BLEND " Think the first sound, and get ready to make it," (i.e., bite the lower lip). " Think the rest of the word." " Think the whole word." " Say the word." Or, more briefly: " Think (the first sound, the rest of the word)." '' Make ready (position)." " Say the word." The following points deserve notice: (1) The children have been prepared for this work from the beginning by ear training, drill in enunciation, and practice with word problems. (2) The formal work is based on the informal, and is the natural outgrowth of it. (3) The gap between the informal and the formal is bridged by the imagination. (The story of the giant.) (4) Formal drill is largely replaced by an interesting and practical problem, in which the teacher sets the prob- lem and supplies the materials to work with, and the pupil independently and self-actively does the work. (5) The unnecessarily difficult oral ' blend ' is replaced by 89 the thought blend, in which the pupil merges the elements, not by saying them together, but by thinking them to- gether, making ready, then saying the word in a natural way ; the pupil thus being taught from the first to make out unfamiliar words in the way everyone makes them out, — in the way he will make them out for the rest of his life. 4. Seat Work. Word building. Furnish to each child an envelope containing enough " letter squares " or " alphabet cards " to build all the words on page 35 of the Primer; and let him build the words. For succeeding " Seat Work " exercises in " Word Building," add to those in each envelope the necessary " squares." Cards suitable for this work may be obtained from a toy-shop or a printer's shop; or the teacher may prepare them herself by the use of a mimeograph or hectograph. (See 4, 11.) LESSON 33. PRIMER, PAGE 36 1. Review. Look out, Jack. That is Fe-fi-fo-fum. That is his name. Look at him. Do you see him look at you? Run, Jack, run. Do not let him catch you. yes, I see him. 1 see him look at me 90 I am very little. But I am not a bit afraid of him. I will not run. 2. Thought and Word Development. Study the pic- ture and the rhyme as directed in previous lessons. (See especially 7, 1.) Memorize, sing, and act it. If necessary explain that a lassie is a girl. If there are no girls in the class one or more girls may be borrowed from another class. Later laddie may be substituted for lassie. 3. Word Study. From word cards, blackboard and book, 4. Phonics. (a) Review the work on page 35. (6) Word building: Jig, fill, fat, fan, feel, fail, fear, fib, fay, fad, fame, lass. big will cat pan heel tail ig ill at an eel ail fig fill fat fan feel fail dear nib way had name lassie ear ib ay ad ame lass fear fib fay fad fame 5. Enunciation. Drill to correct errors. Hereafter both ear training and enunciation will be for the most part merged in phonics. 6. Drills and Reviews. Rapid word and sentence drills. 7. Seat Work. Build words or sentences. 8. Labeling. A fox. 91 LESSON 34. PRIMER, PAGE 37 Once I Saw a Little Bird 1. Thought and Word Development and Review. Develop went from " This Little Pig Went to Market," page 33. Develop away from a way. Develop once and said from the rhyme. 2. Word Study and Reading from the Book. Let the children study the picture. ''Where is the Uttle girl? What is she looking at? What is the bird doing? The little girl is talking to the bird. What is she saying to the bird?" etc. Let the children try to read the rhyme for themselves. Some of them will be able to do it. Encourage them to ask for words they do not know. Help them: (1) by directing attention to the thought setting, the context ; (2) or by referring the word to its original phrase; (3) or by referring it to its phonic group; (4) or, if necessary, by telling outright. 3. Phonics. (a) Drill on the foot lists: now to wag way how into went away (6) Word problems : wag, tag, rag, cow, bow, bar, car, jar. 92 but wag too bag roll tag cat now b ag t ag r ag c ow bag tag rag cow boy cow boy far can far Jack car b ow b ar c ar J ar bow bar car jar 4. Enunciation. See that no child acquires the habit of saying oncet for once. Connect the pronunciation of once with that of one. It may be well to keep these .two words upon the blackboard for some days, thus: one once 5. Drills and Reviews. From word cards or black- board. Did you ever see a rabbit? U U U U U pQj^y? " " " " " mouse? etc. Yes, I did see a rabbit once. pony " " mouse " etc. 6. Seat Work. Build words or sentences. 7. Supplementary Reading. (See Part I p. Ixiv.) 93 LESSON 35. PRIMER, PAGES 38, 39 The Fox and the Rabbit 1. Thought and Word Development. (a) Word problems: eat, met, ran. 1 meat my let roll can eat m et r an met ran (5) Study the picture and develop the following sen- tences : Do you see that rabbit? Is he afraid? Yes, he is afraid. Why is he afraid? He sees that fox. fox That is why. Do you see that fox? Yes, I see him. He sees the rabbit, too. That fox likes rabbits. Why is that? Rabbits are good to eat. eat Once I met a little rabbit. met I said, ''How do you do, little rabbit?" The rabbit was afraid of me. So he ran away ran I ran after him. after But I did not catch him. I let him run away. ^ See Primer, page 33. 94 3. Word Study. Pick out the new words from the above sentences. Show them on cards. Review as may be necessary. 4. Reading from the Book. Read pages 38 and 39. 5. Dramatization. Let the children play "The Rabbit and the Fox," using the dialogue suggested by the text. 6. Phonics. Word problems: box, gay, get, man, seat, hood, match. bit fox b ox box wag way g ay gay go met g et get me ran m an man so s eat seat head good h ood hood met catch m atch match 7. Drills and Reviews. Rapid word and sentence drills. 8. Seat Work. Build words or sentences. 9. Labeling. A tree. 10. Rhyme Study. Begin the study of the rhymes on page 43. 95 LESSON 36. PRIMER, PAGES 40, 41, 42 The Lion and the Fox. 1. Review and Development of New Words. Review the story of " The Lion and the Mouse." Once a mouse met a Hon. The hon caught the mouse. The mouse was afraid of the lion. So the mouse said, "I am very httle." please let me go, Mr. Lion. The lion was good to the little mouse. He did not eat him up. The mouse met the lion again. This time he was not afraid of the lion. He said, ''Good morning, Mr. Lion." How do you do this morning?" Mr. Lion said, "Dear little mouse, I am glad to see you. 1 am not very well this morning. I am caught in a net. I let .you go once. Can you help me now?" The little mouse looked at the net. He said, "I can nibble that net. I can help you this time." So the little mouse nibbled the net. The lion said, ''Thank you, dear little mouse." 96 was Mr. agam time well looked 2. Word Study. From word cards, blackboard and book. 3. Thought Development and Reading from the Book. Study the pictures and read pages 40, 41, and 42. 4. Phonics. (a) Drill on the foot lists: 40 net met way was pan ran 41 can pan ran fan 42 me met my milk am him Tom Tim (6) Word problems : book, hook, shook, took, tell, sell, silk. ball look b ook book have book h ook hook shake hook sh ook shook let look t ook took too well t ell tell so tell s ell sell see milk s ilk silk 5. Drills and Reviews. Rapid word and sentence drills. 6. Seat Work. Build words or sentences. 7. Rhyme Study. Continue the study of the rhymes on page 43. 97 LESSON 37. PRIMER, PAGE 43 The Rain 1. Thought and Word Development. (a) Word building and Word problems: fall, day, tree. all fall did way d ay day trick see tr ee tree Develop want from the rhyme. (6) Study the pictures and the rhymes, as directed in 7, 1, etc. 2. Word Study. From word cards, blackboard and book. 3. Phonics. (a) Drill on the foot lists. away see day all again tree way afraid three away fall ball (6) Word building or Word problems : fell, free, sent, bent, Jim. well ell fell three ree free yes went s ent sent boy sent b ent bent Jack Tim J im Jim 5. Drills and Reviews. Rapid word and sentence drill. 6. Seat Work. Let the children build one or both of the rhymes. 98 LESSON 38. PRIMER, PAGE 44 The Kid 1. Thought and Word Development. (a) Word problem : hid. kick did k id kid (6) Study the picture. Have the children look at the picture and notice the men's strange clothes (shoes) so unlike ours. One of the men is bare-footed and bare- headed. See if they notice that this is not a country picture, but a city picture. Is it not a queer thing that a goat should be right in a city street? What is the bare- foot man holding in his arm? (BB) WTiat has the other man in his open hand? How many pieces of money? (BB) "Wliat do you think this man is going to buy with these two pieces of money? (BB) Tell the children that this is a very old story that was told to little children hundreds of years ago. It is about a little boy's father who bought a kid (BB) from a shepherd. He bought it for money. (BB) For how much money? (BB) 2. Reading from the Blackboard. I see a kid. I see two pieces of money. The httle boy's father bought a kid. He bought it for money. He bought it for two pieces of money. 99 3. Reading from the Book. Let the children read and memorize the rhyme. 4. Word Study. From word cards, blackboard and book. 5. Phonics, (a) Study the foot lists. funny father fun for but bought did kid (b) Word building and Word problems: hid, honey, nor, or, fought. he kid h id hid how money h oney honey for or Ben n or nor bought ought fought 6. Seat Work. Build words or sentences. 7. Labeling. A pig. A cow. LESSON 39. PRIMER, PAGE 45 The Kid {Continued) 1. Thought and Word Development. Word problems: then, ate, stick, came, heat. that Ben th en then Kate ate stop kick st ick stick can name c ame came but b eat beat 2. Word Study. From word cards, blackboard and book. 100 Father money kid for bought pieces then ate stick came beat 3. Reading from the Book. Begin at the beginning and read the four stanzas found on pages 44 and 45. 4. Phonics. (a) Study the foot lists: name came trick stick this then Kate ate (6) Word problems: tame, game, gate, heat, tick, thick, Nick. time came go name girl him beat t ame g ame g ate h eat tame game gate heat stick tick thank tick th ick thick no lick N ick Nick 5. Labeling, A sheep. A lamb. LESSON 40. PRIMER, PAGES 46, 47, 48 The Kid (Continued) 1. Thought and Word Development. (a) Word problems: ox, killed, rank, drank. fox Kate will ran thank did thank ox k ill r ank d rank drank kill rank drank killed 101 (h) Let the children make out the words fire, hum, water, butcher from the context; if they fail to do so, treat them as sight words, that is, simply tell the children what they are. Question the children so as to bring out the sequence of characters: the kid, the cat, the dog, the stick. Then ask what will come next, and next, and next, etc., to the end of the story. 2. Reading from the Book. Begin at the beginning and read to the end. 3. Word Study. From the head lists and text; from word cards and the blackboard. 4. Phonics. Drill on the foot hsts, page 47. eat it bounce drank beat bit bought thank (h) Word problems: ounce, urn, wire, bank, catcher. bounce ounce burned burn urn want fire w ire wire big drank b ank bank butcher catcher 5. Seat Work. Word and sentence building. 6. Labeling. A duck. A goose. A turkey. 102 LESSON 41. PRIMER, PAGE 49 The Moon 1. Word and Thought Development. (a) Word problems: man, other, mother, moon, down. milk ran m an man another' other mouse m other mother father mother me too m 00 moo net moo n moon do how name d ow n down (6) Let the children study the picture and the rhymes. Encourage them to try to read them themselves. They will perhaps need help on shining, there, air, God, and bless. Here as everywhere give them all the help neces- sary but no more. (See 7, 1, etc.) 2. Word Study. From word cards, blackboard and book, mother man moon down 3. Phonics, (a) Drill upon the foot hsts. Bring out the sound of m. (This work is a preparation for the next lesson.) mouse moon me mother morning milk man money 4. Seat Work. Build words and sentences. 6. Labeling. A bird. A rooster. A chicken. ^ See Primer, page 43. 103 LESSON 42. PRIMER, PAGE 50 Formal Phonics. M The teacher may, if she chooses, improvise a story of the cow that goes every day to the meadow where she eats the sweet green grass and drinks the cool water from the brook and then hes down in the shade of a big tree and chews and chewg, — for cows spend a great deal of time chewing. Then when evening comes she wants to go home; so she comes to the bars, and sings this song: m-m-m. (Have the children observe the position of the lips and imitate. Make the '' giant sound " / and contrast position.) 1. Sound the Element (m) in Familiar Words. This has been done in the previous lesson and need not be repeated {man, mother, moon, etc.). 2. Sound the Element (m) Alone. This step was taken when the children sang the little song of the cow {m-m-m) . 3. Word Building. (See Lesson 32 — Primer, page 35.) at an eat ate m at m an m eat m ate mat man meat mate 4. Practice in Sounding m Final. am I'm name Tim lim time came 104 Tom 5. Word Building: mill, mire, may, mad, map, mail, mitten, men, make, match, mop, seem. will ill mill fire ire mire day ay may had ad mad lap ap map tail ail mail kitten Ben shake catch stop see itten en ake atch op seem mitten men make match mop 6. Labeling. Bird, chicken, rooster. 7. Seat Work. Word building. LESSON 43. PRIMER, PAGES 51, 52, 53 Little Dick's Walk 1. Thought and Word Development. (a) Word problems: as, Dick, on, soon, grunt, bow, wow, puss, piggy, wig. at is a s as Dot kick D ick Dick ox not n on so moon s oon soon run at run t runt go g runt grunt beat now b ow bow will how 1 w ow wow pussy puss kitty piggy well big w ig wig 105 (5) New words developed by previous labeling: pig, cow, sheep, lamb. (These words may be developed as " problems " if the teacher so desires.) put big cat now pat P ig c ow wee p pig cow weep shake weep sh eep sheep (c) New words to be made out from the context: walk, walked, there, ha ha, ma ma. Bossy. (In such sentences as, " Once there was a little boy," ''I will go out to walk,'' etc., the children should have no trouble in getting the new words from the sense. This is true of such words as ha ha, moo, how wow, etc.) (d) Picture study: Study the pictures on pages 51 and 53 and the colored picture opposite page 52. By appro- priate questions develop the name of the story — Little Dick's Walk. (BB) If necessary, develop by questions the new words given under (h) and (c), but ordinarily this should not be necessary and time should not be wasted upon it : the children will be eager to read — let them read. 2. Reading from the Book. Read " Little Dick's Walk," pages 51, 52, 53 as rapidly and as continuously as possible. 3. Word Study. Drill on the new words with word cards or from the blackboard. Let the children find the difficult words (as, there, walked, lamb) in the head lists and the text. Work through the foot lists on pages 52 and 53. 106 52 beat moo how kick burned moon now Dick butcher soon cow trick 53 pig piggy kit kitty 4. Blackboard Review. (Optional.) Little Dick's Walk Once there was a little boy. there This little boy's name was Dick. Once Dick went out to walk. walk As he walked he met a kitten. walked Then he walked on. As he walked on he met a big dog. Then he walked on. As he went on he met a Bossy cow. Bossy After that he met Pig Wig and Piggy Wee. The pigs said, "Grunt." Little Dick was not a bit afraid of them. He went on. As he walked on, He met a mother sheep and her lamb. lamb Said the mother sheep, "Ba, ba." ba ba Said the lamb, ''Ma, ma." ma ma 5. Drills. Rapid sentence drill. Once there was a httle rabbit. " " " '; mouse, etc. Little Dick met a kitten. " " " dog, etc. Dick was not a bit afraid. The kitten was not a bit afraid, etc, 107 6. Context Reading. ^^ Once .... was a little boy. The little boy's .... was Dick. Dick .... out to walk. He met mother sheep and her little .... The little .... said, "Ba, ba." Dick said, ''How . . . you do, little lamb?" Write these sentences upon the blackboard. Let the children study the sentences and supply the missing words; then put the word supplied in the proper space. Have the sentences read. The object of this and other similar exercises is to train the children to make out new words from the context. 7. Phonics. Word problems: talk, turn, churn, hunt, chalk, keep, run, am, wet. time walk t alk talk want burn t urn turn catch burn ch urn churn how grunt h unt hunt catch walk ch alk chalk kill sheep k eep keep grunt runt run lamb am walk met w et wet 8. Seat Work. Build words and sentences. 108 LESSON 44. PRIMER, PAGES 54, 55, 56 Little Dick's Walk (Continued) 1. Thought and Word Development. (a) Word problems: quack, saw, chick, dee, saw. queen ^ black qu ack quack soon paw s aw saw catch lick ch ick chick do see d ee dee cat paw c aw caw (6) New words developed by previous labeling: duck, goose, turkey, bird. (c) Words to be developed from a study of the pic- tures and from the context : gobble, what, friendly. (d) Picture study: Study the colored picture oppo- site page 52, and the pictures on pages 55 and 56, and by suitable questions develop the sentences given below. 2. Reading from the Blackboard. See that boy and that dog. That boy's name is Dick. See the dog lick Dick's hand. The dog likes Dick. Dick likes the dog. Dick and the dog are good friends. friends Once Dick went out to walk. He went to see his friends. He met a duck. duck The duck said, "Quack, quack." quack He met a goose. goose The goose said, ''S, s, s." ^ See Primer, page 25. 109 He met a turkey. turkey The turkey said, ''Gobble, gobble, gobble, you." gobble He was not very friendly. friendly Dick saw a bird. bird What did the bird say? say what The bird said, ''Chick-a-dee-dee-dee." chick-a-dee It was a friendly bird. 3. Word Study. From this point on the teacher may in her discretion omit study of the new words. Most if not all the prepara- tion necessary mil be found under ''Word Problems," etc. 4. Reading from the Book. Read pages 54, 55, 56, as rapidly and as continuously as possible. 5. Context Reading. \^ Little Dick met a duck. The duck . . . "Quack, quack." He met a goose. The . . . said, "S, s, s." Then he saw a turkey. The turkey said, " . . ." Dick was afraid and . . . away. Then he saw a rabbit. The rabbit . . . afraid and ran . . , So Dick . . . on. A little bird . . ., "Dee, dee, dee." "... is that?" said Dick. The bird ... in a tree. 6. Phonics, (a) Study the foot lists, pages 54 and 56. 54 she this went Dick sheep they want duck shake there walk 110 quack 56 paw saw caw see tree dee way day say (6) Word problems: luck, loose, hobble, lack, quick, claw, gay, shame. let duck 1 uck luck look goose 1 oose loose help gobble h obble hobble love quack 1 ack lack quack Dick qu ick quick clap saw cl aw claw girl say g ay gay sheep name sh ame shame LESSON 45. PRIMER, PAGES 57, 58, 59 1. Thought and Word Development. (a) Word problems: back, doo, cluck, peep, them, gob- bler, friend. bird quack b ack back did moo d 00 doo clap duck cl uck cluck paw sheep p eep peep then met the m them gobble gobbler butcher friendly friend (b) New words developed by previous labeling: rooster, hen, chicken. Ill (c) Picture study: Study the pictures on page 57 and by appropriate questions develop the sentences given below. 2. Reading from the Blackboard. Little Dick saw a mother hen and her little chickens. The mother hen said, "Cluck, cluck." The chickens said, "Peep, peep." Then little Dick saw a rooster. The rooster said, "Cockle-doodle-doo." Little Dick liked the hen, the chickens, and the rooster. He was a good friend to them all. 3. Reading from the Book. Read pages 57, 58, 59, as rapidly and as continuously as possible. 4. Context Reading. See Lesson 43. My father ... a kid for money. The . . . burned the stick. The . . . put out the fire. The . . . killed the ox. The ox drank the . . . 5. Phonics. (a) Study the foot lists pages 57, 58, 59. 57 duck cluck pig big sheep peep 58 kick chick quack black 59 back doo doodle moo moon too soon 112 goose rooster (b) Word problems: rat, moose, mire, stack, whip, Dan, game, tame, Turk, roost. roll pat r at rat stick black st ack stack what skip wh ip whip Dick ran D an Dan goose came g ame game tail name t ame tame Turkey Turk rooster roost Here and hereafter, let the children work through each word problem silently. When they have the answer let them stand. Then let them come forward one by one and whisper the answer to the teacher. With those who fail work through the ''problem" as directed in Lesson 32. 6. Blackboard Review. (Optional.) Once little Dick went for a walk. As he walked, he met a kitten. Then he met a big dog. Then he met a Bossy cow. Then he met a big pig and a little piggy. Then he met a mother sheep and her Uttle lamb. Then he met a duck. After that he saw a goose. Then he saw a turkey. After that he saw a rabbit. Then he saw a little bird. After that he saw a big black bird. Then he saw a rooster, a hen, and her little chicks. After that Dick went back to his mother. He said to her, ''I went out to walk. I saw all my friends. I said, 'Good morning,' to all of them. Puss said, 'Mew, mew.' Big Dog said, 'Bow, bow.' 113 (And so on for the other animals.) I was not a bit afraid of Bossy. But I was a httle bit afraid of Mr. Turkey. The chickens were not at all afraid of me. But Bunny was afraid. He ran away. The little bird was very friendly. But Goosey was not very friendly." 7. Dramatization. Dramatize " Little Dick's Walk." 8. Seat Work. Build words and sentences. LESSON 46. PRIMER, PAGE 60 What They All Say 1. Reading from the Book. Let the children read the rhyme without preparation. If says presents any diffi- culty give it directly. 2. Phonics, (a) Study the foot lists: cat pat rat can pan ran say day way then Ben hen at an ay en mat fat man fan may fay men fen (6) Word problems: toy, whirl, patch, sack, live, land, bad, seed, call, sit. 114 too boy t oy toy why girl wh irl whirl pan catch p atch patch says quack s ack sack love give 1 ive live look hand 1 and land but glad b ad bad see did see d seed caught all c all call said bit s it sit 3. Context Reading. Once a hon caught a mouse. The mouse said, "Please . . The lion said, ''I will not . , I want to . . . you up." me go. you go. The mouse said, ''I . . . little. But I . . . help you." The lion said, "I . . .let you go . . . time. Once the lion was . . . in a net. The little mouse saw .... The mouse said, ''I . . . help Mr. . . . I will nibble that ..." So the mouse . . . the net. The lion said, ''Thank . . . good mouse." 4. Seat Work. Word and sentence building. LESSON 47. PRIMER, PAGE 61 Here Sits the Mayor 1. Rhyme Study. (See Lessons 7, 12, etc.) Let the children study the rhyme from the book (prob- ably they already know it). Let them pick out all the words they know. 115 Memorize the rhyme and let the children repeat it, pointing to the forehead, etc., as indicated on the margin. 2. Word Study. 3. Reading from the Blackboard. (Seeing and doing.) Look here. Here is a ball. Come here. Give the ball to Jack. Roll it here. Hand me your book. 4. Phonics. (a) Study the foot lists. hen then men Ben ib) Word problems: sail, ships, than, seat, seas, far, same, sad. sit tail s ail sail shake skips sh ips ships them can th an than say s eat seat seat sea seas father ran fa r far sit came s ame same says glad s ad sad 5. Seat Work. Word and sentence building. 116 LESSON 48. PRIMER, PAGE 62 Boats Sail on the River 1. Rhyme Study. (See Lesson 47.) 2. Phonics. (a) Study the foot hsts: sit spot said say stick soon see seen (6) Word problems: goat, coat, pies, ties, loud, sick, silk, sunny. give boat g oat goat came boat c oat coat pig skies p ies pies time gkies t ies ties cloud loud sail lick s ick sick said milk s ilk silk says funny s unny sunny 3. Context Reading. Once a fox saw a rabbit. The fox ran . . . the rabbit. The rabbit was ... of the fox. So the rabbit . . . away. The fox did not . . . the rabbit So the fox did not The rabbit said, *'Mr. Fox can not the rabbit up. . me. So he cannot . . . me up." 4. Seat Work. Word and sentence building 117 LESSON 49. PRIMER, PAGE 63 Formal Phonics. S 1. Picture Study. Study the picture on page 63; then have the children study the sentences given and sup- ply the omitted words. Place the words supplied in the proper spaces and have the sentences read aloud. 2. Context Reading. Little Sally's Walk Once . . . was a little girl. The little^. . . name was Sally. One . . . Sally . . . out to walk. As she . . . she met a goose. But the goose . . . not afraid . . . Sally. The goose put out . . . head. Then . . . said, ''S, s, s." Sallie was afraid . . . the goose. But she did not . . . away. She did not go up to the goose. She said, " . . .do you want, Goosey?" The goose . . . "S, s, s," again. "What do . . . want to say. Goosey?" said Sally. The goose did not say, "S, s, s," again. Then she went away. After that little Sally walked on. She went back to her mother. 3. Phonics. (a) See lessons 32 and 42. (6) Word building: 118 Jack back sack duck uck suck well ell sell will ill sill went ent sent met et set feed eed seed skip ip sip shake ake sake lap ap sap thank ank sank Kate ate sate bought ought sought clap lap slap well swell pat spat eat seat mother smother am Sam LESSON 50. PRIMER, PAGE 64 The Five Toes 1. Thought and Word Development. (a) Word problems: hay, grass, drink, whip. here say h ay hay lassie grunt lass gr ass grass drank drink ^ why skip wh ip whip (6) Let the children get just from the rhyme study. 2. Rhyme Study. (See Lessons 7, 12, 15, etc.) This rhyme is the Chinese form of " This Little Pig.'.' Let the children turn to page 33 and compare the pictures and the rhyme. The children will probably discover that this is a Chinese mother and child. Tell them a Httle about China and the Chinese. " What does the Chinese mother say to the big toe? " etc. 1 If the children have any difficulty xv-ith this word let the teacher call attention to the sound of " i" in " in." 119 Let five children read the rhyme, — the largest the first fine, the smallest the last three lines. Let them memorize and say the rhyme to their fingers. 3. Phonics. Word problems: dust, must, rust, crust, gust, clip, drip, chip, lip, trip, grip. do just d ust dust dust ust must ran dust r ust rust cow c rust crust goose dust g ust gust clap skip cl ip clip drink clip dr ip drip chick drip ch ip chip look chip 1 ip lip tree lip tr ip trip grunt trip gr ip grip 4. Seat Work. Word and sentence building. From this time forward in deahng with these word problems the easier ones should be worked " backward," thus: (1) Write the word to be made out upon the black- board {tell). If the children know the word no further work is necessary. (2) If they do not know the word, separate it into two parts {t ell), and ask the children to " think " the parts, whispering them if necessary. If they can do this let them blend the parts, thus solving the problem. (3) If they cannot " think " either of the parts ask them to think of a word that has this part in it (t) and another that has this part in it (ell). If necessary let them look back through the book till they find the words needed. {Just, page 64, well, page 42.) If they know one part but 120 not the other, let them think of or find a word containing the unknown part. Place the word or words necessary on the blackboard and proceed to solve the word prob- lem as explained in Lesson 29, 2 (a). LESSON 5L PRIMER, PAGE 65 Who Brings the Milk 1. Thought and Word Development. (a) Word building: bunny funny pony ever every well ell sell (6) Picture study: Study the picture on page 65 and by appropriate questions develop the sentences given below. 2. Reading from the Blackboard. See that man. Who is he? He is the milkman. He sells milk. He sells it to my mother. He comes every morning. Who sells milk to him? Who drinks milk? Baby drinks milk. When? Baby drinks it every morning. 121 who sells every 3. Reading from the Book. Read page 65. 4. Phonics. Word building and Word problems: tell, yell, dell, shell, spell, smell. just sell t ell tell yes tell y ell yell bird yell d ell dell shake dell sh ell shell spot shell sp ell spell sell ell smell 5. Seat Work. Word and sentence building. 6. Rhyme Study. Turn to the picture opposite page 66. Let the children study the picture. " Who is that boy? What is he doing to the cow? Why isn't he afraid of the cow? Read the name of the picture." Read to the children Robert Louis Stevenson's poem, '' The Cow." Have them memorize the poem, at least the first stanza, which is found on page 70 in the Primer. LESSON 52. PRIMER, PAGE 66 How THE Milk Comes from the Farm 1. Thought and Word Development. (a) Word building and Word problems: pail, farmer, cart, train, pull. 122 pony tail p ail pail fari farm butcher farmer came far c ar car car to car t cart time t rain ^ train put sell pu U pull (6) Picture study: Study the picture on page 66 and also the colored picture opposite, and by appropriate questions develop the sentences given below. 2. Reading from the Blackboard. Do you see that man? Who is he? Is he a milkman? No, he is not a milkman. He is a farmer. The farmer milks the cow. He milks into a pail. Then he puts the milk into a can. Then he puts the can on a cart. Then the pony pulls the cart. He pulls it to the train. farmer pail cart pulls train 3. Reading from the Book. Page 66. 4. Phonics. Word problems: arm, harm, charm, full, pain, plain, grain, gain, stain, lain, drain. farmer farm arm her h arm harm chick ch arm charm pull ull full * See Primer, page 37. 123 * See Primer, page 43. pig train p ain pain play rain pi ain plain grunt pain gr ain grain girl grain g ain gain let stain 1 ain lain drink plain dr ain drain stick grain st ain stain 5. Phrase Drill. The teacher may from time to time review some of these phrases, using various methods of drill. in and out up and down black and white you and I did you ever go away not a bit after that a very good time very well again and again now and then this and that here and there once there was once I saw as he walked every day 6. Seat Work. Word and sentence building. LESSON 53. PRIMER, PAGE 67 The Milk Train 1. Thought and Word Development. (a) Picture study: Study the picture, page 67. Lead the children to notice the bell on the train and develop the word ring. \h) Word problems: bring, draw, hell. 124 drink saw dr aw draw back b ring bring beat sell b ell bell 2. Reading from the Blackboard. See that train. What train is that? Look on that car. That tells you what train it is. It says, ''Milk." It draws the milk for baby to drink. draws Who brings the milk to the train? brings The farmer brings the milk to the train. See that bell. bell How it rings. rings It says, "Look out for the train." 3. Reading from the Book. Page 67. 4. Phonics. (a) Study the foot list: rain train ring bring caw draw (6) Word problems: sing, wing, king, sting. sell ring s ing sing will sing w ing wing kitty wing k ing king stick king st ing sting 5. Context Reading. The cow . . . grass. She . . . good water. She . . . good milk. The farmer milks the . . 125 He milks into a . . . . Then he . . . the milk into a can. Then he puts the . . . into a cart. The pony draws the .... He . . . it to the train. Then the farmer puts the ... on the train. The train draws the ... to the milkman. The milkman brings the ... to mother. Mother . . . the milk to baby. Baby . . . the milk. He drinks every bit of it up. 6. Seat Work. Word and sentence building. 7. Rhyme Study. (Optional.) Begin to teach the words of the kindergarten song, " Mr. Duck and Mr. Turkey," in preparation for Primer, page 72. LESSON 54. PRIMER, PAGES 68, 69, 70 How THE Train Comes 1. Thought and Word Development. (a) Word problems: cup, take, with, car, start, stop, choo, ling, ding. cart c up cup out shake t ake take will then wi th with cart car stick cart st art start stick hop st op stop catch too ch 00 choo let ring 1 ing ling duck ring d ing ding 126 (6) Let the children get from the context come and from, or give them as sight words. 2. Reading from the Book. Pages 68, 69, 70. 3. Phonics. (a) Study the foot Hsts: pages 68 and 70. 68 car up pull ell ail cart cup pail 70 well pail pail ell kill fail well will sail tell fill ail ell ill mail fell mill (6) Word problems: cake, lake, rake, sake, wake. cup take c ake cake look cake 1 ake lake ring lake r ake rake sell lake s ake sake will sake w ake wake 4. Seat Work. Word and sentence building. 5. Rhyme Study. (Optional.) Teach the children to sing " Mr. Duck and Mr. Turkey." 127 LESSON 55. PRIMER, PAGE 71 Formal Phonics. L 1. Phonics. See Lesson 32. See the bell. What do the bells say? The bells say, ''L, 1, 1." 2. Word Building. head ad lead catch atch latch did id Ud dot ot lot drink ink link five ive live hand and land Kate ate late moon oon loon paw aw law time ime lime hop op lop 3. Enunciation. See that the children sound I prop- erly. Do not allow them to say ul. Teach them to place their vocal organs in the proper position before beginning to make the sound. To pronounce I, place the tip of the tongue against the gum and let the breath pass on either side. The posi- tion of the tip of the tongue is the same for I as for n, but in pronouncing n the breath passes through the nose instead of through the mouth. 128 if. LESSON 56. PRIMER, PAGES 72, 73 Mr. Duck and Mr. Turkey 1. Thought and Word Development. {a) Word building and Word problems: wobble, must, will gobble w obble wobble just ust must it fall i f if (6) Sight word: right. (c) Let the children study the picture and sing the Kindergarten song, " Mr. Duck and Mr. Turkey." 2. Reading from the Book. Pages 72 and 73. 3. Phonics. Word building: right ight fight fight ight might might ight sight sight ight hght Kate ate slate dot ot slot drink ink slink my y sly did id slid hop op slop time ime slime paw aw slaw ring ing shng skip ip slip Jack ack slack Tim im slim 4. Seat Work. Word and sentence building. 129 LESSON 57. PRIMER, PAGES 74, 75 Little Boy Blue 1. Thought and Word Development. (a) Word problems : horn, corn, wake, sleep, sleepy, where. morning morn car morn c orn corn have morn h orn horn will take w ake wake lap slap slap sheep si eep sleep pony sleepy what there wh ere where (6) Rhyme and Picture study. Study the rhyme and the picture and develop the words: blue and blow. (See Lessons 7, 12, etc.) 2. Reading from the Book. Pages 74 and 75. 3. Phonics. (a) Study the foot lists, page 75. black corn take sheep blue horn wake sleep blow morn make peep (b) Word problems and Word building: slow, flow, movj, grow, show, bow, glow, row, sow. blow low slow slow low low ow flow mow grunt blow gr ow grow 130 sheep grow sh ow show but show b ow bow ran glow r ow row sell row s ow sow 4. Seat Work. Word and sentence building. LESSON 58. PRIMER, PAGE 76. I Like Little Pussy 1. Rhyme Study. See lessons 7, 12, 15, etc. 2. Phonics. (a) Study the foot lists, page 76. what where why white pat put not net (6) Word building: land, sand, late, mate, fate, sate. hand and land land and sand Kate ate late late ate mate mate ate fate fate ate sate (c) Word problems: band, brand, grand, stand, gate, date, hate, plate. bird sand b and band bring band br and brand grunt brand gr and grand stick grand st and stand goose Katejduck gate! hay date g ated ate h ate gate date | hate play mate pi ate plate stick plate st ate state 3. Seat Work. Word and sentence building. 131 LESSON 59. PRIMER, PAGES 77, 78 Little Red Hen 1. Thought and Word Development. (a) Develop as follows: red, yellow ~ seed, grasshopper, bread, gander. ran fed r ed red yes bell y ell yell blow low yellow sit feed s eed seed grass hop grasshopper roll head r ead read boy b read bread g and h^r g and er gander (6) Sight words, to be given directly: neighbor, were. Neighbor may be developed from the children's ex- perience. Preliminary drill on were. Tim and Fun were good friends. Kate and the kitten were good friends. Tom and the puppy were good friends. The lion and the mouse were good friends. Dick and the dog were good friends. (c) Study the pictures on pages 77 and 78. 2. Reading from the Book. Pages 77 and 78. 3. Phonics. (a) Study the foot list, page 78. head bread feed 132 seed (6) Word problems: deed, heed, greed, greedy, need, steed, weed. bird seed d eed deed hop deed h eed heed grunt heed gr eed greed pony greedy horn heed n eed need stop need st eed steed were steed w eed weed 4. Seat Work. Word and sentence building. LESSON 60. PRIMER, PAGES 79, 80 Little Red Hen {Continued) 1. Thought and Word Development. (a) Word building and Word problems: wheat, we, 'plant, green, cut, mill, hound, found, ground, our, flour. when I will me wh eat w e wheat we will Ul mill bounce did boun d bound man it play an t pi ant ant I plant grass seenjcan but gr een c ut green ! cut | Dound ound found grass found gr ound ground out roll ou r our our flour (6) Picture study. Study the pictures on page 79. 2. Reading from the Blackboard. The little red hen said, "I have found a wheat seed. 133 found I will plant this wheat seed. I will take my wheat to the mill. I will have it ground into flour." 3. Reading from the Book 4. Phonics. (a) Study the foot lists, pages 79 and 80. ground flour Pages 79 and 80. white wheat bit cut eat wheat found ground 79 80 play plant will mill fed red mother other (6) Word building: sound, mound, sour, seen, fellow, mellow, slant, neigh, sleigh. found ound sound sound ound mound flour our sour green een seen yellow ellow fellow fellow ellow mellow plant lant slant neighbor eigh sleigh 5. Seat Work. Word and sentence building. 6. Context Reading. Once . . . was a hen. Her . . . was Little Red Hen. Once Little Red Hen ... a seed. It was a wheat .... Little Red Hen said, "Who will plant this . . .? The gander said, ''I will not . . . the seed." The goose said, "I . . . not plant the seed." The turkey said, "... will not plant the seed." The Little Red Hen said, "I will . . . it." And she .... 134 LESSON 61. PRIMER, PAGES 81, 82 The Little Red Hen (Continued) 1. Thought and Word Development. (a) Word building: make. take ake make (6) Sight words, to be given directly or developed from a study of the pictures or from the context: won't and they, (c) Picture study. Study the pictures on pages 81 and 82. 2. Reading from the Book. Pages 81 and 82. 3. Phonics. (a) Study the foot lists, pages 81 and 82. 81 eat eating cut net drink drinking put bit feed feeding 82 tell time cluck clucking take tree (6) Word building: mink, sink, link, slink. drink ink mink mink ink sink sink ink link link slink 135 (c) Word problems: pink, wink, rink, think, clink, chink, blink, brink. paw drink p ink pink will pink w ink wink roll wink r ink rink cluck think cl ink clink chick clink ch ink chink black chink bl ink blink thank rink th ink think bread blink br ink brink 4. Seat Work. Word and sentence building. 5. Reading from the Blackboard. (Read silently and answer orally.) Who found a seed? What did she do with it? Who cut the wheat? Did the gander take it to the mill? Who did take it? What did the miller do with it? When it was ground, what was it? Who made the flour into bread? Did the Little Red Hen let the turkey eat the bread? Why not? 6. Dramatization. Let the children personate the different characters and act the story. 7. Supplementary Reading. (See Part I, p. kiv.) 136 LESSON 62. PRIMER, PAGE 83 Two Legs, Three Legs, and Four Legs 1. Thought and Word Development. (a) Word problems: leg, sat, throw, upon, jump. let get le g leg at three blow up on just fum put sat thr ow upon J um p throw jump (6) Picture study: Study the pictures on page 83. Lead the children to notice the four different sets of legs. It may be that they will not make out the "one leg." If so, explain. When they have seized this point they will catch and enjoy the fun in the pictures and be prepared to read with appreciation. 2. Reading from the Book. Page 83. 3. Phonics. Word problems: heg, peg, keg, meg, bump, dump, hump, lump, pump, stump, thump. bell leg b eg beg pat beg P eg peg kitty peg k eg keg bird jump b ump bump seed bump d ump dump horn dump h ump hump leg hump ump lump sleep lumpl start pump p ump st ump pump I stump throw stump th ump thump 4. Reading from the Blackboard. (Read silently and do.) 137 Jump up, Jack. (Marj^, Kate, John, or Charles, etc.) Come to me. Take this ball. Throw it to Kate. Throw it back, Kate. Bring the ball to me. (Read silently and answer orally.) WTiat was one leg? What was three legs? Who was two legs? Who was four legs? Who sat upon three legs? Wlio ran away with one leg? What did two legs do? What did four legs do then? 5. Seat Work. Word and sentence building. 6. Dramatization. Let the children act the rhyme. Two legs may pretend to hold one leg and make believe throw it. LESSON 63. PRIMER, PAGES 84, 85 Fox AND Geese and I See You 1. Thought and Word Development. (a) Word problems: get, supper. gander let g et get up sup grasshopper supper 138 (b) Picture study. Page 84. (Let the children get their answers from the picture and the text.) " What are the children doing? What is the name of the game? (See title.) Who is the boy? Who is the first girl? Who are the other girls? What is the fox trying to do? What is Mother Goose trying to do? If Mr. Fox catches the httle geese, what will he do with them? What do the little geese say to Mr. Fox?" 2. Reading from the Book, Pages 84 and 85. 3. Dramatization. The children will know how to play " Fox and Geese " without any help. Train them to use the exact words of the text. 4. Phonics. , (a) Word building: latch, match. (6) Word problems: hatch, hatch, patch, thatch. bird catch b atch batch here batch h atch hatch jump hatch p atch patch thank patch th atch thatch catch latch atch atch latch match 5. Seat Work. Word and sentence building. 139 LESSON 64. PRIMER, PAGE 86 Pussy's in the Well, and Tit, Tat, Toe 1. Word Building and Word Problems, tit, tat, Lin, ding, stout, row, another. to it get in do ring start t it t at Lin d ing st out tit tat ding stout throw row man mother an other another 2. Picture and Rhyme Study. See previous lessons. 3. Reading from the Book. Page 86. Teach the children to use " Tit, tat, toe," as a counting-out rhyme. 4. Phonics. Word building and Word problems: Molly, folly, dolly, Polly, holly, sap, map, lap, cap, flap, trap, strap, chap. jolly oily Molly Molly oily folly red jolly d oily dolly up dolly P oily Polly hay Poll}'- h oily holly slap ap sap sap ap map map ap lap cut lap c ap cap lap flap lap ap tap tree flap tr ap trap trap strap chick strap ch ap chap 5. Seat Work. Word and sentence building. 140 LESSON 65. PRIMER, PAGE 87 Formal Phonics. T 1. Picture Study. Let the children look at the pic- ture and tell of the cobbler's work. Sing and play the chorus of " The Cobbler," a kindergarten song. ''Tap, tap, tap and tick, tack, too. This is the way to make a shoe." 2. Phonics. See previous lessons. 3. Word Building, tell, tack, tick, tuck, till, took, talk, tank, tend, tar, tart, toy, town, turn, tire, tame, taught, tan, tent, tease, tag, tight. bell ell tell back ack tack Hck ick tick duck uck tuck will ill till look ook took walk alk talk thank ank tank friend end tend car ar tar cart art tart boy oy toy down own town burn urn turn fire ire tire came ame tame caught aught taught ran an tan went ent tent please ease tease wag ag tag right ight tight 141 LESSON 66. PRIMER, PAGES 88, 89 Little Pussy Whitey-Toes 1. Thought and Word Development. (a) Word problems: hat, bed, nap, lay. hop h at hat bird fed b ed bed now lap n ap nap play lay (b) Develop know and new from study of the rhyme. 2. Picture and Rhyme Study. (See previous lessons.) 3. Reading from the Blackboard. Do you see that little cat? O yes, I see her. What a funny wee wee cat. Do you know her name? No, I do not know her name. Look at her toes. They will tell you her name. O yes, I know her name now. Her name is Whitey-Toes. Why did she get into that hat? She was sleepy. That is why. She went into the hat to sleep. That is grandpa's new hat. What will grandpa say? He will say, "I know who went to sleep in my new hat." know Whitey-toes hat new grandpa's 4. Reading from the Book. Pages 88 and 89. 142 5. Phonics, (a) Study the foot Usts, pages 88 and 89. blow mew toe blows know new toes 89 knows he hop had here her hay hand horn hen how head help 6. Phonics. Word building and Word problems : few, flew, stew, horn, goes, lead, instead, Ned, fled. new new new bed horn get toes head head bed bed ew ew ew b orn g oes ead ead ed ed few flew stew born goes lead stead instead Ned fled LESSON 67. PRIMER, PAGES 90, 91 Kate and Kitty Take a Walk 1. Thought and Word Development, (a) Word build- ing and Word problems: bee, song, breast, robin. bird see b ee bee dong ong song bread start brea st breast red gobble r ob robin in (6) Sight words: cheer, flower. (c) Let the children sing the song of " The Bee," Les- son 10, 6. 143 (d) Study the colored picture opposite page 90 and the sentences given below. 2. Reading from the Blackboard. See that girl and that cat. Where are they? They are in a garden. It is a flower garden. What are they looking at? They are looking at a beautiful bird. That beautiful bird is a robin. The robin is singing a song. This is his song: " Cheer up, cheer up, cheer, cheer, cheer up." There are bees in the garden. The bees are singing a song too. What song do the bees sing? They sing, "Buzz, buzz, buzz." garden flower beautiful robin song cheer buzz 3. Reading from the Book. Pages 90 and 91. 4. Phonics. Word building and Word problems: long, heet, meet, feet, beef, seem, steed, steer, steel, tower, lard, shower, bower, power. song ong long bee beet beet eet meet meet eet feet bee beef see seem feed eed steed cheer eer steer steer steel garden ard lard flower ower tower shake flower sh ower shower bee flower b ower bower nap flower p ower power 5. Phrase Drill. Look out. Cheer up. 144 Run away. Come back. Let us go. All out but you. Out you go. Jump up. Wake up. Yes, I will. If you can. If you please. LESSON 68. PRIMER, PAGE 92 Formal Phonics. H The picture will suggest the sound. Lead the chil- dren to notice the state of their breath after running at recess. Do not try to separate the sound from the rest of the words, and then combine. In deriving hat from at merely ' breathe hard ' and sound at, — all with the same impulse of the voice. Do not on any account say hah-at. 1. Phonics. See Lessons 32 and 41. 2. Word Building, hall, ham, has, hate, heat, hit, hack, hut, hear, hid, hot, hive, hire, hood, hind, hound, hunt, hook, house, hail, hip. all hall am ham as has ate hate eat heat it hit back ack hack but ut hut dear ear hear did id hid dot ot hot five ive hive fire ire hire good ood hood grind ind hind ground ound hound grunt unt hunt look ook hook mouse ouse house sail ail hail skip ip hip 145 LESSON 69. PRIMER, PAGES 93, 94, 95 How Tom Tucker Sang for his Supper 1. Thought and Word Development. (a) Word building and Word problems: box, some, hake, baker, hag, without, bin, miller, grind. ox come bird take farmer but wag with out bag in box ome b ake miller b ag without b in some bake bag bin grunt I and gr i nd grind (h) Picture study: Study the pictures on pages 93 and 95. Let the children sing the kindergarten song, " The Mill Wheel is Turning Clip Clap." Let them show how the wheat is ground, using their hands for millstones. Develop hungry. 2. Reading from the Blackboard. Look at that boy. What is his name? (Title or text.) What is he doing? What is he looking for? Why is he looking for bread? Were you ever hungry? hungry Who makes your bread? Who ground the wheat for Little Red Hen. Who grinds wheat for our bread? grinds 146 3. Reading from the Book. Pages 93, 94, 95. 4. Phonics, (a) Study the foot lists. farm farmer sup supper 93 up upon nap tap ox box 94 bake baker make maker mill miller come some (6) Word building: letter, sitter, clapper, cutter, ham- mer, hatter, tapper, skipper, fatter, boxer, jumper, grinder, planter, walker, sleeper, carter, gardener. let sit 1 clap letter sitter 1 clapper cut cutter ham hammer hat hatter tap tapper skip skipper fat fatter box jump grind boxer ■ jumper grinder plant 1 walk planter j walker sleep sleeper cart carter garden gardener 5. Seat Work. Word and sentence building. Note : Be sure the children know the meaning of bin. 6. Phrase Drill. (Optional.) Once upon a time. Will you please? In my box. For supper. Once there was. In my bin. Without flour. We won't. 147 Not a bit. If you please. In the bag. For dinner. Did you ever? In the flour bag. Without wheat. Then I will. LESSON 70. PRIMER, PAGES 96, 97 How Tom Tucker Sang for his Supper (Cont'd) 1. Thought and Word Development, (a) Word build- ing and Word problems: has, took, baked, gave, sang. as has ring ing sing look ook took looked baked sat song sa ng sang sing song sang give gave 2. Picture Study. Study the pictures on pages 96 and 97. 3. Reading from the Book. Read pages 96 and 97. 4. Phonics. (a) Word building: hang, tang, fang, slang, save, slave, stave. sang ang hang hang ang tang tang ang fang fang ang slang gave ave save save ave slave slave ave stave (6) Word problems: brave, grave, cave, pave, wave, shave, bang, clang, rang. bring gave br ave brave grind gave gr ave grave cut gave c ave cave shake gave sh ave shave boy sang b ang bang jump gave p ave pave clap sang cl ang clang were gave w ave wave rat sang r ang rang 148 5. Seat Work. AYord and sentence building. 6. Dramatization. Let the children act the story. LESSON 7L PRIMER, PAGE 98 Tom Tucker's Song 1. Thought and Word Development. Word problems : wind, send, fresh. will w in win do win d wind friend end send friend get fr et fret fret she fre sh fresh 2. Picture and Rhyme Study. As in previous lessons. Let the children memorize and sing the song. The music may be found in several song primers and kinder- garten books. Or the teacher may adapt or originate a suitable tune. Or the children may make their own tune. 3. Blackboard Review. (Optional.) The farmer plants the wheat. The wheat comes up. It gets yellow. Then the farmer cuts it. After that he takes it to the mill. The miller grinds it. Then it is wheat flour. The miller sells the flour to the baker. The baker makes it into bread. 149 Then he bakes it. After that he sells it. He sells it to mother. Then we eat the fresh bread. We eat bread in the morning. We eat it for supper, too. 4. Word Building and Word Problems. send end mend mend end lend lend end tend tend end fend blow bl end blend bird b end bend rat r end rend we w end wend grind ind find find mind bird grind ind indb ind mind hind bind blow find bl ind blind kill mind k ind kind grind rind 5. Seat Work. Word and sentence building. LESSON 72. PRIMER, PAGE 99 Peas Porridge Hot 1. Thought and Word Development. (a) Word building: hot, pot. dot ot spot hot pot (6) Picture and Rhyme study. As in previous lessons. Let the children read, memorize, and play the game. 150 2. Phonics, (a) Study the foot lists. piece put please pull pretty puppy pot pig (b) Word building and Word problems: fold, mold, sold, hold, scold, bold, told, gold. old old old old cold bake took fold mold sold hold scold b old t old bold told gave old gold LESSON 73. PRIMER, PAGE 100 Formal Phonics. P. 1. See Lesson 32. Have the children sound a number of words beginning and ending in p (peep, pup, pop, pip, pipe, etc.). They may be helped by comparing the sound with the puffing of an engine (puff-puff) or the exhaust of a naphtha launch (put-put). Have them note the action of the lips. P is non- vocal or breath consonant. Do not permit the chil- dren to add a vowel sound (pu). 2. Word Building. (Review.) pan span pat spat patter spatter pill spill pin spin pit spit all pall eat peat wee weep see seep car carp seed speed soon spoon light phght out pout 151 '^back ack pack start art part drank rank prank hop op pop bounce ounce pounce found ound pound flower ower power cluck luck pluck jump ump pump ram ain pain Spain thank ank lank plank well ell pell spell went ent pent spent kick ick pick spick will drink ill ink pill pink spill spink jump ump lump plump make I train ake rain spake I sprain bed ed sped dear ear spear like ike spike bring ring spring •my y spy fun I I un spun ! can ca cap man ma map ran sat did kid sit him take ra sa di ki si hi ta rap sap dip kip sip hip tape LESSON 74. PRIMER, PAGES 101, 102, 103 Pussy and Robin 1. Thought and Word Development. (a) Word problems: wall, got, jujuped, chirp, almost. wind w all wall get hot g ot got baked jumped catch girl ch ir p chirp all m st almost 2. Recall the story of Kate and Kitty (pp. 91, 92); also the colored picture. Pussy Cat is going to take a walk alone. Like Tom Tucker he is hungry. There is no bread in his box either. Where will he go? To the baker's? Let us road this story and it will tell us. 3. Reading from the Book. Pages 101, 102, 103, 104. 152 4. Phonics. (a) Study the foot lists, pages 101, 103, 104. 101 cup hop clap help stop sleep 103 up sup jump chirp puppy sleepy supper hopper bring bread breast 104 bounce bag bought bed burned blow bake blue bird (b) Word problems: hite, brother, brown, brook, bug, by, bill, best, bet, better. bag white b ite bite bring mother br other brother breast down br own brown bread look br ook brook but go bu g bug bed my b y by bag will b ill bill bed stop be st best bed let b et bet bet better LESSON 75. PRIMER, PAGE 105 Formal Phonics. B 1. See Lesson 32. The teacher should note that the true sound of b is formed in the larynx, the lips being closed so that no sound can escape except in the case of b final, after which a slight 153 explosive vowel sound is heard. Do not allow the children to say bu for b. The word baby can not be formed by blending bu-a-bii-y. 2. Word building and Word problems: Babbit, bitten, boost, boom, bloom, bid, bib, bull, bold, brain, brick, braid, bleed, rub, tub, cub, club, stub, cab, crab, stub, slab, stab, web, bleat, beam, boot, Bob, bait, broom, bench, bolt, barn, butter, batter, bitter, rubber, slabber, grabber. rabbit abbit Babbit kitten itten bitten yellow ellow bellow rooster oost boost boot boo boom boom boo boot did id bid bid bi bib pull ull bull cold old bold train rain brain trick rick brick afraid raid braid seed eed bleed run ru rub cut cu cub cub ub tub tub ub bub rub ub stub can ca cab cat rabbit c rab crab crab ab stab stab ab slab green slab gr ab grab well we web eat bleat beat beam too b 00 t boot got Bob Bob ram b ai t bait bring too br 00 m broom Ben chick ben ch bench old bol t bolt eat chick b ea ch beach star no b ar n barn but butter bat batter bit bitter rub rubber crab crabber stab stabber grab grabber clap cub cl ub club 154 LESSON 76. PRIMER, PAGES 106-113 1. Review. Read " The Kid," pp. 44-48. 2. Reading from the Book. Let the children read this story at sight. If there is any word which they do not get from the context, tell them the word at once and proceed with the reading. 3. Phonics. Drill upon the " Phonic Review," page 118. Sound the words by lines and by columns. 4. Dramatization. Let the children act the story. LESSON 77. PRIMER, PAGES 114-116 This is a story that French mothers have told to their little boys and girls for many, many years. The chil- dren may notice that it is something like the Old Woman and Her Pig, only instead of a pig it is Jack who doesn't behave. 1. For treatment of this story, see lesson 76. 2. Phonics. As in lesson 76. LESSON 78. PRIMER, PAGE" 117 1. Thought and Word Development. (a) Word building and Word problems: star, may, wish, bright, etc. 155 start star hay ay may will fresh wi sh wish right ight might For the other ' ' ight " words study the foot lists reading from the bottom up. (h) Picture and Rhyme study. As in previous les- sons. Bring out the point that as the child goes to bed the mother repeats the first rhyme; then the child repeats the second. Let the teacher repeat the first rhyme rap- idly and with spirit. Then let the children work it out line by line. So with the second rhyme. 2. Phonics. Study the " Phonic Review," page 118, as directed in Lesson 76. 156 PABT III DAILY LESSON PLANS HORACE MANN FIRST READER LESSON 1. FIRST READER, FRONTISPIECE 1. Preparation. Picture study and conversation. Let the children study the frontispiece and talk about what most interests them, — the sand, the sea, the ships, the bathers, the circus, and particularly the group in the fore- ground, with whom they are to become better acquainted. Do you see those children in the front of the picture? How many children do you see there? (BB) How many boys and how many girls? (BB) Look at the girl who is sitting down. What has she on her lap? (BB) Look at the boy who is sitting down. What does he sit on? (BB) Look at the boy's face. How does he look? (BB) What kind of a time do you think these children are having? (BB) 2. The Reading Lesson. Reading from the Black- board. I see four children. children There are two boys and two girls. The big girl has a doll. doll One boy sits on the sand. sand He looks happy. happy They are having a good time. having 3. Phonic Review. 159 ball pail mate hand fat sit see b P m h f s s all ail ate and at it ee ten lay man moon light bell mill t 1 m m 1 b m en ay an oon ight ell ill Note. — This review contains nearly all the phono- grams including single consonants which have been formally developed in the Horace Mann Primer. It will be espe- cially useful with classes beginning the First Reader in Sep- tember and classes in which there are many pupils who have not used the Primer. LESSON 2. FIRST READER, PAGES 1, 2, 3 At the Seashore 1. Preparation. (a) Word building and Word problems : fill, dig, digging, call, Barbara. doll pig d ig dig dig digging cup c all call mill ill fill car ar Barbara (&) Picture study. Study the pictures on pages 1, 2, and 3, and develop the sentences given below, (c) Reading from the blackboard. I see three children. What are the names of the children? The boy's name is Dick. 160 The big girl's name is Daisy. The little girl's name is Barbara. The dog's name is Sport. What is the doll's name? The doll's name is Elizabeth Eliza. What a big name for a doll! Oh, she has a little name too. Daisy calls her Bess. What are the children doing? They are digging in the sand. What is Dick going to make? He is going to make a fort. Barbara digs in the sand. So does Dick. So does Daisy. So does Sport. Does Bess dig in the sand? Daisy Barbara Sport Elizabeth Ehza Bess does 2. The Reading Lesson. Read pages 1, 2, and 3. The teacher should keep a copy of the Horace Mann Primer upon her desk and make herself thoroughly familiar with it. All old words which the children seem to have for- gotten, especially unphonetic words, should be referred to the rhymes or stories in the Primer in which they first appeared. The word-list in the Primer, pages 119-122, will give the proper reference. 3. Phonics. (a) Study the foot list, page 1. go going play playing (6) Word building and Word problems: Bess less drink less pretty less trick less fill ess ess dr ess pr ess tr ess ill less bless dress press tress bill 161 Phonogram developed: ess. (c) Seat work. Word building with letter squares. (See Lesson 32, Part II.) Place it, at, ail, ill and all on the blackboard and direct the children to build as many words as they can by adding other letters. In this and all other exercises for seat work suggested in this manual, the teacher must exercise her own judgment as to the means to be employed. The children may write with pen or pencil at their seats, or with crayon upon the blackboard, as may be most convenient and profitable. LESSON 3. FIRST READER, PAGES 4, 5 Poor Elizabeth Eliza 1. Preparation. (a) Word building and Word problems: still, deep, yesterday. mill ill still dee deep rooster yes ter day yesterday (6) Context reading. The children are very quick to appreciate grammatical distinctions, such as play, played; dig, dug. Let them study the pairs of sentences given below and supply the right word to fill the blank space; then insert the word in its proper space. Let the chil- dren read the sentences in pairs. 162 To-day Yesterday I fill I my pail, my pail. fill filled To-day Yesterday I make I a fort, a fort. make made To-day Yesterday I dig I a deep well, a deep well. dig dug (c) Picture study. Study the pictures on pages 4 and 5 and develop sentences given below. {d) Reading from the blackboard. Yesterday Bess sat on the sand. (Picture, page 4) Where does she sit to-day? (Picture, page 5) To-day she sits on her mother's lap. How does she look? She looks ill. Poor Elizabeth Eliza! poor What will her mother do? She will call the doctor. doctor How will she call him? She will telephone to him. (Picture, page 6) telephone 2. The Reading Lesson. Read pages 4 and 5, section by section, at first silently and then aloud. 3. Phonics. (a) Word building and Word problems: made ade fade ade lade blade well fade w ade wade trick wade tr ade trade glad trade gl ade glade dug ug hug mug pug just mug draw jug drug lug tug J ug dr ug rug plug slug jug drug 163 Phonograms developed: ade and ug. (b) Drill on verb forms. To-day I run drink come give do have sleep. Yesterday I Treat these forms as directed under " Context reading " in this lesson. (c) Seat work. (With letter squares.) Place on the board ee, ay, ate, an, and, and let the children build all the words they can by adding other letters. LESSON 4. FIRST READER, PAGES 6, 7 Doctor Dick and Mrs. Daisy 1. Preparation. (a) Word building and Word problems: hello, quick, quickly, sick, Mr., Mrs., by. bell h ell o hello quack lick qu ick quick friendly trick ly ick quickly sick Mr. Dick Mrs. Daisy my y by (b) Picture study. Study the pictures on pages 6 and 7. Develop the sentences given below. (c) Reading from the blackboard. Do you see that girl? What is she doing? She is telephoning to the doctor. 164 Do you see that boy? Do you see his hat? What is by his hat? That is his cane. cane Doctor Dick says he will come quickly. How will he come? (Page 7) He will come in his automobile. automobile 2. The Reading Lesson. (a) Read pages 6 and 7. Let the children look over the piece paragraph by paragraph, get the sense and read aloud. (6) Let the children dramatize the lesson. A toy tele- phone can easily be made by the children. The dialogue can easily be worked out. Each of the first five lines on page 7 is a reply to the corresponding line on page 6; the next line on page 7 corresponds to the next three on page 6, etc. In dramatizing the children may (a) read, or (6) give the substance in their own words, or (c) learn and use the exact words. 3. Phonics. (a) Word building and Word problems: cane lane very pane just vane we Jane ane mane V ane J ane w ane mane pane vane Jane wane Phonogram developed: ane. (6) Phrase drill: 165 to play in the sand to dig dig a well with his paws to the doctor not very well thank you to Doctor Dick make her well as quickly as you can good-by (c) Seat work. Let the children form words using the phonograms: am, old, ade, ug, etc. Note. — From the first the teacher should use the names of the letters just as she uses the names of other articles in the schoolroom. She should constantly say ''This m says" (giving the sound of the letter) or ''What does this s say," etc. But she should make no attempt to teach the alphabet until toward the close of the first year of school. At the end of the first year the children should know thoroughly the letter names in their alphabetic order. LESSON 5. FIRST READER, PAGE 8 Formal Phonics. ICK, ACK, ST, OP 1. Preparation. (1) Rhyme and Picture Study. Work over the rhyme in connection with the picture. Read and memorize. (2) Word Study. From the rhyme develop the new words: nimble, he, candle. 2. Phonics. (See Part II, Lesson 32.) (a) Work over the "Taking Apart" groups and de- velop ick, ack, st, op. Then develop stick, stack, still, stop, by "thinking together" known phonograms. (b) Word building. Build these words one by one. 166 As they are words already learned or are composed of phonograms already developed, the children should recog- nize them at once without oral " sounding" or " blending." If necessary let the children "whisper" the parts together. Use the oral blend only as a last resort. kick back stay mop chick hack state lop trick black stand flop rick lack stall top brick slack still stop prick Mack stout pop flick smack (c) Word problems: we kick w ick wick what back wh ack whack stay heel st eel steel chick mop ch op chop Note. — Do not attempt to teach these words by "flash-drill" repetition. The object of these phonic exer- cises is to develop the power to work out new words phoni- cally, i.e., by independently interpreting their phonic elements. Give help, when necessary, by referring to a more familiar word containing the phonic element in question. 167 LESSON 6. FIRST READER, PAGES 9, 10, 11 The Doctor's Call 1. Preparation. (a) Word building and Word problems: Mr. = Mister Dr. = Doctor think ring th ing thing we drink w ink wink kill sleep k eep keep chick ch ill chill her happy per hap s perhaps (6) Sight words: any, doors, seaside, warm, appetite. Let the children get these words from the context; if they hesitate, give the words and let them proceed with the reading. (c) Picture study. Study the pictures on pages 9 and 11, and let the children tell what they see and what they think about what they see. Incidentally any of the ''sight words" which come up naturally in the conversa- tion, may profitably be placed upon the board. 2. The Reading Lesson. (a) Choose pairs of bright children to read the dialogue, assigning a page to each pair. Let each read his part of the dialogue silently and then orally. The children will like this arrangement and will learn from one another. Be sure, however, that they do not depend too much on one another. 168 (6) Dramatize the story, first allowing the children to help themselves from the book; then have them go through the dialogue without the book. Do not hold them strictly to the printed words. Make this work enjoyable; a little costuming will help. Get as much hfe and "snap" into it as possible. 3. Phonics. (a) Word building and Word problems: thank nimble th imble thimble candle andle ^ handle Dot clap D over i cl over Dover i clover side ide^ hide side tide slide bring side br ide bride bride ride wink side ide w wide Phonograms developed: ide. (6) Seat work. Word building. LESSON 7. FIRST READER, PAGES 12, 13 The Doctor's Call {Continued) 1. Preparation. (a) Word building and Word problems: hope, when, because. 1 In all future exercises in "word building" and "word problems" this step will be omitted. The teacher may of course make use of it whenever necessary. 169 rope hope white wh en when caught is be cau se because For by see good-by, page 6. For peas and porridge refer to ''Peas Porridge Hot," Primer, page 99. (6) Let the children get to-morrow from the context. 2. The Reading Lesson. Treat this lesson as directed in Lesson 6. 3. Phonics. (a) Word building : morrow sorrow borrow peas peat seat wheat beat meat eat heat bleat not neat chill cheat tree treat (b) Form a Word List containing words built in this and in previous lessons. Arrange the words so as to break up famihes. Have the children work out the words phonically. In the future have an exercise of this kind as often as may seem profitable. LESSON 8. FIRST READER, PAGES 14, 15 The Doctor and the Doll 1. Preparation. (a) Word building and Word problems: shook, dolly, bill, pay. 170 sheep look shook doll dolly bilP pay' (6) Picture study. Study the pictures on pages 14 and 15. 2. The Reading Lesson. (a) Read pages 14 and 15. This pleasing rhyme will require little or no "teaching." Let the children work it through by themselves and read it to one another. Be sure that as they read the appropriate images are back of the words. (b) Encourage the children to memorize and dramatize the rhyme. 3. Phonics. (a) Word building: doll dolly Poll Polly Moll Molly folly holly jump jolly oil oily Phono^ams developed: oil, oily, (b) Seat work. Word building. LESSON 9. FIRST READER, PAGE 16 Formal Phonics. SH, AKE, OOK, EEP 1. Develop the Phonograms. For treatment of this lesson see Lesson 5 and also Part II, Lesson 32. 2. Word Building. 1 These words being composed of known phonograms should be readily "sounded" by the children. 171 book hook lake flake slake 1 spake 1 sham shout shin shall cut shut bed shed glad shad blow show flower shower 3. Word Problems. bright look brook cart took cook new book nook bring take brake draw shake drake 4. Seat Work. Build words with familiar phono- grams. Note. — Purchase or make a set of "phonogram" cards. As soon as a phonogram is developed tack it up in some part of the room where it will be visible to all the children all the time, and leave it there for several days. Refer to it fre- quently until it is thoroughly fastened in the minds of the children. Then place it in a package containing all phono- grams which have been taught thus far. There shQuld be fre- quent drills upon these phonograms, but these drills should for the most part take the form of word problems or word building, not of formal drills. The exercises provided in the Manual under the head of ''Phonics" will probably furnish sufficient material for all necessary drill. If they do not, the teacher should supply the deficiency. No time should be wasted in drilling upon what is already thoroughly mas- tered. ''All mere drill in the facts or tables of any subject is comparatively ineffective even for memorizing facts or tables, when compared with the method of using facts or tables as they become known in the accomplishment of definite and interesting purposes by the pupils." — From Teaching of Reading, by James L. Hughes. 172 LESSON 10. FIRST READER, PAGES 17, 18 Poor Dog Bright — White Sheep 1. Preparation. (a) Word building: fright, stand, stay, hill. These words, being composed of known phonograms, should be readily sounded by the pupils. In the following lessons words of this character will be omitted from the Manual. The teacher should, however, give them what- ever attention may be necessary to prevent hesitation dur- ing the reading lesson. (6) Sight word: off. Let the children get this word from the context. 2. The Reading Lesson. Let the children study the pictures and the rhymes and then read and memorize them as directed in previous lessons. (See especially Lessons 7, 12 and 15 in Part 11.) Note especially the shepherd boy, the sheep, and the cloud-sheep on the blue hill. 3. Phonics. (a) Study the foot lists on page 18. still why blow won't stay white blue didn't stand when black doesn't 1 wh 1 bl (6) Word building. * Develop these compound phonograms {wh and hi), as indicated. Al- though b and I have been developed singly, the combination bl should receive some attention. See that bl is pronounced not b-l, but bl, i.e., with a single impulse of the voice. 173 feel wheel girl Tim whirl whim supper whimper new whew back whack hopper whopper dot blot feed bleed fed bled grunt blunt mouse blouse came blame beat bleat new blew 4. Context Reading. (See Lesson 3, 1, (b).) To-day the wind blows. Yesterday the wind . . . To-day the sheep go away. Yesterday the sheep . . . away. To-day poor Dog Bright runs away. Yesterday he ... away. To-day Bess eats her supper. Yesterday she . . . her supper. To-day Daisy feeds Bess peas porridge hot. Yesterday she . . . her peas porridge hot. (a) Seat Work. Word building with familiar phono- grams. LESSON 11. FIRST READER, PAGE 19 A New Trick 1. Preparation. (a) Word building and Word problems: alive, doggie, drop. Rover. five live afraid alive Kate I dog Katie | doggie 174" drink hop drop run over Rover (b) Refer alive and five to "I caught a mouse alive" (Primer, page 27), thus fixing the words and the sounds in an easily remembered context. (c) Picture study and Thought development. This lesson gives free play to "dramatic person- ation." If the children imagine vividly they will ex- press the thoughts of the text with proper emphasis and inflection. If they read silently and then express themselves before they read aloud, their reading aloud will be as nearly as possible like actual speaking. Some children may have to be helped to understand just what action corresponds to the words of the text. Have them study the pictures and help them with such questions as these : Look at the first picture. What is that boy going to do? (He is going to throw the ball.) What does he say when he throws it? (Text.) What does he want the dog to do? Look at the second picture. What is the dog do- ing? What does the boy tell the dog to do now? (Text.) Look at the third picture. What is the boy trying to do? (Text.) 2. The Reading Lesson. Have the text read, section by section. Get as much snap and life into it as possible. Tell each child to make believe he is teaching his dog these tricks. 3. Phonics. (a) Word problems and Word building: door jump dump ran jump rump thank jump thump 175 lump pump slump hump jump ump ump um mumps stumps hum mum nimble ble humble mumble tumble stumble bumble bee umble grunt grumble fumble jumble drop drum get gum plum plump Phonograms developed: um, ump, ble, umble. (6) Seat work. Word building with familiar phono- grams. LESSON 12. FIRST READER, PAGES 20, 21 A Cat's Tale 1. Preparation. (a) Word building and Word problems: pleased, silk, silky, thing, sharp, hid, hidden, bur, fur, pur, hurt, bet, better. please pleased milk silk pony thank silky thing car sharp did hid chicken hidden burn bur bur fur pur fur hurt get bet baker better For any refer to anything, page 9. (b) Picture study. Study the picture and by appro- priate questions develop the sentences given below. (c) Reading from the blackboard. Do you see that girl and that cat? That girl's name is Dorothy. Dorothy likes the cat. 176 Dorothy The cat hkes Dorothy. They are good friends. The cat's fur is very soft. soft See Dorothy stroke the cat's fur. stroke That makes pussy pur. She purs because she is pleased. Once Dorothy pulled pussy's tail. What did pussy do then? (Picture, page 21.) 2. The Reading Lesson. Read pages 20 and 21. 3. Phonics. (a) Word building and Word problems: hurt fur ur bur burn urn turn spur spurn chick churn blur bread stroke broke chick broke choke yes choke yoke oke smoke poke spoke Phonograms developed: ur, urn, oke. (6) Seat work. Word building. LESSON 13. FIRST READER, PAGES 22, 23 Dame Trot and Her Cat 1. Preparation. (a) Word building and Word problems: doll came dame catch chat car kid hark do dark Refer side to seaside, page 10. 177 (h) Sight word : listen. 2. The Reading Lesson. Study the picture. Study, read, and memorize the rhyme as directed in previous les- sons. See especially Lessons 7, 12, and 15, Part 11. 3. Phonics. (a) Study the foot lists, pages 22 and 23. chick chill chat chin ch Note that the digraph ch has nearly the sound of tsh. It is the voiceless or whispered correlative of j. The chil- dren may associate the sound with the exhaust of a steam engine. dark hark bark dame came name trot spot pot hop drop stop (6) Word building. ark ame ot op lark lame lot lop Clark tame slot slop park same blot flop Phonograms developed: ch, ark, ame, ot. he will he'll she will she'll that is that's you are you're (c) Seat work. Word building with familiar phono- grams. 178 LESSON 14. FIRST READER, PAGES 24, 25 Dot and Fun 1. Preparation. (a) Word building and Word problems: yarn, claw, feel, bark. yes car no yarn clap saw claw this man than heel feel dark bark ih) Sight words: scratch, climb. (c) Picture study. Dramatize as in previous lessons. Lead the children to express their personal preference as between cats and dogs, and assign parts accordingly. 2. The Reading Lesson. Read pages 24 and 25. 3. Phonics. (a) Study the foot list, page 25, and develop aw. paw maw flaw saw haw gnaw caw law claw draw raw straw aw awl bawl thank thaw clap claw draw drawl she shawl chit chide cheat chess choke chop cheat churn chain choke chum chump Phonograms developed: aw, awl. (b) Enunciation. Some children say drawr for draw. Drill to correct this error. (c) Seat work. Word building with familiar phono- grams. 179 LESSON 15. FIRST READER, PAGES 26, 27 Grandma is Knitting 1. Preparation. (a) Word building and Word problems: know knit clap o goose close (6) Word study: Before beginning to read, work over the head lists and the foot lists, pages 26 and 27. (c) Picture study. Study the pictures on pages 26 and 27. 2. The Reading Lesson. Read pages 26 and 27. 3. Phonics. (a) Study the foot lists. (26) knit knitting sit (27) sitting bounce pounce nap tap lap clap ever never (6) Teach the names of the vowels: a, e, i, 0, u. The letters are like children: they talk. There are boy chil- dren and girl children. So we may say there are boy letters and girl letters. To-day we will learn the names of the girl letters. The girl letters are (BB) a, e, i, 0, and u. 180 (c) Place on the board : Sometimes these girl letters say their names and sometimes they say something else. To- day we will learn their names so that we can tell when they say their names. What are the names of the girl letters?" at ate can cane bit bite hop hope " Sound this word slowly, (at) How many sounds did you make? (two) Sound this word slowly, (ate) How many sounds in ate? (two) How many letters in ate? (three) There are only two sounds: which letter did not say anything? (e) " So for the other pairs. "Sound these words slowly, (at, ate) In which of them does a say her name? (ate) " So for the other pairs. " In these words e does not say anything to us; but she tells a to do something. What does she tell her to do? " (To say her name.) Note. — "The letters should always be spoken of, to the children, as if they had personality. They should be repre- sented as saying something, as speaking alone, as singing duets with other letters, or as keeping silence to listen to their little comrades in the words, when they are not ex- pected to speak themselves. This simple practice invests the letters with a real personal power, and arouses a vital interest in them on the part of the children. It adds to the interest, and aids in a natural classification of the letters to speak regularly to the children of the vowels as "girls," and of the consonants as "boys." The words "vowels" 181 and ''consonants" should of course not be used, but to have both "girl" letters and "boy" letters makes the personation more complete and more real, and prepares the way, lays the apperceptive basis for a logical classification of the letters later." — Teaching to Read, by James L. Hughes. LESSON 16. FIRST READER, PAGES 28, 29 A Kitten Rhyme 1. Preparation. (a) Word building: yet, 0, should, only. yes yet oh - would should won't only Picture Study. Recall the rhyme "Kitty's Name," Primer, page 15. The children probably know it. Let some one recite it. Recall the picture. If possible, show it in the Primer. Then turn to page 26 of the First Reader. "Look carefully at that kitten. What do you think her name is? Yes, that is Dot. To-day we are going to read more about Dot, Grandma, and the ball of yarn." 2. The Reading Lesson. Read pages 28 and 29. 3. Phonics. fat fate cat Kate tap tape Tim time for fore cut cute Treat these words as directed for at, ate, and develop the rule: "When e stands at the end of a word w4th a boy letter between her and another girl letter, e does not say 182 anything to us; but she whispers to her sister letter and says, 'Say your name, say your name.' And the other girl letter almost always minds and says her name." Do not require the children to memorize this rule, but in subsequent lessons lead them to apply it again and again till its appUcation becomes automatic. LESSON 17. FIRST READER, PAGE 30 Formal Phonics, R, ED, UN, AIN, ING, BR, and TR 1. For treatment of this lesson see previous similar lessons. 2. Word Building. From the word building list on page 30 develop br and tr. bray brake bran tray trail trill rail ram rake bun pun stun ring spring sling brand treat rook shun sting broke broom trump trawl rump rum spun hunt fling 3. Phonics. Call attention to the girl letters which do not speak to us but tell the other girl letter to say her name. Continue to call attention to what the various letters do and say in subsequent lessons. The twin brothers II sing a duet, but they sing only the same song that brother I sings alone. 183 4. Enunciation. For directions for securing the cor- rect utterance of r, see Part II, 4, 4. 5. Seat Work. Build words with the phonograms, an, in, on, un. LESSON 18. FIRST READER, PAGES 31, 32, 33 ' The Sly Fox and the Hungry Lion 1. Preparation. (a) Word building and Word problems: could, den, along. brother, spy, mother other brother my sly spy cat would do ' could den song along (b) Sight words: wonder, fast (context). (c) Picture study. Study the pictures on pages 31, 32, 33. ''Is that lion young or old?" Lead the children to note that all the tracks point one way. "What is the fox looking at and what is he thinking about?" ''Why are there no tracks coming out? " (d) Let the children work through the text silently, and then let two or three tell the story in their own words. Let them help themselves from the book if necessary. This may take a little time; but it is time well spent. (e) If time permits, dramatize the story before reading. This will help greatly in getting good expression. 2. The Reading Lesson. Read the story through con- 184 tinuously and with as Httle interruption as possible. If sUght errors are made, correct them at some other time. See that the children appreciate the point in "I will make tracks away from your den as fast as I can." You can tell by the way they read. If they do not quite get the joke, help them. 3. Phonics. (a) Study the foot lists, pages 31 and 33. (31) trot trotting hop hopping (33) could would should (6) Word building and Word problems. fast ast last mast past hast net lick ne ck neck neck peck eck speck peck check did deck fleck Phonograms developed: ast, eck. (c) Seat work. Word building with familiar phono- grams. 4. Context Reading. The old lion . . . hungry. He wanted something to . . . A rabbit . . . hopping along. He . . . into the lion's den. But he never . . . out. Why did he not . . . out? Because the lion . . . him up. That . . . why. 185 LESSON 19. FIRST READER, PAGE 34 Where is Your Nest, Birdie? 1. Preparation. (a) Word building and Word problems: egg, or, birdie, brown, nest, speckled, trouble. leg eggi for or Katie birdie down brown net nest nibble nibbled nibbled speckled cut tr pu ble trouble (6) Sight word: among. (c) Picture study. Study the picture opposite page 34. Bring out the way the bird has of protecting her nest from the little boy. The boy is off the track. If he follows the bird, he will not find the nest. He should look in the direc- tion the bird came from, not in the direction it is going. When the children get the point, let them make up a story about the little boy and the bird before they read the mono- logue aloud. 2. The Reading Lesson. Read page 34. 3. WordDriU. (a) Compounds. something anything somewhere anywhere nowhere (6) Color words. * The twin brothers gg speak in ooncert: they say the same thing. 180 white black red blue green yellow speckled brown 4. Phonics. Word building and Word problems: west, crest, jest, double. best, lest, pest, nest est best test rest lest chest pest way west can crest just jest do trouble double Phonogram developed: est. (c) Seat work. Build words with familiar phonograms. 4. Phrase Drill. on this side on that side beside her behind her before her with her claws in her paws by the fire at the door behind the door LESSON 20. FIRST READER, PAGE 35 Sugar and Spice 1. Preparation. (a) Word building and Word problems: Study the foot lists, page 35. snip snap snail nip nap nail iP ap ail rip rap rail trip trap trail 187 Begin with nap (Primer, page 89); then build snap, snip, snail. Develop sugar, spice, nice, from the study of the rhyme. 2. Rhyme Study. Study, memorize, and read the rhyme as directed in previous lessons. See especially Part II, Lessons 7, 12, 15. Perhaps some of the children have known and loved the book of nursery rhymes entitled "Sugar and Spice and All That's Nice." This is where that title came from. '" What does the poem mean? I don't exactly know. Maybe it is just a rhyme that very many children have liked to hear, and that you can go home and repeat to your baby brother or sister. Whatever it means, little girls are something very nice, that's certain. But little boys are not so bad either. Snaps ('for outings, 5^') are very nice, and puppy dogs' tails act very happy sometimes — they are about the happiest part of the puppy. A snail is something very slow — and some little boys are pretty slow. . . . How would it do to turn the poem around, so that little boys will be made of sugar and spice and all that's nice? " In some such way the teacher may give a setting to the rhyme. 3. Phonics. (a) Study the foot lists. (See 1, (a) above.) Phonograms developed: sn (from snip, snap, snail), ip, ap. (b) Word building. snatch snout snug slip chip whip slap chap flap snake trip map 188 (c) Seat work. Word building with familiar phono- grams. 4. Phrase Drill. in his den on the ground in the sand by the shore in his hand out of his den upon the table at the seashore with her pail in his pail LESSON 21. FIRST READER, PAGE 36 Two Little Black Birds 1. Preparation. (a) Word problems and Word building: other, flew, pray, left, alone. brother other new flew pretty pray let left telephone stone alone (6) Sight word: none. 2. Picture and Rhyme Study. As directed in previous lessons. 3. Phonics. Review. 189 LESSON 22. FIRST READER, PAGE 37 Formal Phonics, D, ON, OND, END, UND, DR 1. Work through the material on page 37, as directed in previous lessons. See especially Part II, Lesson 32. 2. Additional Word building. Dan Dover date bend mend Molly under plunder bond pond blond yet yonder ponder drug drum dress 3. Enunciation. To sound d alone, place the tip of the tongue in the position for t and sound with voice. Avoid duh on the one hand and nd on the other. LESSON 23. FIRST READER, PAGES 38, 39 Little Red Hen and Sly Fox 1. Preparation. (a) Let the children work through pages 38-44. Let them study the picture on page 38 and the colored picture opposite page 40. By appropriate questions bring out the title of the story; and in their proper places bring out the sub- titles: where the little hen lived; what she could do; and what the foxes wanted to do. Work through the text silently, letting the children make out for themselves from the context as many of the new words as possible. Of course "Little Red Hen" lived 190 in a house; it's there in the picture. She had a garden; naturally she worked in the garden. (Explain that a hen eats stones and tell why. "The hen has no teeth. She swallows her food whole. She swallows stones and these stones grind her food. She has a little mill in her crop. Ask your mother about it.") "The Little Red Hen used to scratch in the ground. Of course she was trying to find stones for her little mill. In the picture she is going to catch a grasshopper. What else would she catch? Bugs of course." In some such way as this help the children when necessary in making out the new words from the context. Note. — All the new words will be listed in the several lessons, but the teacher should develop only those upon which the children need help. This plan should be followed in all subsequent lessons. (6) When the children have worked through the whole story let some of them tell it in their own words. Let each story-teller tell the whole story. If he needs suggestions let the other children give them. In this work the teacher's aim should be to develop the power to tell a story fluently and completely with the facts arranged in their proper sequence. (c) Sight words: pleasant, work. (d) Word building and Word problems: lived, house, worked, bug, cackle, find. give live lived mouse house work worker worked dug bug cat speckled ca ckle cackle grind find 191 2. The Reading Lesson. Read pages 38, 39. 3. Phonics. (a) Study the foot hsts on pages 38 and 39. (38) walk walked work worked she he (39) we me (In these words, she, he, etc., e says her name, and when we want to show that she says her name we sometimes put a fiat cap on her like this, e. But e likes to have her twin sister with her. When they are together like this, ee, they speak in concert: they say just the same thing that sister e says when she is alone and wears her flat cap. Thus, wee, see, dee.) (b) Word building. beet feet meet seed heed feed green seen sixteen sleep sweep steep heel feel wheel Phonograms developed: e, ee. (c) Seat work. Build words using e and ee as bases. 192 LESSON 24. FIRST READER, PAGES 40, 41 Little Red Hen and Sly Fox (Continued) 1. Preparation. (a) Sight words: creep. (b) Word building and Word problems: wife, bad, visit, first, boil, behind, hid. knife wife had bad very V is 1 it girl is 1 it first boy (oy = oi) boil find behind did hid 2. The Reading Lesson. Read pages 40 and 4L 3. Phonics. (a) Study the foot lists. (40) day ate made came a (In these words e does not say anything to us; but she tells a to say her name. When a says her name she some- times wears a flat cap like this, a. In the word day, y is only i in a long dress and a false face; she does the same thing that e does in these words {ate, made, etc.). Phonogram developed: a. (41) sleep creep beside behind drop dropped hop hopped (6) Seat work. Build words using ate, ame, ade, ane, ake, as bases. 193 4. Phrase Drill. in her little house in the garden on her eggs day after day out of the house out of the garden in the ground night after night LESSON 25. FIRST READER, PAGES 42, 43 Little Red Hen. and Sly Fox {Continued) 1. Preparation. (a) Sight words: scissors. (b) Word building and Word problems: roost, fell, dizzy, floor, round, fly, hole, thought. rooster roost well fell did buzz pony di zz y dizzy door floor ground round sly fly hope hole thank bought th ought thought 2. The Reading Lesson. Read pages 42 and 43. 3. Phonics. (a) Word building and Word problems. wife life bad shad first firm boil soil roost boost hole mole fly dry creep crack crop crook crane crate cram cr Phonogram developed: cr. (6) Seat work. Build words with familiar phonograms. 194 LESSON 26. FIRST READER, PAGE 44 Little Red Hen and Sly Fox {Continued) 1. Preparation. (a) Word building and Word problems: try, held, lid, wait, splash, opened. sly try hello held hid hd wife pail wait at ash lash lash plash splash hope not open opened 2. The Reading Lesson. Read page 44. 3. Phonics. (a) Word building and Word problems: wait bait bail splash lash flash dash mash smash rash trash hash ash cat cash creep crash claw get clash gash Phonogram developed: ash. (6) Seat work. Word building with familiar phono- grams. 195 LESSON 27. FIRST READER, PAGE 45 Miss Jane had a Bag 1. Preparation. {a) Word problems and Word building: wonder under able table (h) Sight word: minute (Get from the rhyme). 2. Picture and Rhyme Study. Study the picture; study and read the rhyme as directed in previous lessons. See especially Lessons 7, 12, and 15, in Part II. The rhyme may be memorized or not as the teacher prefers. 3. Phonics. (a) Study the foot list. (See Lessons 15, 16, 17.) so open hole stone o (b) Phonogram series and phonic review. From the an and at series develop the ad, ap, ack, am, and amp series. an en in at et it ad ed id on ot od un ut ud op ock up uck ap ep ip ack eck ick am em im om um amp emp imp omp ump Phonograms developed: amp, em, emp, ep, et, id, im, o, od, ock, om, omp, ut. 196 (c) Word building: land lend hint pond hunt bat bet bit shot shut shad shed sUd shod mud slap step ship shop supper slack speck brick block bucket sham stem brim from tumble tramp temper limp romp mumps Drill across till the children get the feel of the several short vowels in both (6) and (c). Drill by columns for sounds of the same vowels and of the different consonants. {d) Seat work. Build words with familiar phonograms. 4. Phrase Drill. in the house in the garden in a bag out of the bag in the ground out of the ground day after day night after night all the time into the house out of the house behind the door to her roost on his back after his tail by and by 5. Rh)ane Study. Begin learning the "Visiting" rhyme on page 49. Play the game. 197 LESSON 28. FIRST READER, PAGES 46, 47 They All Work for a Living 1. Preparation. (a) Word building and Word problems : cry, think, long, gay, white, Turner, Mouser. sly cry drink along think long get gay white while burn Turner mouse Mouser ih) Picture study. Study the picture, page 46. 2. The Reading Lesson. Read pages 46 and 47. 3. Phonics. (a) Study the foot lists, pages 46 and 47. (46) nice time side night I (47) by cry sly fly y rri we wink well would we w ink w ell w ould w ink ell ould wake pink shell should (6) Word building. * y is only I in a long dress and a false face. 198 blake slink spell wade flake chink swell trade stake brink dwell blade shake bUnk smell shade Phonograms developed: w, ink, ould, i, y. (c) Enunciation. To sound w alone, say oo without prolonging. This gives the proper position of the vocal organs and blends easily with the following sound, what- ever it may be. 4. Seat Work. Word building with familiar phono- grams. 5. Rhyme Study. Continue the study of the "Visit- ing " rhyme, page 49. LESSON 29. FIRST READER, PAGE 48 Two Rabbit Rhymes 1. Preparation. (a) Word building and Word problems. stood, dance, sunny, timid, habit, sir. nose, wood, because no se nose good wood stood pounce dan ce dance funny sunny Tim id timid hab it habit girl ir Sir (6) Picture study. Study the pictures. Bring out and read the two titles: in the daytime and at night. 2. The Reading Lesson. Study, read and memorize the rhymes as directed in previous lessons. 199 3. Phonics. (a) Study the foot lists. fun fun ny quick quick ly fur fur ry down down y (6) Word building and Word problems. gayly badly nicely homely justly softly sharply pleasantly closely sickly nose rose this those clap close pose ose dance lance chance France prance ance Phonograms developed: y, ly, ose, ance. (c) Practice finding familiar elements anywhere, — at the beginning, middle, and end of words. Let some of these words be long words, such as: obedient, whispering, punishment, lonesome, remi7iding, example, divide, multiply, subtract, delicate, surprise, American, neighborhood, wel- come, etc. 4. Rhyme Study. Continue the study of the ''Visit- ing" rhyme, page 49. LESSON 30. FIRST READER, PAGES 49-53 Visiting 1. Preparation. (a) Word building and Word problems: wash, clean, across, our. 200 want wash meat mean clean soft croft cross across flour our (6) From a study of the rhyme and the pictures, de- velop iron and sew. Place irregularly upon the board: Tuesdaj^ Sunday, Monday, Friday, Thursday, Saturday, Wednesday. Tell the children that these are the names of the days of the week and let them pick out Monday, Tuesday, etc. 2. The Reading Lesson. Study, read, memorize, and act the rhyme as directed in previous lessons. 3. Phonics, (a) Study the foot lists. (50) could couldn't would wouldn't should shouldn't can can't bake baldng take taking (52) (53) come coming give giving no n n name net n et et pet not n ot ot pot nice n ice ice mice new n ew ew mew an en in on un (6) Word building: neat bet lot slice few bleat wet slot twice chew treat pet blot trice crew 201 Phonograms developed: n, ice, ew. (c) Seat work. Word building with familiar phono- grams. LESSON 31. FIRST READER, PAGE 54 Telegrams 1. Preparation. {a) Word building and Word problems: grand, another, year, ready, slept, sister, shore. grunt grand mother another yes dear year bread ready si ep t slept Mr. = Mister sister stone store shore 2. The Reading Lesson. Read page 54. Let the children appoint different ones to receive the telegrams. Then, when Dr. Dick has received his tele- gram, he must read it aloud. 3. Phonics. Word building and Word problems : shore ore more sore tore pore wore swore chore core score snore bore fore before year ear near tear hear shears drear clear clean bean mean lean leap reap cheap leaf sheaf cheat 202 fear feast least east least beast beach reach bleach teacher preacher reader steamer dreamer beater meal seal peal peach each ea Phonograms developed: ore, ea. 4. Seat Work. Build words with ea and aw as bases. LESSON 32. FIRST READER, PAGES 55-61 The Go to Sleep Story 1. Preparation. (o) Word building and Word problems: arm, gown, us, babies, their, geese, cunning, feathery, waddle. farm arm down gown just us baby I they babies their goose geese cutting cunning h ea d other f ea ther y feathery wash candle wad die waddle (6) Words containing known phonic elements only: given, storij, till, asleep, leap, more, before, pond. (c) Unphonetic sight word: heard. Note. — The material under {a), (6), and (c) is placed here for the convenience of the teacher. With most classes it will not be found necessary to spend much, if any, time in the development of these new words. The teacher is ad- vised to proceed at once to the work laid down under the next heading. 203 (d) Picture study. Let the children study the pictures. Let them identify the various animals. Lead them to note that the little boy in the first picture is ready for bed. "What time is it, then? What are the animals coming in for? Is it not about bedtime for the dog, geese, chickens, etc.?" They have on their nightgowns. "What kind of nightgown has the little dog? (See text, page 55.) What kinds of nightgowns have the other animals? (See text.) The little dog went trot, trot, when he came in. How did the kittens come? The rabbits?" etc. 2. The Reading Lesson. Let the children read each section of the story silently, asking for the words which they cannot make out phonically or from the context. Having worked through all the sections silently, let them read the whole story as rapidly and as continuously as possible. 3. Phrase Drill. all ready for bed just in time to Baby Ray as still as still could be in his mother's arms with a leap went to sleep go to bed to this story very softly 4. Phonics. (a) Study the foot lists on page 6L sp si sk sh y spy sly skip shook spy spot slip sky ship sly spin slap skin shy sky spark sUng skill 204 shark shy (6) Word building and Word problems: feather leather weather sister Mister blister cackle crackle tackle fluff uff muff buff puff huff stuff snuff bluff Phonograms developed: sp, si, sk, uff. (c) Seat work. Word building with familiar phono- grams. LESSON 33. FIRST READER, PAGES 62, 63 If You Want Any Dinner 1. Preparation. (a) Word problem: squeal. quick squeal (6) Words containing known phonic elements only: meal, sad, forlorn, snug, dinner, patch, fine. (c) Picture study. Study the pictures and the text together. The children will discover from the picture what each chick wanted. Let them discover from the text the name of each. 2. The Reading Lesson. Read each stanza silently, then aloud. Call attention to the title. This may give rise to some discussion of the main point. Encourage the 205 children to express themselves freely. "If chickens want any dinner they must scratch, scratch, scratch. What must people do? " 3. Phrase Drill. Work over the selection to secure the proper phrasing. 4. Phonics. (a) Study the foot lists on page 63. red fed led bed e pet hen nest sell g (6) Word building: girl bird birth fir whirl third mirth sir skirt stir first ir good dog gate dug grain grade grew give snug gum lug grin grill grope got bug game plug grip grit graft g g gap drug grant gram greet Phonograms developed: e, ir, g, gr. (c) Seat work. Word building with familiar phono- grams. 206 . LESSON 34. FIRST READER, PAGES 64-66 The Gray Brothers and the Gruff Goblin 1. Preparation. (a) Words containing known phonic elements only: same, small, gruff, trip, trap, trop. (6) Sight words: goat, bridge, young. (c) Word problems and Word building: together, river, goblin, voice, great, roar. get mother to ge ther together giver river gobble goblin goat r oa r roar visit boil dance great V oi ce voice (d) Picture study. Study the picture, page 64. (e) Reading from the blackboard. under the bridge on the bridge across the bridge over the bridge into the water just behind just before across the river over the river over the water above the water to eat good grass Billy Gray httle Billy Gray big Billy Gray great big Billy Gray 2. The Reading Lesson. Read pages 64, 65, and 66. 3. Phonics. (a) Study the foot Usts, pages 64 and 65. 207 (64) small smaller smallest big big ger big gest fat fat ter fat test (65) old old er old est sick sick er sick est quick quick er quick est (b) Word building and Word problems: bridge ridge river shiver liver sliver voice choice goat boat float load road toad oa Phonograms developed: er, oa. (c) Seat work. Word building with familiar phono- grams. LESSON 35. FIRST READER, PAGES 67-69 The Gray Brothers and the Gruff Goblin (Continued) 1. Preparation. (a) Words containing only known phonic elements: tramp, brave, grew. (b) Word building and Word problems: grow, growl, meadow, strong. blow now ready to-morrow grow owl m ead ow growl meadow long strong 208 (c) Picture study. Study the picture, page 68. 2. Reading Lesson. Read pages 67, 68, 69. 3. Dramatization. Let the children tell the story, helping themselves from the book if necessary. This story furnishes an excellent opportunity for training in expres- sion. Encourage the children to give as dramatic a ren- dering as possible. The gruff goblin has a deep gruff voice of course; and great big Billy Gray has a great big voice. Let the children dramatize the story. 4. Phonics. (a) Study the foot lists, pages 67, 68, 69. roar roared growl growled roll rolled (68) call (69) called tramp trip tramp trick track tree try tray trill train green grass grind ground grunt grow gray gruff growl grew (6) Word building: or morn north born lord nor corn short form order for horn snort storm border Phonograms developed: ed {=d), or. (c) Seat work. Word building with familiar phono- grams. 209 LESSON 36. FIRST READER, PAGES 70, 71 Jumbo's Trunk 1. Preparation. (a) Words containing known phonic elements only: thick, short, ear, fan, flap, neck, an, always. (6) Sight words: elephant, carry. (Picture and con- text.) (c) Word building and Word problems: squirm, front, trunk. squeal squirm wonder front drank drunk trunk (d) Picture study. Study the picture, page 70. 2. The Reading Lesson. Read pages 70 and 7L 3. Phonics. (a) Study the foot hsts, page 71. thick thin th thing think th thank thought th song strong long dong ong (6) Word building: three threw throw thaw thill thug thump thunder tongs prongs belong thong 210 Phonograms developed: th, ong. (c) Enunciation. Th has two sounds, one with breath, one with voice. For both sounds the position is the same — tip of tongue between teeth. Th is a continuous, not an explosive sound. If the children say d for th, have them prolong the sound. If they say breath th for voice th, prac- tice them in humming while they make the sound. Some children substitute f or v for th. To remedy this defect hold down the under lip so as to expose the lower teeth; then tell the child to bite the tip of his tongue and blow. Repeat until the correct utterance is secured. Then practice upon this, thin, think, thank, these, them, etc. (d) Seat work. Word building with familiar phono- grams. LESSON 37. FIRST READER, PAGES 72, 73 Jumbo's Trunk (Continued) 1. Preparation. (a) Words containing known phonic elements only: feet, began, himself, best, smell, thirsty, keeper. (6) Sight word: use. (c) Word problems: mouse, mouth. (d) Picture study. Study the picture, page 72. 2. The Reading Lesson. Read pages 72 and 73. 3. Review. Read the piece through from the begin- ning. 4. Phonics. 211 (a) Study the foot list, page 73. well tell bell (b) Word building: smell think thank trunk drink drank drunk sink sank sunk link lank bunk chink plank chunk wink crank plunk ink ank unk Phonograms developed: ank, unk. (c) Seat work. Word building with familiar phono- grams. LESSON 38. FIRST READER, PAGES 74, 75 One Good Trick 1. Preparation. (a) Words containing known phonic elements only: hear, safe, hundred. (6) Picture study. Study the pictures on pages 74 and 75. 2. The Reading Lesson. Read pages 74 and 75. This selection furnishes an excellent opportunity for training in expression. Let the teacher make the most of the opportunity. 3. Dramatization. Let the children dramatize the 212 story. Mrs. Cat may just ''pretend" that she has cHmbed a tree. 4. Phonics. (a) Word building: tail hear feed goat nail near need boat fail fear bleed bloat sail clear greed groat Phonogram developed: ai. From the above examples develop the rule: When two girl letters (vowels) stand together, only the first one speaks to us. The second one does not speak to us but she tells the first to say her name. But this is not always so. Sometimes the first girl doesn't mind what the second one says. She doesn't want to say her name, so she says something else. E.g. bread, feather, ready. When this happens we just have to learn what the letters say or find out what the word is from the meaning. (Apply the above rule wherever pos- sible; the exceptions are really not very numerous.) (6) Seat work. Build words with ai, ea, oa, as bases. 6. Phrase Drill. Who Said It? Please come as quickly as you can, I must go in my automobile. Please pay my bill. I just had to hurt her. Now listen, now hark. That is not a rat. come right in. 213 I spy tracks. I will catch her in a bag. I have to work. Come, sisters. Who are you and where are you going? LESSON 39. FIRST READER, PAGE 76 Fanny's Doves 1. Preparation. (a) Words containing only known phonic elements: around, flutter, cream. (6) Word problems: dove, quite. love dove quick quite (c) Picture study and conversation. Talk about doves (or tame pigeons), where they live, what they eat, what they say, how they sometimes carry letters. Teach the names (all phonic), read the piece through to the children several times. The rhythm is new to them and should be brought out clearly. Let the best readers read the whole piece, after them the others. 2. Rhyme Study. Let the children memorize and re- peat the rhyme. 3. Phonics. (a) Study the foot lists on page 76. down cream polite flutter brown dream quite butter (6) Seat work. Word building with familiar phono- grams. 214 LESSON 40. FIRST READER, PAGE 77 Formal Phonics, C, K, Ub (a) Treat the material on this page as directed in previous similar lessons. (6) Word building: rabbit web bib Bob cub dab pebble fib cob rub stab Deb rib snob stub slab Webster crib slobber grub grab treble nib mob scrub bad shad bed shed bid shd body shod bud mud (c) Enunciation. Note that A; is a whispered sound like t and p. Keep the tip of the tongue low and keep it still. (d) Seat work. Word building with familiar phono- grams. LESSON 4L FIRST READER, PAGE 78 Making the Garden 1. Preparation. (a) Words containing known phonic elements only: hean, beet, rake, spade, spaded. 215 (6) Picture study and conversation. In the conversation about the picture bring up the new names and place them upon the board. Let the children find them in the text. Lead the children to notice and name the tools. Edward Hazel Miriam Ellen Jamie 2. The Reading Lesson. Read page 78. 3. Phonics. (a) Word building. quack quid quit queer queen quill quite quick quilt quail quake qu Phonogram developed : qu (pronounced koo — not pro- longed). {h) Seat work. Word building with familiar phono- grams. LESSON 42. FIRST READER, PAGE 80 At the Seaside 1. Preparation. (a) Words containing known phonic elements only: wooden, empty, sea. (b) Picture study. Use the picture as a basis for a language lesson. 216 "How many children have ever been at the seaside? What did you do there?" etc. 2. Rhyme Study. Study, read and memorize the rhyme as directed in previous lessons. 3. Phonics, (a) Study the foot lists on page 80. hid hidden give given wood wooden (6) From the pairs given below develop the series : Phonograms developed: He, ike, ine, ime. Drill on the function of final e silent, (c) Seat work. id ide ill ile ick ike in ine im ime it ite hid hide mill mile hck Uke pin pine Tim time bit bite (c) Word building : wide file white ripe pile ride lime pride hfe brine tribe spike wine ' smile slime at am en it ot From these phonograms, by the use of e and a and other familiar phonograms, let the children build words in which the ''girl" letters say their names (late, name, seen, meat, bite, note, etc.). 217 LESSON 43. FIRST READER, PAGE 81 Don't You Think You Ought to Help? 1. Preparation. (a) Words containing known phonic elements only: ought, mind, tall, weak. (6) Word study. Study the foot lists on page 81. young younger youngest strong stronger strongest Have the children pick out all the ''est" words. Prac- tice upon these words till they slip off the children's tongues easily. 2. Rhyme Study. Study the rhyme. It will add greatly to the interest of the children if the teacher will draw a " Goop " on the board. They are extremely easy to draw and very amusing to children. Do not have the rhyme read aloud until the children are familiar with the thought and the language. Then let some of the brighter children read the whole selection aloud; after them the others. Suggest to the children that they learn the piece by heart; do not maA;e them learn it. The next day invite them to recite it. Return to it every few days for the rest of the term. Many teachers find the "Goop" books useful for disciplinary purposes and make "Goop" a house- hold word in their classrooms. 3. Phonics. (a) Word building: (Preparatory for the next lesson.) 218 moon coop nice trace lace bite loon Goop rice grace place polite loop stoop race disgrace pace head sloop troop face brace space instead Phonograms developed : ooy, ace. (6) Enunciation. Correction of speech defects: Do not let the children say strong er. See that they pro- nounce the n like ng and the g hard. So in all similar words. (c) Seat work. Word building with familiar phono- grams. LESSON 44. FIRST READER, PAGE 82 Goop! Goop! Goop! 1. Rhyme Study. For treatment of this rhyme see lesson 42. Teach the new words with the rhyme. 2. Phonics. (a) Study the foot lists on page 82. I. Taking Apart. go g bag b ag big dog b ig d og dug d ug II. Putting Together ay gay ag hag ig og dig fog 219 ug bug rag leg rig bog hug drag peg fig log mug brag keg brig clog lug stag beg prig flog plug swag dregs sprig frog slug Phonograms developed : ag, eg, ig, og. Call attention to the sounds of the short vowels. (c) Enunciation. Note. — The sound of o in dog, across, cost and similar Words is not quite the sound of o in not, odd. It lies between aw and a (in obey). In pronouncing dog, therefore, avoid dawg and dahg. So with across and cost. (See Webster's International Dictionary.) (d) Seat work. Build words with familiar phonograms. LESSON 45. FIRST READER, PAGE 83 Our Helpers 1. Preparation. (a) Words containing known phonic elements only: post, letter, street. (b) policeman. Written thus, this word will cause no trouble. If children pronounce it with a long i they will readily see their mistake and correct it. For the sound of the refer to polite. (Lesson 44.) 2. The Reading Lesson. Let the children work 220 through the page silently, answering aloud the questions asked. Then let one child read the questions and call upon others to read the answers. After the reading, let the children discuss the question, "Who are our helpers?" Bring out the point, which may be new to the children — but not entirely new after " Who brings the milk? " (See Primer, page 65) — that a good many people are doing things for us every day. 3. Phonics. (a) Drill on the short vowels. had bed hd got but bad bet hid hot bud bat let hit spot cud rat get sit shot mud Read by columns for drill on the short sound of each vowel. Read by lines that the children may become familiar with the different sounds of these short vowels. This drill should be repeated at frequent intervals. (6) Seat work. Build words with familiar phonograms. LESSON 46. FIRST READER, PAGE 84 Letteks 1. Preparation. Let the children study the picture. "What is that man giving to the girl? What is the girl's name? (Find it in the rhyme.) Who are those people 221 looking out of the window? How many letters are for papa? (rhyme) How many for mamma? (rhyme) How many for Lou? How many is that in all? Who doesn't get any letters? What time is it?" 2. The Reading Lesson. Let the children study the rhyme and then read it. Encourage them to memorize it. It is very easy. 3. Phonics. (a) Study the foot lists. know knock better letter clock flock block frock (6) Study this series. lack speck lick lock luck rack peck rick rock tuck stack neck pick clock cluck crack deck click block truck ack eck ick ock uck Read by columns and by lines. Call attention to the short vowels. (c) Seat work. Build words with the phonograms ack, eck, ick, ock, uck. 222 LESSON 47. FIRST READER, PAGES 85, 86 The Fire 1. The Reading Lesson. Call attention briefly to the picture; then attack the reading directly. Let the chil- dren study silently three or four of the sentences and signify their readiness to read by standing. Then let them read the sentences prepared. Read the lesson through in this manner. Let the children get the new words from the context. If they experience any difficulty with a word, tell them what the word is. Let the reading progress as rapidly as is consistent with good work. If they say engine for engine, tell them that people used to call it engine, but now we say engine. 2. Story-Telling. Talk over the story with the chil- dren. Lead them to see that what they have read is said by some boy who really saw the fire. Then let them retell the story in their own words, just as the boy who saw it might tell it. "Once I saw a fire engine," etc. 3. Phonics. (a) From house, out, ground, etc., develop ou. From how, cow, now, etc., develop ow. Call attention to the identity of sound. (6) Word building. Build words with these new phonic elements. 223 out bounce mount bow owl ouch pounce loud brow fowl pouch pound proud brown howl slouch sound cloud town growl couch south sour down prowl grouch mouth our drown town (c) Enunciation. Let the children observe that ow has two pronunciations, as in snow and as in now. How are we to know when to use the one and when to use the other? In two ways: (1) The word doesn't sound right if we use the wrong sound; and (2) it doesn't make the right sense. For example, in the sentence ''I know you," if we pronounce the know like now, it doesn't sound right or make sense. Grown people learn to tell which sound to use by finding which sound fits best. That is just what children must learn, too. LESSON 48. FIRST READER, PAGES 88, 89 Tim and Spot at the Blacksmith's Shop 1. Preparation. (a) Thought development. (Before beginning this les- son note that pages 88, 89, 90, 91, and 92 form a lesson unit. Make your preparation accordingly.) Be sure that the children understand just what the blacksmith does and why he does it. The best way to do this is to take them to a blacksmith's shop; or if this is not feasible, recall previous visits. If none of the children 224 have ever visited a blacksmith's shop, use the pictures and do the best you can. The pony has to be shod because he has horn-hke hoofs which will break when he walks or runs over hard stones or pavements. If his hoofs break he will go lame. To prevent this the blacksmith puts iron shoes on his feet. Show a horseshoe. Look at the picture. ''What is that boy's name? (Text, page 89.) What is the pony's name? (Text, page 88.) What has Tim brought Spot to the blacksmith's shop for." Place on the blackboard : Shoe the old horse. Shoe the old mare. But let the little colt go bare. Let the children read this rhyme; it contains three of the new words. No further preparation for the new words will be necessary. 2. The Reading Lesson. Read pages 88 and 89 in dialogue form. 3. Phonics. (a) Study the word lists on pages 88 and 89. (88) can man fan ran a bad nag black (89) thank a dig in fig it big him pig hill i sleepy silky dolly pony y Note that y = = 1. 225 bare fare pare stare care hare spare share dare mare rare ware Phonogram developed: a, i, y are. 4. Dramatization. Act the scene between Tim and the blacksmith. A chair may serve for the pony. See that the reluctance of the blacksmith to shoe the 'pony' is brought out in his intonation : ' ' Shoe a little nag like him? Why, he is only a colt!" LESSON 49. FIRST READER, PAGES 90, 91 How THE Blacksmith Shoes the Pony 1. Preparation. (a) Thought development. Show the horseshoe again. Note the calks and the nail holes. ''What are they for?" Note also its shape. "How does the blacksmith make it fit?" Study the picture. Note that the blacksmith's assistant is holding a bar of iron in the fire. ' ' What makes the fire blaze up so?" Put bellows on the blackboard. "When the iron is red-hot, what does he do?" etc., etc. Note that this lesson describes exactly what the black- smith does. Note the four couplets which imitate the sounds he makes and the sounds of the pony hoofs. Put these on the board, and as you come to them, study them 226 until the children can read them. If they seem difficult, the teacher may read them or they may be omitted. (6) Word development. The new words in this lesson should need no special preparation. 2. The Reading Lesson. Read pages 90 and 91. This scene may be dramatized at the discretion of the teacher. 3. Rhyme Study. Read the rhyme on page 92. Treat this rhyme as a tail piece to ''How the Blacksmith Shoes the Pony." Tim and Spot are on their way home. Spot has new shoes on and he feels frisky. Note that whoa rhymes with go. Do not make the children memorize this rhyme. Many of them will probably do so without com- pulsion. From time to time let those who know it recite it. 4. Phonics. (a) Word building. Phonograms developed: Silent b and silent k. lamb limb climb dumb thumb crumb know knife knee knew knot knit (6) Seat work. Word building with famiUar phono- grams. 227 LESSON 50. FIRST READER, PAGES 93, 94 Going to Grandmother's 1. Preparation. (a) Word building and Word problems: country, through, sleigh. country through neighbor sleigh (6) Words containing known phonic elements only: boat, merry, aboard. (c) Sight words: (context) jingle, hurrah. (d) Thought development. Sing or read ''Over the River and Through the Wood." For the words see Horace Mann Second Reader, page 71. For the music see almost any of the song books used in school. Let any of the children who have ever made a journey, either from the city to the country or from the country to the city, recall and talk over their experiences. Hold them to an orderly sequence of events; the ride on the trolley car; on the steam cars or boat; on a country stage, wagon or sleigh, or the reverse. Study the picture. 2. The Reading Lesson. Read pages 93 and 94. 3. Phonics. (a) Study the foot list on page 94 Jack Jill jingle ja June J j 228 (6) Word building; boat float throat sleigh weigh weight jingle single tingle dingle mingle shingle merry berry cherry Phonograms developed: eigh, ingle, erry, J. (c) Seat work. Word building with familiar phono- grams. LESSON 51. FIRST READER, PAGES 95, 99 The Teeny-Tiny Boy and the Bird's Egg 1. Preparation. Thought development. Study the four pictures. Let the children find out from the text and the pictures where the little boy went, what he did, what happened when he was in bed, and what he did with the egg at last. 2. The Reading Lesson. Let the children read the story. If they are troubled by any of the new words give them the word and let them read on. See that they iden- tify in the pictures all the objects mentioned in the text, not omitting the brook. 3. Dramatization. Dramatize the story. Let the chil- dren improvise their own arrangements. A couple of chairs may be made to serve for a bed, and a boy hidden under the teacher's desk may cry out in a sepulchral voice, ** Bring back," etc. 4. Phonics. 229 (a) Word building: (Review.) gate slate state gave wave brave sweep swell swing rest nest west new flew threw when what where (6) Seat work. Word building with familiar phono- grams. LESSON 52. FIRST READER, PAGE 100 Singing 1. Rhyme Study. Study, read and memorize the rhyme as directed in previous lessons. Note the inversion in line 1 and be sure that the children understand that the ''Birdie sings of speckled eggs and nests." 2. Phonics. (a) From fox, hox, ox, develop x. (6) Word building: ax Rex six fox tax next mix rocks ducks tacks pecks licks clocks clacks sacks decks bricks blocks trucks Lead the children to observe that x equals cks. Phonograms developed: x and cks. Build words with ang, eng, ing, ong, ung. hanging length singing longing, 230 hunger, etc. Train the children, if necessary, to avoid the addition of superfluous gf or A; in these words, e.g., singking, singging, or singkingk. To counteract this tendency some or all of the following exercises will be useful: (a) Prolong the sound indefinitely; (6) keep the vocal organs in the same position from beginning to the end of the ng sound; (c) avoid the explosive sound oi k ov g] (d) practice sounding words containing ng; (e) practice reading passages containing such words; (/) practice using such words in oral speech; (g) practice adding k to ang, ing, etc.; (h) practice dropping k, g, from ank, ink, ang-g, etc. LESSON 53. FIRST READER, PAGE 101 The Swing 1. Rhyme Study. Prepare carefully before reading, for ideas (mental pictures), words and phrases. Do not call for the oral reading of a stanza till the children are prepared to read rhythmically. At first each line may be phrased thus: How do you like to go up in a swing, Up in the air so blue? Oh I do think it the pleasantest thing Ever a child can do! Each phrase should be delivered with one impulse of the voice and as a unit. 231 Work on this poem may be continued during the read- ing of the prose pieces on pages 110, 141. 2. Phonics. (a) Study the foot Usts. side wide down brown swing swell wink think (6) Word building : very vat van verb vine gave ever voice vex vane verse vote save never visit vest vine violin violet brave seven V vast veal velvet vowel slave eleven Phonogram developed: v. LESSON 54. FIRST READER, PAGES 102, 103 ^^ More Telegrams V. The Reading Lesson. Read pages 102 and 103. For treatment of this lesson see Lesson 30. 2. Phonics. (a) Study the foot lists. (102) not fox hot hop pot on got drop 6 6 232 (103) us cut cub tub u use cute cube tube u very voice visit vail V have give alive five V box fox ox SIX X quick quite quack quill q year yap yet yell y sizzle dizzy buzz fuzz z Phonograms developed: o, u, u, q, y, z. (b) Word building: yard yarn yawn year yelp yoke yak yes yeast hub rub club stub nut shut LESSON 55. FIRST READER, PAGE 104 My Shadow 1. Preparation. Let the children talk about shadow's. "When do we see them? Are they always the same ze? What makes them?" etc. Study the picture. See chat the children notice the candle. "Why is it placed just so? (There is a shadow game in which I see if I cannot tag your shadow with my shadow; and you try to tag my shadow with your shadow.) " 2. The Reading Lesson. Study, read and memorize poem as directed in previous lesson. 3. Phonics. 233 lazy easy blaze please haze ways crazy rosy doze those See that the children understand that the two boy letters s and z often say the same thing. Phonogram developed: s (= z). (b) Seat work. Word building with familiar phono- grams. LESSON 56. FIRST READER, PAGE 105 Three Merry Sailors 1. The Reading Lesson. Let the children work through this rhyme silently and then read it without further preparation. 2. Phonics. (a) Word building: saw law fawn across toss moss cost tailor raw lawn dawn cross loss boss lost sailor claw yawn drawn Ross floss dross frost Phonograms developed: oss and ost. (6) Enunciation. For the sound of o in across and in cost, see Lesson 44. (c) Seat work. Word building with famihar phono- grams. {d) Alphabet study. Using the pictured alphabet on 234 page 143, drill the children upon the names of the letters. Continue this drill until the letter names are firmly fixed in the children's minds in their proper order. LESSON 57. FIRST READER, PAGES 106, 107, 108, 109 This is the Great Lion 1. The Reading Lesson. This is a review lesson. Let the children read it at sight. In its context the word animals will cause no trouble. For toss see Phonics, Les- son 56. As the sections are read recall the pieces in the Primer and the First Reader to which they refer. After the reading, the piece may be dramatized. Let the children who assume various characters stand in line according to the sequence of parts. Then let them read or repeat their parts while each one performs some act corresponding to the text. 2. Phonics. Word building: mass mess miss moss muss class Bess hiss floss fuss last lest list lost gust fast rest mist cost dust cast best fist frost must hairy fairy bark lark mouse house caught taught milk silk farmer charmer Phonograms developed: ass, iss, uss, ist, ust. 235 LESSON 58. FIRST READER, PAGES 110-112 Who Threw the Cocoanut? 1. Preparation. (a) Picture study. Study the picture. Lead the chil- dren to note the tree, the monkey, the cocoanut, the chil- dren and what they have, the teacher and the rod. This is a story that has come to us from the other side of the world (Zanzibar, East Africa), far across the great ocean. ''Is it warm or cold there?" "Yes, it is warm. So they have their schools out of doors under the trees. (The people in the picture are not negroes, but Arabs.)" It is easy to see what happens to the poor old teacher. "Let us find out what the story says about it." (b) Let the children get the new words from the pic- ture and the text. The nut is plainly a cocoanut. 2. The Reading Lesson. Let the children study each paragraph silently and then read it. Read the lesson through. 3. Dramatization. This piece may easily be drama- tized, omitting expressions like, "But the wind said," and substituting expressions like, "Wall, did you throw the cocoanut?" The children will readily understand that the characters in this story are not arranged accidentally, but in a series, each one having some power over the pre- ceding, as in the familiar cumulative stories, "The house that Jack built," "The Kid," etc. 4. Rhyme Study. 236 Mr. Frog Read, sing and memorize the Kindergarten rhyme on page 112. See that the children appreciate the fun — the joke — in this rhyme. For music see "Small Songs for Small Singers," G. Schirmer. 5. Phonics. (a) Word building: gnaw gnat gnash taught caught naughty burn turn churn telephone elephant fire mire wire ask task mask throw threw three frighten lighten brighten Phonograms developed: g (silent), ph ( = /). (6) Seat work. Word building with familiar phono- grams. LESSON 59. FIRST READER, PAGES 113-118 Peto and Pedro 1. Preparation. (a) N'ote to the teacher. This folk tale is a French ' ' Old Woman and her Pig," which has been told to the children of Lorraine for generations. The names in the original are Poutin and Poutot. This story differs from the Eng- lish version in the ending, which is tragic. But the tragedy might have been expected. To make an unreasonable 237 demand, calHng in a wolf to enforce it; and then, when the wolf and all the rest (except the butcher) have conscien- tious scruples (which are greatly to their credit), to drive them to the deed by a whole train of causes, — this is to invite tragedy, not only for the wrongdoer, but for his innocent associate; who, by the way, was not entirely above criticism: for why should any one regulate his eat- ing (or his accumulations) by his neighbor's, rather than *by the needs of his nature?' (h) Study the picture. Lead the children to note the different expressions on the faces of the boys and the wolf, — the one boy speaking earnestly to the wolf, the wolf listening attentively and the other boy manifestly scared. The children's curiosity will be aroused; they will want to know what it is all about. ''Let us read the story and see." 2. The Reading Lesson. Let the children read the different sections silently and then aloud. 3. Dramatization. Let the children dramatize the story as directed in previous lessons. 4. Phonics. (a) Word building: this these that those their them mother father than then there though rather lather feather weather For instructions as to the method of correcting the faulty enunciation of th, see Part II, 16, 5, and Part III, 36, 3. 238 Phonogram developed: th (voiced) as in this. (6) Practice on the two sounds of th. breath breathe bath bathe thus both that thank then think those thin (c) Seat work. Word building with familiar phono- grams. LESSON 60. FIRST READER, PAGES 119-124 The Lady Bird and the Fly 1. Preparation. (a) N^ote to the teacher. This tale begins and ends with tragedy, and is tragic all through, — a fact which does not hinder, and probably explains, its being a general favorite with children. In contrast with most other folk tales, the actors act of their own accord, through sym- pathy and not by compulsion. If the actions are not always appropriate to the case, they are at least character- istic of the actors. (6) Let the children work out the new words phon- ically or get them from the context as they are needed. 2. The Reading Lesson. Read at sight pages 119-124. 3. Dramatization. This story may be dramatized at the discretion of the teacher. For directions see previous lessons. 4. Rhyme Study. 239 The Wise Old Owl Read, sing and memorize. See that the children get the point of the joke. For music see "Small Songs for Small Singers," by G. Schirmer. 5. Phonics. (a) Word building: catch latch match etch fetch stretch itch witch switch notch botch crotch Dutch clutch hutch Phonograms developed: atch, etch, itch, otch, utch. (b) Seat work. Word building with familiar phono- grams. LESSON 61. FIRST READER, PAGES 125-135 The Pancake 1. The Reading Lesson. Read at sight. 2. Dramatization. This story may be dramatized in the discretion of the teacher. For directions see previous lessons. 3. Phonics, (a) Word building: stove rove drove cove clove throve cry cried dry dried try tried shy shied ply plied Phonograms developed: ove, ied. 240 Call attention to the change of y to i. (6) Begin the study of the "phonic chart," pages 147-149. LESSON 62. FIRST READER, PAGE 137 Mr. Snow and His Wife 1. Rhyme Study. Study, read, sing, and memorize this rhyme as directed in previous lessons. For music see "Song Series,'^ Book One, A. S. Barnes and Co. 2. Phonics. (a) Word building: guess guest guide I guard guild I guilty guilt guitar Phonogram developed: gu. (6) Continue the study of the "phonic chart." LESSON 63. FIRST READER, PAGES 138-142 Chanticleer 1. The Reading Lesson. Read the story at sight. 2. Dramatization. This story may be dramatized at the discretion of the teacher. See previous lessons. 3. Phonics. 241 (a) Word building: squirrel squirm squirt squeeze squeak squeal squat square squall squad squash squaw Phonogram developed: squ. (6) Continue the study of the ''phonic chart." PHONIC ELEMENTS IN THE ORDER OF THEIR DEVELOPMENT Part III 1. Phonic Review. 25. cr. 2. ess. 26. ash. 3. ade, ug. 27. o. 4. ane. an en in on un 5. ick, ack, st, op. at et it ot ut 6. ide. ad ed id od ud 8. oil, oily. ap ep ip op up 9. sh, ake, ook, eep. ack eck ick ock uck 10. wh, bl. am em im om um 11. um, ump, ble, umble amp emp imp omp imip 12. ur, urn, oke. 28. w, ink, ould. f, y. 13. ch, ark, ame, ot. 29. y, ly, ose, ance. 14. aw, awl. 30. n, ice, ew. 15. The names of the vowels. 31. ore, ca. 16. The function of final e silent 32. sp, si, sk, uff. 17. r, ed, un, ain, ing, br, tr. 33. 6, ir, g, gr. 18. ast, eck. 34. er, oa. 19. est. 35. ed (= d), or. 20. sn, ip, ap. 36. th (voiceless). ong. 22. d, on, ond, end, und, dr. 37. ank, unk. 23. e, ee. 38. ai. 24. a. 2A 40. t2 c, k, ub. 41. qu. 42. ile, ike, ine, irae. 43. oop, ace. 44. ag, eg, ig, og. 45. Drill on the short vowels. 47. ou, ow. 48. a, I, y, are. 49. Silent b, silent k. 50. eigh, ingle, erry, j. 51. Review. 52. X, cks. 53. V. 54. 6, ti, u, q, y, z. 55. s(= z). 56. OSS, ost. 57. ass, iss, uss, ist, est, ust. 58. g (silent), ph (= f). 59. th (voiced). 60. atch, otch, itch, etch, utch. 61. ove, ied. 62. gu. 63. squ. PHONIC ELEMENTS IN ALPHABETICAL ORDER AND THE LESSONS IN WHICH THEY OCCUR Part III a (24) a (48) ace (43) ack (5) ad (27) ade (3) ag(44) ai (38) ain (17) ake (9) ame (13) amp (27) an (17) ance (29) ane (4) ank (37) ap (20) are (48) ark (13) ash (26) ass (57) ast (18) ea (31) atch (60) eck (18) aw (14) ed (17) awl (14) ed ( = d) ee (23) b (silent) (49) eep (9) bl (10) eg (44) ble (11) eigh (50) br (17) em (27) emp (27) c(40) en (27) ch (13) end (22) cks (52) ep (27) cr (25) er (34) erry (50) d(22) ess (2) dr (22) est (19) et (27) e (final) (16) etch (60) e(23) ew (30) 6(33) (35) g(33) g (silent) (58) gr (33) gu(62) 1(28) 1(48) ice (30) ick (5) id (27) ide (6) ied (61) ig(44) ike (42) ile (42) im (27) ime (42) imp (27) ine (42) ing (17) ingle (50) 243 inlf (28) om (27) r(17) ump (11) ip (20) omp (27) un (17) ir(33) on (22) s(=z) (55) und (22) iss (57) ond (22) sh(9) unk (37) ist (57) ong (36) sk (32) ur (12) itch (60) ook (9) si (32) urn (12) oop (43) sn (20) uss (57) i(50) op (5) sp (32) ust (57) or (35) squ (63) ut (27) k(40) ore (31) St (5) utch (60) k (silent) (49) ose (29) OSS (56) th (36) v(53) ly (29) ost (56) th (voiced) (59) ot (13) tr (17) w(28) n(30) otch (60) wh (10) ou (47) u(54) 5(27) ould (28) ii(54) X (52) 6(54) ove (61) ub (40) oa (34) ow (47) uck (27) y(28) ock (27) ud (27) y (final) (29) od (27) ph(=f) (58) uff (32) y(54) og (44) ug(3) y(48) oke (12) q(54) urn (11) oil (8) qu (41) umble (11) z(54) oily (8) 244 INDEX Adjustment, xxvii. Approach, ways of; telling a story, playing a game, learning a rhyme, studying a picture, without special preparation, motivation, knowl- edge, interest, xx; curiosity, "read- ing to learn" vs. "learning to read," xxi. Association, fivefold, involved in the reading process, xxiii. Bag drill, xxxix. Balloon drill, xxxix. Basket drill, xxxviii. Blackboard lessons, preliminary: the result of conversation and ques- tions, unity of, xxiv; relation to the lesson in the book, review, re- lation to preliminary blackboard lesson and book lesson, 41, etc.; devices, 16; reading from, 19, 23, 27, etc. Blend, whisper blend, thought blend, 78, 79; how it may be made easy and natural, 89. Boxing, xxxvii. Carpenter, Baker, and Scott, Teach- ing of English, xlii. Catching fish, xxxviii. Chart lessons, 4; rhymes suited to, 14; devices, 16; method in, 17. Chubb, Teaching of English, xlvi. Clock drill, xxxviii. Constructive work, xxxv, Iv. Context reading, xxix, 108, 110; hard words, xxx; 162. Development, thought and word, 19, 22, 55, 59, 67, 70, 85, 96. Diacritical marks, Ixi. Dramatizing, value and limits, xxv; 31, 45, 66, 80, 209, 236. Drill, not the main dependence in teaching, xiv; on phrasing, xxvii; habit and drill, xxxii; mere repe- tition, vivacity, variety, xxxiii; emulation, imagination, play, formal drills, constructive prob- lems, xxxiv; 74; phrase drill, 124, 147. See word drills. Ear training, xli, 8, 34, 44, 46, 49, 56, 57, 75. Emulation, xxxiv. Enunciation, distinction between whispered and voiced consonants, xlii; correction of errors, xliii; teaching to use the right organs, xliii; causes of faulty enunciation. See Speech Defects. Expression, relation to imitation and to thought, xxv; 175. Formal phonics, 88, 104, 118, 128, 145, 151, 153, 166. 245 Games, look and do, matching words, 9, 26; blind man, 24. Grouping, word families, xlviii. Group system, Ixxii. Hard words, xxx. Hughes, Teaching to Read, xi, 84, 172, 182. Imagination, xxxiv; 87, 181. Incidental reading, xxii. Independent reading, relation of phonics to, xvi. Informal phonics, 76. Interest, xv, xx, xxxvii. Jones, Teaching Children to Study, bcxiii. Labeling, directions for, value of, xxi; 8, 25, etc. Ladder drill, xxxvii. Laing, Reading, a Manual for Teachers, Ixii. Landon, The Principles and Practice of Teaching and Class Management, 79. Matching, 10. Memory, lix. Method, supreme test of, xvii. Methods of teaching, should not be one-sided, xii; should cover both thought and form, xiv; should be supplementary, xiv; should be organized, xvii; should fully exer- cise self-activity, xviii. Methods of teaching to read, drill method, xiv; jingle method, xiv; phonic method, xvi; sight word method, xv; thought method, xv; problem method, xviii. Motivation, U. Oral reading, and silent reading; xxiii, xxxvi; expression, xxiv; phrasing, xxvi; excessive, xxxvi. Organization of reading matter, sen- tences, lessons, stories; form vs. fitness, "sentence hash," xxvii. Originality and imitation, vi. Phonic elements in alphabetical order and the lessons in which they occur, 244. Phonic elements in the order of their development, 243. Phonics. Phonic method, value, limits, xvi; as master-key, xvii; distinctive features of system used in this book; gradual approach, rational attack, concurrent use of analysis and synthesis, habit formation a controlling factor, xl; ear training, xh; enunciation, xlii; breaking habits of faulty enunciation, xliii; causes of faulty enunciation — physical malforma- tion, lack of control, failure to hear distinctly, imitation of poor models, xliv; retarding forces of environment, xiv; teacher's study of phonics, xlvii; table of consonant elements, xlviii; grouping, xlviii; words in words, xlix; informal phonics, xlix; word problems, word building, 1; blending, h; formal phonics. Hi; stories, tongue gym- nastics, breaking up words, word groups, word families, hii; phonic series, liv; habit of attack, Iv; objections answered, Ivi; English not so unphonetic after all, Ivii; adult-made difficulties, Iviii; psychological argument, lix; dia- critical marks, Ixi; spelhng, Ixii; phonogram cards, Ixiii; 181, 200; See Formal Phonics. Phrasing, importance, ways of se- 246 curing, relation to questioning and to silent reading, xxvi. Picture study, 19, 22, 55, 59. Play, xxxiv. Preparation, 184, 190. Problem method: problems in recog- nition and in construction, xix; XXXV ; word problems, 1; finding whole lines, 6; finding phrases, 7; word hunting, 10; laying sentences, 12. Questions for silent reading, xxxvi; for phrasing, xxvii. Reading by position, value, dangers, xxiii; 5. Reading lesson, 209. Results in English teaching, unsatis- factory, xii. Rhyme study, 32, 37, 188. Search, P. W., An Ideal School, Ixxiii. Seat work, laying sentences, etc., 12, 33, 35, 90, 120, 172. Salmon, The Art of Teaching, 21. Self-activity of the teacher, chil- dren, v; fundamental in teach- ing, xviii; applied in the problem method, xviii. Script, 21. Shearer, The Grading of Schools, Ixxiii. Silent reading, how it simplifies the problem, xxiii; typical form of, xxiv; relation to phrasing, drills and devices, xxxv; and doing, 24. Simplification, through elimination in turn of thought recognition, word recognition, thought expres- sion, xxiii. Songs, how to teach, 6. Speech defects, correction of: Aw isaw'r), 179; B, 153; C, 29; Ch, 178; D, 190; F, 88; G, 21; H, 145; K, 215; L, 128; Ng (stronger), 219; Ng (singing), 231; 0, 220; Ow, 224; P, 151; Qu, 216; R, 31; 5 and Sh, 39; Th, 54, 211; W, 199; Wh, 52. See Phonics. Spelling, Ixii. Story telling, for silent reading, xxxvi; for approach, xx; 55, 59, 70, 99, 204, 236. Stepping stones drill, xxxviii. Steps drill, xxxviii. Substitutions, see Speech defects. Supplementary reading, Ixiv; books for, Ixx. Suzzallo, Teacher's College Record, xii. Sweet, Primer of Phonetics, xlvii. Taking the fort, xxxviii. Thought and memory, Ix. Thought: "Let thought lead;" rela- tion to memory, context reading, xxix; hard words, xxx; relation to habit, xxxii. Tongue gymnastics, liii. Variety in drill, xxxiii; devices for, xxxvii. Vivacity in drill, xxxiii. Waste, through needless resort to pure drill, xxxv. Webster, International Dictionary, guide to pronunciation, xlvii. Word building, bdii; 98, 105, 121, 122, etc. Word Cards, xxxvii, xxxix. Word matching, 10. Word problems, 76, 83. Word study, 37, 92. 247 PHONOGRAM CARDS FOR USE WITH THE HORACE MANN READERS Designed for Rapid Phonic Drills and for Rapid Word Building The object of these drills is to train pupils so that the sight of the phonogram will cause an immediate, correct, and automatic vocal response; while the word building will develop sl^ill in uniting or "blending" readily and correctly the different phonic elements of which words are composed. THE PRIMER SET 26 CARDS IN A STOUT MANILA ENVELOPE -------25 CENTS THE FIRST READER SET 115 CARDS IN PASTEBOARD CASE ----------- $1.00 WORD-CARDS FOR USE WITH THE HORACE MANN PRIMER Designed for Rapid Word -Drill or Flash Reading, and for Rapid Sentence Drills The object of these word-drills is to secure instantaneous automatic Word recognition with rapidity and promptness as the foundations of success; while the sentence drills, if properly conducted, will train pupils to grasp instantly the total meaning of groups of related words. 130 CARDS IN PASTEBOARD CASE ----------- $1.25 LONGMANS, GREEN. & COMPANY, Publishers FOURTH AVENUE & 30TH STREET, NEW YORK UNIVERSITY OF CALIFORNIA AT LOS ANGELES THE UNIVERSITY LIBRARY This book is DUE on the last date stamped below JUL 2 7 1951 1 ^^L 1 8 1956 QL MAR 2 2 |97f ' FEB 2 8 1! ■ai JUN 2 5 1»» AUG 2 2 1856 AUG 1 RECD , OCT 2 2 1956 IfK JMM 16 W^ l^^^^ <^ ^•300 OCT 2 1 19 HIC'D COL. 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