Beginners' Book in Language. A Book for the Third Grade

INDEX

Reading edition

(The numbers refer to pages. The Notes designated are the Notes to the Teacher, printed at the end of the text)

Address on envelope, 153, 154, 155 Alcott, Louisa M., Jack and Jill, 76, 77, 78 Allingham, William, A Child's Song, 54 And habit, the, 42, 72, 86, 107; Notes 30 and 58 Bible, quotations from, Note 21 Bird, Robert M., The Fairy Folk, 52 Came, 119, 120 Can, may, 92, 93, 94 Capitalization, Notes 16, 40, and 53; drill in, 8, 11, 25, 37, 45, 67, 72, 86, 119, 143, 163; sentences, 11, 25, 37, 67, 72, 86, 99, 118, 163; months, 41, 42, 43, 45, Note 40; I, 43; names of persons, 90, 91; titles, 153; to begin every line of poetry, Note 37 Ceres, The Daughter of, 125-129; Ceres and Apollo, 133-138; Ceres and Pluto, 144-149 Christmas, Notes 33, 34, 39, and 41 Circus, 155-166 Colon, 96, 99, 123, 153 Comma, 74 Committee of pupils, Note 53 Completing unfinished story, 3, 4, 72, 73, 74, 114, 116, 117, 118, 119 Copying, 8, 10, 25, 37, 45, 67, 96, 119, 143, 154; Notes 12 and 25 Correct Usage, Notes 19, 28, and 32; saw, 11, 12; saw, seen, 21, 22, 23, 119, 120; have, 40, 41; did, done, 45, 46, 47, 119, 120; rang, sang, drank, 70, 71; may, can, 92, 93, 94; no, not, never, 109, 110, 111; went, came, 119, 120; I am not, 141; good, well, 163, 164 Correlation, Notes 26 and 34 Criticism of compositions, 4, 5, 6, 9, 10, 11, 19, 20, 26, 42, 43, 51, 72, 73, 86, 90, 97, 98, 99, 100, 101, 102, 103, 109, 113, 114, 116, 118, 123, 124, 132, 133, 139, 140, 142, 143, 149, 151, 153, 157, 158, 161, 163, Notes 7, 8, 12, 17, 36, 50, 51, 53, 64, and 79; questions for, 26, 36, 42, 43, 67, 72, 86, 90, 98, 99, 103, 114, 116, 118, 123, 124, 139, 140, 151, 163, Note 80 Dates, 74, 75, 124; Note 40 Decoration of schoolroom, Notes 26, 33, 63, and 75 Description, exercises in, 8, 42, 52, 106, 112, 113, 158, 160, 161, 163; Notes 52 and 63 Dictation, 10, 37, 67, 73, 86, 96, 143; Note 18 Did, done, 45,46, 47, 119, 120 Doesn't, Note 65 Dogs, 111-123 Double negative, 109, 110, 111 Dramatization, 1, 2, 3, 8, 10, 15, 16, 26, 31, 32, 33, 38, 39, 42, 64, 69, 70, 75, 84, 89, 91, 92, 114, 116, 117, 130, 138, 139, 140, 149; Notes 2, 3, 4, 5, 6, 27, 42, 56, 57, and 63 Drank, 70, 71 Dreams, telling, 1, 2, 3, 4, 5, 6, 9, 10, 12; Note 14 Eastman, Charles A. (Ohiyesa), An Indian Boy's Training, 29; starting a fire, 35; character of Indian life, 38 Eskimos, 82, 83, 84, 85, 86; Note 45 Explanation, 28, 35, 36, 39, 75, 79, 80, 111, 116, 121, 123, 130, 150, 159, 160, 166, 167, 168; Notes 34 and 43 Fables, 13-25; The Ants and the Grasshoppers, 13 Fairies and fairy stories, 1-8, 47-74, 167, 168 Foreign children, Note 41 Game, 12, 22, 23, 40, 44, 45, 46, 47, 71, 90, 94, 109, 111, 119, 121, 164, 166; Notes 28, 31, and 69 Good, well, 163, 164 Got, 40, 41 Greeting of a letter, 96, 97, 99, 123, 153; Note 48 Group exercise, 9, 19, 20, 26, 34, 36, 42, 43, 45, 51, 67, 72, 81, 85, 95, 103, 107, 108, 114, 117, 118, 132, 133, 139, 140, 143, 149, 151, 153, 157, 158, 161, 163; Notes 15, 53, 58, and 79 Hasn't, Note 65 Have, got, 40, 41 Hood, Thomas, Queen Mab, 7 I, 43 I am not, 141; Note 65 Improvement in English, 4, 5, 6, 10, 19, 25, 35, 36, 42, 65, 66, 67, 72, 81, 82, 86, 90, 98, 99, 100, 101, 103, 107, 109, 113, 118, 133, 142, 143, 149, 151, 153, 157, 158, 161, 163; Notes 7, 8, 17, 20, 24, 46, 50, 51, 53, and 64 Indention, 96, 124 Indian Boy's Training, An, 29 Indians, 28-47; Notes 26 and 29 Individuality, Notes 5 and 20 Initiative, Note 6 Isn't, Note 65 Letter writing, 95-103, 123, 124, 152-155; Notes 49, 50, and 66 Making a book: class picture book, 107-109; dog picture book, 114; circus book, 156, 157; book about wild animals, 162, 163 May, can, 92, 93, 94 Memory exercise, 9, 59, 69, 89; Note 13 Months, 41-45; Note 29 Mr., Mrs., Miss, 153; Note 71 Names, writing, 90, 91 Negative words, 109-111 Observation, 22, 23; Note 23 Optional work. See the Preface Oral Composition. Not listed, since practically every page of the book would be included Pantomime, 2, 8, 12, 15, 16, 17, 31, 32, 33, 69, 75, 78, 84, 89, 114, 116, 117, 138, 139, 140, 159; Notes 2, 3, 27, 42, 56, and 76 Parent coöperation, Notes 32 and 47 Period, 8, 11, 25, 67, 72, 86, 118, 120, 121, 163 Peter and the Strange Little Old Man, 47; Peter Visits the Strange Little Old Man's Workshop, 56 Picture, as basis for composition (see Notes 26 and 33): frontispiece; Safely First, 27; An Unfinished Story, 115; A Story to Finish, 122 Picture, making a, with colored chalk or crayon, 8, 35, 36, 51, 52, 55, 64, 89; Notes 26 and 33 Poem, study of: Queen Mab, 6-9; The Fairy Folk, 52; A Child's Song, 54, 55; The Light-Hearted Fairy, 68-70; Jack Frost, 87-89; Mr. Nobody, 104-107 Post office, class, 94, 95, 97, 102, 103, 124; Notes 60 and 66 Posture, pupil's, while speaking, 20, 107 Project. See Situation. See also Note 46 Pronunciation, 23, 24, 34, 81, 82, 124, 125, 166; Notes 44 and 62 Punctuation, Note 16; sentence, 8, 11, 25, 37, 67, 72, 86, 99, 118, 119, 143, 163; period, 8, 11, 25, 37, 67, 72, 86, 118, 120, 121, 163; comma, 74; letter, 95, 96, 97, 99, 124; colon, 96, 99, 123; question mark, 120, 121, 124, 163 Question mark, 120, 121, 124, 163 Questions used in criticism of oral and written compositions, 26, 36, 42, 43, 67, 72, 86, 90, 98, 99, 103, 114, 116, 118, 123, 124, 139, 140, 151, 163; Note 80 Rang, 70, 71 Responsibility, Note 6 Review. See Group exercise. See also Notes 15 and 47 Rhythm in poems, 55, 68, 69, 70 Riddles, 44, 45, 65, 66, 67, 141, 142, 143, 158, 159; Note 35 Safety First, 26, 27 Salutation of a letter. See Greeting Sang, 70, 71 Saw, seen, 11, 12, 21, 22, 23, 119, 120 Sentence study, 10, 11, 24, 25, 34, 35, 36, 43, 44, 67, 71, 72, 73, 86, 94, 97, 113, 119, 120, 121, 133, 143, 157, 158, 163; Notes 16 and 58 Setoun, Gabriel, Jack Frost, 87, 88 Situation, long (see the Preface): dreams, 1-12; fables, 13-25; Indians, 28-47; fairies and Santa Claus, 47-74; winter, Eskimos, Jack Frost, 80-92; valentines, 94-109; dogs, 111-123; spring-time, 125-151; circus, 155-166; vacation plans, 166-168 Spelling, 11, 37, 42, 45, 67, 72, 86, 119, 132, 143; Note 40 Spring festival, Note 68 Stanza, 55, 69, 89, 106; Note 37 Story-telling, 3, 4, 9, 10, 18, 19, 20, 21, 24, 26, 47, 51, 56, 64, 72, 73, 74, 76, 78, 79, 118, 123, 125, 133, 144; Notes 22 and 38 Study recitation, the, Notes 1 and 33 Telephone directory, making a, 90, 91 Telephoning, 90-92, 151, 165; Notes 69, 81, and 82 Telling interesting things, 28, 35, 36, 38, 39, 75, 82-86, 111, 131, 155, 160 Titles, 153; Note 53 Unfinished story, completing, 3, 4, 72-74, 114, 116-119 Vacation plans, 166, 167, 168 Valentine projects, 94, 95, 97, 102, 103 Variety in expression, Note 58 Voice, 20, 107, 151; Note 30 Well, good, 163, 164 Went, 119, 120 Word study, 7, 33, 34, 35, 55, 69, 72, 118; Notes 11 and 58 Written composition, 45, 97, 102, 108, 114, 118, 123, 124, 143, 156, 163; Notes 43, 49, and 64

Notes in this chapter

Note 1 · Note 1 (page 1). Although the lessons in this book are addressed to the pupil, it will probably be advisable for the teacher to reproduce th Note 2 · Note 2 (page 1). The spirit of play should pervade the composition period. Pupils should feel as free and happy as on the playground. It is Note 3 · Note 3 (page 2). A number of pupils may be asked to show how the sleepy boy looked as he wakened. Let each one lie on the platform or floor Note 4 · Note 4 (page 3). No finished dramatic product is looked for in these exercises. The ends are (1) the pupils' keen pleasure in the activity a Note 5 · Note 5 (page 3). It is desirable that all pupils take part in the dramatizations, and not only the favored or the forward few. Besides, each Note 1 · Note 6 (page 4). It is astonishing and delightful how well little people do when they are permitted to take the initiative and to assume res Note 1 · Note 7 (page 4). If the purpose of language teaching is the improvement of pupils' speaking and writing, pupils must speak and write abundan Note 2 · Note 8 (page 5). As pupils suggest improvements, Tom's dream should be rewritten on the board, sentence by sentence, the point being through Note 3 · Note 11 (page 7). When the force of each word has been explained, pupils should use it in sentences of their own and thus show that they und Note 4 · Note 12 (page 8). Far better than the traditional correction of completed papers by the teacher at home it is for the teacher to walk up and Note 5 · Note 13 (page 9). The best way for the pupil to memorize, as is well stated in Pillsbury's "Essentials of Psychology," page 192, is "to read Note 1 · Note 14 (page 9). Pupils will enjoy, in this connection, hearing some of the wonderful tales, which might very well have been fantastic drea Note 2 · Note 15 (page 9). The term group exercise designates in this book those class activities in which pupils manage the matter in hand mainly th Note 3 · Note 16 (page 10). It is suggested that the term sentence be used incidentally by the teacher while writing on the board. The beginning capi Note 4 · Note 17 (page 10). Improvement here should take the form of adding interesting and significant details, as was done on pages 4 and 5 in the Note 5 · Note 18 (page 10). Let the dictation clearly indicate, by a dropping of the voice and by a pause, the end of each sentence. Thus the dictati Note 1 · Note 19 (page 11). See page 21 for the fuller presentation of saw and seen. In this connection the teacher need hardly be reminded that good Note 2 · Note 20 (page 12). Encourage originality. Applaud unusual conceptions. Let pupils give free rein to their imaginations. Some of the best sen Note 1 · Note 21 (page 18). While the fable of the ants and the grasshoppers is occupying the attention of the pupils certain classic phrasings of it Note 1 · Note 22 (page 20). Pupils should stand before the class as they tell their stories. Only when they face their classmates can they speak to t Note 1 · Note 23 (page 23). A little talk on "Sharp Eyes" is suggested.Note 1 · Note 24 (page 25). The expansion should not go too far. There is no virtue in mere length. Quality of work should be emphasized. Besides, on Note 2 · Note 25 (page 25). The work in copying should be motivated by placing before the pupils the problem involved, namely, making an exact reprod Note 1 · Note 26 (page 28). It is suggested that the room be decorated appropriately for these lessons that deal with Indian subject matter. Possibly Note 1 · Note 27 (page 39). It is suggested that this exercise be preceded by a pantomime in which a pupil plays that he is wandering through the woo Note 1 · Note 28 (page 40). This game is designed to help stop the incorrect use of got. If some chicken feathers can be obtained, each player may we Note 1 · Note 29 (page 41). Some Indians call January "Cold Moon," April "Green-Grass Moon," May "Song Moon," June "Rose Moon," and November "Mad Moo Note 2 · Note 30 (page 42). The antidote for the and habit is not a don't but a do. If pupils are trained to drop the voice at the ends of sentences Note 1 · Note 31 (page 46). The teacher should not hesitate to modify any game to suit the needs of the class. Games 1 and 2 on pages 46 and 47 shoul Note 2 · Note 32 (page 47). Parent coöperation in the work of eradicating common errors is to be sought. Some schools send cards to the pupils' homes Note 1 · Note 33 (page 47). Pictures of fairies should now be drawn on the board, in order to help create the proper atmosphere for the present lesso Note 1 · Note 34 (page 64). A number of possible exercises suggest themselves here. Thus, several lesson periods might profitably be devoted to each Note 1 · Note 35 (page 67). Teachers who preserve the best riddles will find them useful means of stimulating subsequent classes to their best endeav Note 2 · Note 36 (page 67). An exchange of papers, or the correction of each paper by a small group of pupils working as a team, will often prove des Note 1 · Note 37 (page 69). Very incidentally during the study of the poem, use the word stanza to designate each of the three large sections of it, Note 1 · Note 38 (page 72). The teacher may read or tell the class the Spanish fairy tale "The Three Wishes" (see Wiggin and Smith's "Tales of Laught Note 2 · Note 39 (page 74). The last lesson period preceding Christmas may be given to the teacher's reading aloud "A Visit from St. Nicholas," by Cl Note 1 · Note 40 (page 75). Dictate twelve dates, one in each month. Remind the pupils of the spelling of February and of the fact that the names of Note 1 · Note 41 (page 75). Let children of foreign parentage tell about their unusual customs. Let them realize, as they tell about their home tradi Note 2 · Note 42 (page 78). Pupils will enjoy and profit by a pantomimic presentation of the scene, as a preparation for the real dramatization. Let Note 1 · Note 43 (page 80). Other subjects will readily suggest themselves: as, a toboggan party, making an ice rink, trapping for muskrats or rabbit Note 1 · Note 44 (page 81). The moment a word is mispronounced in the story-telling or other exercises, it should be added to a list kept on the boar Note 1 · Note 45 (page 83). Freely rendered after Chance's "Little Folks of Many Lands." Other books containing suitable material are Andrews's "The Note 2 · Note 46 (page 86). It is advised that, as pupils suggest improvements, each account be rewritten by the teacher. The improved account should Note 1 · Note 47 (page 89). Parents may be invited to hear the class recite poems. This will give an occasion and reason for reviewing the poems lear Note 1 · Note 48 (page 96). It seems inadvisable, in the present state of conflicting usage, to follow the greeting of some letters with a comma and Note 2 · Note 49 (page 97). Since the question may arise, why the subject should not become a matter of class discussion, it is advised that emphasis Note 3 · Note 50 (page 97). This will probably prove the strategic time for a conference between the teacher and each pupil. The letter written by ea Note 1 · Note 51 (page 103). Some of the best letters, as well as some of the poorest, should be utilized for criticism, in order that pupils may app Note 1 · Note 52 (page 106). This exercise involves, of course, the description of each pupil by himself. It is suggested that the spirit of play and Note 1 · Note 53 (page 109). A committee of pupils, or several committees, may profitably be appointed to see that each pupil rewrites and copies nea Note 1 · Note 56 (page 116). Pupils should arrive on their bicycles in animated talk, should dismount and lean the bicycles very carefully against th Note 2 · Note 57 (page 116). Repetition in these dramatizations must always have a clear and justifiable purpose that pupils understand. For instance Note 3 · Note 58 (page 118). If this exercise is to reach the maximum of profit for the class, it will include constructive work in word study, varie Note 1 · Note 60 (page 123). Teachers will arrange matters tactfully, that every pupil may receive a letter from one of his classmates. Pupils may wr Note 1 · Note 62 (page 125). Pronounced se̅´re̅z, pro̅-sûr´pĭ-nȧ, ȧ-pŏl´o̅, plo̅o˝´to̅.Note 1 · Note 63 (page 131). Since the next dozen lessons or more assume the spring-time as their background, it is strongly recommended that the roo Note 2 · Note 64 (page 133). By seeing written products grow in clearness, force, interest, beauty, and language effectiveness as the class faces the Note 1 · Note 65 (page 141). By having another pupil stand before the class and speak for the pupil who is a bird, flower, or animal (replying, for i Note 1 · Note 66 (page 143). A classroom correspondence, that is, a class exchange of riddles through the class post office, may be desirable at this Note 1 · Note 68 (page 150). It is recommended that a real spring festival be held. See Percival Chubb's "Festivals and Plays" (Harpers). A committee Note 2 · Note 69 (page 151). During the telephone game the teacher may now and then take the receiver and show what clear, polite, efficient telephon Note 2 · Note 71 (page 153). The writing of the titles Mr., Mrs., and Miss should not be made the object of any extended drill at this time. Pupils s Note 3 · Note 75 (page 157). A committee of pupils, or several such committees, may now take upon itself the work of helping in the improvement of th Note 1 · Note 76 (page 159). A march may be played while the parade is on its way around the room. Let fun and play abound. Let pantomime be as extra Note 2 · Note 79 (page 163). While this correction work is apparently entirely in the hands of the pupils, the teacher should make the most of the si Note 3 · Note 80 (page 163). Only one question should be considered at one critical reading.Note 1 · Note 81 (page 165). The more realistic this can be made, the more fun there will be for the pupils, and the more profit for them from the En Note 2 · Note 82 (page 165). Pupils will enjoy pretending to telephone to the animals in the circus. These may tell how they like circus life, what t