THE ALI BU FIRST READER D'C'HEATH & COMPANY EDUCATION DEPT. BAIEQKIO MSTREADER HALIBURTON D.C.HEATH & COMPANY BOSTON NEWYOEK: CHICAGO EDUCATION DEFT. STORY GROUPS With the Children and the Birds . . Pages 1-13 In Summer Time .... . . . . 14-39 Fun for Rainy Days , . . ..' . . . 40-63 At Sunset 64-70 In the Fall Woods . . . v . . . . 71-87 Winter Days and Nights .... . 88-115 The Year's at the Spring .... . 116-133 Vocabulary . 134-137 Suggestions to Teachers . .... v 138-140 Words for Phonic Drill ..'.... . . . . 140-142 In the story groups will be found brief selections from Thomas Bailey Aldrich, Mary Mapes Dodge, Robert Loveman, George Macdonald, Christina Rossetti, Sir Walter Scott, Robert Louis Stevenson and Celia Thaxter. For kind permission to use " Farewell to the Farm " the author and publishers are indebted to Messrs. Charles Scribner's Sons; and for "It is not Raining Rain to Me" to Mr. Robert Loveman. The copyrighted poems "Spring" by Celia Thaxter, and "Pleasanter than All" by Thomas Bailey Aldrich, are reprinted by permission of the Hough ton Mifflin Co. COPYRIGHT, D. C. HEATH & COMPANY, 1912 < V ' L > 9 SOME LITTLE GIRLS WE KNOW Here are Grace and Alice. Their little sister is with them. Do you know their little sister's name ? Her name is Betty. Betty says she is not a baby now. The little girls came here to play. came name game same dame tame i ' frame shame M187526 THE BIRD SWING Grace was jumping a rope by the wall. She saw a bird's nest in the oak tree. Alice said, "I will get up on the wall, Grace. Then I can see what is in the nest. The nest is like a little swing. I hope some dear baby birds are in it. I hope I can see the dear little birds. I see the mother bird in the tree. I hope she will sing to us about the bird swing. Sing, mother bird, sing! Sing a little song to me." hope rope pope mope cope tope lope slope SING A SONG FOR ME Little birdie in the tree, In the tree, in the tree, Little birdie in the tree, Sing a song for me. Sing about the red, red rose On the wall, on the wall. Sing about the bird swing In the tree-top tall. Little birdie in the tree, In the tree, in the tree, Little birdie in the tree, Sing a song for me. rose nose close chose 3 THE CHILDREN'S HOME Here is the children's home. The children are happy in the old home. Here are Father and Mother. What are they doing? Do yon see Frank and Max? Which boy has the ball? Which boy has the bat? Do yon see Betty's doll and the kitty? The kitty's name is Mink. Do yon see the hen and chicks? The hen's name is Cinck-clnck. What are Alice and Grace doing? Alice and Grace go to school. Betty does not go to school. Betty is three years old. which rich mnch snch 5 THE OLD OAK The old oak is tall. The bird's nest is on the big bough. The big bongh is high up on the old oak. Alice said, "The nest is just like a swing. It is up so high I cannot see into it. The birds are happy in their swing. The wind will say ; noodle twilight chimes 128. sound lawn flakes thicker 105. Robin j|g Redbreast Vnl seem seemed 129. hedge lay 89. sleigh roast x uie Christmas frost 132. opened toast gray ng kites smiled pleasanter 106. hawk best short 119. bow awake 108. Jenny trembling 92. only bride 133. swang 120. coat pump 93. glass 109. sparrow off gate tar arrow holding fare ice bow whew cobwebs 136 The following words occurring in the text of this book were given in the phonic drills of the Primer. For this reason, as well as on account of their extreme simplicity, they will require no special drill. The child will recognize them at a glance. This list, together with the preceding Vocabulary, includes all the new words hi the First Reader. fat sat bad had bag rag tag man .Dan Fan pan than hand sand match scratch tall fall wall got not top drop long strong pet met set wet fret men wren send bend fine shine bit fit dig fig hid did tip trip king ring whig cling spring pick slick cluck till chill still think fun sun cut nut cry sky why told gold cold wee thee 137 TO THE TEACHER In the First Reader there are several phonic jingles of the kind found in the Primer. These are to be read by the teacher and sung by the pupils. These jingles and the lists of words which close many of the lessons furnish most appropriate material for phonic drill. In every instance one or more of the words given in these lists has been previously used in sentences and has been made familiar to the pupils as a whole word. Such words are used as keywords for analyzing the other words of the lists into their component parts. It is not at all necessary, however, that the pupil should know the meaning of all the words given for purely mechanical drill. The teacher may wish, on occasion, to review some sound or to teach some needed new sounds. If at all possible, this should always be done when no list of words for phonic drill is provided with the reading lesson. At the close of the book, several lists of drill words are given which may be used whenever the teacher finds it convenient to do so. It is understood that the teacher will expand these lists, as well as those at the end of the reading les- sons, by adding, as they are developed from day to day in the regular class work, other words containing the same sound and symbol. For instance, at the end of the reading lesson on page 117, the words, head, dead, lead, and bread will be found. When the teacher shows these words to the pupil, she should try to elicit such words as read, dread, tread, thread, spread, etc., which she will then write on the blackboard. If the children cannot think of such additional words, the teacher, herself, should give them. Thus the method suggested becomes extremely helpful and flex- ible. Practically all the words of the Primer are repeated in the First Reader something not true of many First Readers. About 400 new words are introduced. The vocabulary listed on pages 138 134, 135, and 136 includes only the words upon which the pupils should be drilled as whole words. But there are other words, simple and analogous in form, which require no special drill, and these should not be, and are not, listed with the words that do need such drill. To illustrate: the words man, Fan, and Dan occur on page 52 as new words in the text. They require no drill; yet, because this is the first time they have appeared in the text, they should be listed somewhere in this book. Such words are to be found on page 137, with other words which the pupils can master at a glance. These lists of analogous words furnish opportunity for the pupils to test their own ability to master words at sight. Much has been said and written regarding the time and energy that is wasted in drilling pupils upon words that they should be able, and are able, to pronounce at sight. Yet in many First Reader vocabularies we find such words listed with those that require drill. Such an illogical and unpedagogical arrange- ment has been avoided in this book by the classification men- tioned above. In spite of this precaution, however, the teacher will find in the drill vocabulary, on pages 134, 135, and 136, some words which the pupils can pronounce at sight, and this they should be encouraged to do. Nevertheless, all such words should be taught first as wholes, after which they may be used, if desired, as keywords in making new lists for phonic drill. Up to this point, we have considered only the mechanics of reading. But there is another side of reading of even greater importance; namely, the bringing of the child into that receptive and sympathetic mood without which no real reading can be accomplished. Even where the lesson consists of only a few lines, the teacher, by showing the lesson picture and conversing with the children about it, or by discussing with them the underlying thought of the text, will have no difficulty in arousing the necessary interest. 139 Many of the lessons in this book lend themselves to simple, but none the less vivid, dramatization. Some of those that are most suitable for dramatic action are indicated in the text. It is hoped that these examples will suggest to the pupils how other lessons may be dramatized without any special preparation, in the sense of rehearsing, and without any special paraphernalia whatever except the articles usually found in the ordinary schoolroom. The pupils should be given frequent opportunities to plan by themselves for such dramatization, precisely as done by the children in the book itself. They should be led gradually to create dialogue and action for themselves, the teacher withdrawing herself more and more into the background. The children who appear in this First Reader are the same children who made the Primer a connected story. But the interest in them, as they appear in this later book, is in no wise dependent upon a knowledge of the Primer. The experiences and adventures of these five children, binding as they do, the lessons together, give an admirable unity and sequence to the whole. LIST OF WORDS FOR PHONIC DRILL lamp leg ten tent damp beg den bent camp keg fen sent stamp peg glen went nut gun hump limp rut nun pump crimp hut pun lump shrimp shut shun clump imp sell dull hill kept shell gull hilly slept smell cull sill wept spell mull silly swept 140 neck necks speck specks left theft muff stuff dress dresses brick bricks trick tricks help yelp doff off bless blesses clock clocks block blocks lift gift staff quaff cress cresses cluck clucks duck ducks drift shift miss fuss fusses spade grade shade wade shape grape drape scrape cave wave brave grave late gate rate mate tale vale dale more wore fore snore soon moon spoon coon road toad load goad wake shake sake flake note wrote dote quote gloom gloomy room roomy oak soak cloak croak blaze blazes gaze gazes cone bone tone lone goose loose moose noose plain drain gain gram 141 vase vases case cases spoke broke choke stroke moor moors paint saint faint quaint laid maid paid sharp harp carp lawn dawn fawn grief chief thief while mile smile pile kite site spite sprite seal deal steal peal leak weak peak speak deer queer seer need seed steed side beside fore before shout shouting sprout sprouting right righted light lighted care fare bare stare let letter bet better battle rattle kettle settle willow pillow broken spoken hard yard card part cart dart piece niece dye lye nieces rye fire five wire live tire dive spire hive feast bean least mean beast clean yeast glean feet deem meet seem sweet seemed long belong hind behind wrong wronged prong pronged story stories lady ladies but bit butter bitter cut lit cutter litter tinkle whistle twinkle thistle often listen soften glisten 142 RETURN TO the circulation desk of any University of California Library or to the NORTHERN REGIONAL LIBRARY FACILITY Bldg. 400, Richmond Field Station University of California Richmond, CA 94804-4698 ALL BOOKS MAY BE RECALLED AFTER 7 DAYS 2-month loans may be renewed by calling (415)642-6233 1-year loans may be recharged by bringing books to NRLF Renewals and recharges may be made 4 days prior to due date DUE AS STAMPED BELOW 49370 M187526 THE UNIVERSITY OF CALIFORNIA LIBRARY