Part 3 — PHONIC LESSONS. (Time, about twelve weeks.)
Reading edition
Directions. 1. There are twenty-five elementary consonant sounds. The purpose of the phonic lessons is to associate these consonant sounds with the letters representing them, and to become accustomed to the use of phonograms based upon words in the Primer. Word recognition should become automatic. See page 112 for a scientific arrangement of the consonant sounds.
2. All of the blackboard work should be written, not printed. The child reproduces by a more or less unconscious imitation the written forms which he sees upon the blackboard.
3. The lessons indicate the order; the time will vary with the ability of the children and must be determined by the teacher.
I.
r un.
Begin with the word run. This is a part of the child's vocabulary, having been learned in the early reading lessons. Appeal is made first to the ear, then to the eye. The teacher conducts the lesson as follows:
The Ear.
1. Pronounce run easily and naturally.
2. Give the sounds separately, thus: r-un.
3. Again pronounce the word. Call upon the children collectively and individually to do the same.
The Eye.
1. Write the word run on the blackboard.
2. Cover the un and have the r sounded.
3. Cover the r and have the un sounded.
4. Uncover the whole word and ask the children to put the two sounds together to make the word, run.
If the children cannot do this the teacher may do it for them, making the sound r prominent. The ability to blend one sound with another should not be a difficult phase of the work. The teacher's attitude toward blending is the influence which makes it hard or easy for the child.
To associate the sound r with its written symbol the following method is suggested:
The teacher writes r upon the blackboard, giving the sound, not the name. She then calls upon the children collectively and individually to give the sound.
Teacher: Close your eyes, children. Can you see how r looks? (Give the sound, not the name.) Watch me make it again.
Teacher writes r slowly several times, then erases the work. Children observe, image, and then write r upon the blackboard or upon paper. If a mistake is made have the child erase, again observe the teacher as she makes the letter, then write it a second time.
II.
f.
Teach the word fun in the same manner that run was taught in Lesson I. Write on the blackboard:
r un f un
Cover first one part and then the other, sounding each element.
Write f, r, un, on the blackboard a number of times, arranged irregularly. Review daily, adding new consonants and phonograms as they are taught.
III.
s ing.
1. Separate both the spoken and the written word sing into the phonic elements:
(a) s consonant sound.
(b) ing phonogram or sound group.
2. Associate each sound element with its written symbol.
3. Combine the consonants r, f, s, and the phonograms un, ing, to form new words:
r un s ing r ing s un
s un r ing r un s ing
IV.
Phonic Drill. Phonic Drill upon words from the Primer will each day follow two lines:
I. A list of words to be separated into sounds (Phonic Analysis).
II. A list of familiar sounds to be combined in new relations to form words (Phonic Synthesis).
Phonic Drill upon phonograms and the consonant sounds may be given in two ways:
1. Combine different consonant sounds with the same phonogram.
2. Combine different phonograms with the same consonant sound.
For convenience the first is called a Phonic Series; the second is called a Word List.
Phonic Series. Combine f, r, s, with at to form this phonic series. Review the un series of words.
Develop the blend as follows:
(a) Write at on the blackboard and pronounce it. (The children will recognize the word, having seen it many times in the reading lessons.)
(b) Select a consonant, r for example, and write it in front of at.
(c) Combine the two elements into a whole word without making more of a separation than is necessary to explain the blending of the sounds.
Prefix f and s in the same way.
Write the at and the un series on the blackboard.
r at r un
f at f un
s at s un
Children pronounce the words. Cover first one part and then the other, sounding each element. Review daily, adding new sound elements as they are taught. As soon as possible refrain from assisting the children by covering the parts.
Word List. Write upon the blackboard in a vertical row the words beginning with r, from the Primer, pages 5-26. Ex.: Rover, roll, rock. Have the children pronounce them. Then erase over, oll, ock, leaving only r, and let children make the sound. Continue with words beginning with f and s in the same way.
Again, write several words on the blackboard containing the phonogram at. Erase f, s, r, leaving only at.
Continue in the same way with the un series and the ing series.
Word List No. I.
s ing r at f un
s at r ing f at
s un r un
Retain this list on the blackboard for daily drill, rearranging the order from time to time and adding new words as they are taught. The lists for word drill are not final. Let use be the guide in deciding the number of words to be taught. The analysis of these words into their sound elements will determine the number of phonograms to be taught. Proper drill upon both the phonic series and the word lists leads to sight recognition of words, by means of their sound elements. This is the purpose of phonic work.
Phonic Cards. All drill work should train the mind to observe accurately, to image vividly, and to express quickly. In every exercise aim to secure, first, clear images; second, rapid work. It interferes with normal growth and development to reverse this order. To accomplish these ends, prepare a set of phonic cards each one representing a separate sound or phonogram, and use for rapid sight work after the board work has been given. Cut cards to a uniform size of eight by six inches, out of heavy paper, and write with India ink and a camel's hair brush. Stand in front of the class and call upon the children in order. If the child cannot give the sound instantly, call upon another. Children will work rapidly if they are trained to do so. Review frequently and as the need arises prepare new cards. It is quite possible to have repetition with a constant variety of new material.
V.
h op.
1. Write hop on the blackboard and teach the sound elements h and op.
2. Associate each sound with its symbol.
3. Identify the sound h in the sight words have, has, here, hill. (Proceed as in Lesson IV.)
4. Add hop to Word List No. 1, and review daily, for a few moments, at the close of each lesson.
VI.
j.
1. Separate the sight words Jack, Jill, jump, into their sound elements.
(a) If any of the children in the class have names beginning with J add these to the list, as: John, Julia, Jones.
(b) Use capital letters for proper names, small letters for common ones. Meet each need by teaching that for which there is a demand.
2. Associate the sound j with the letter.
3. Combine ill, ack, ump, with the known consonant sounds to form the phonic series:
ill ack ump
r ill J ack j ump
f ill s ack h ump
s ill h ack
J ill r ack
h ill
VII.
m.
1. Write may on the blackboard and teach the sound elements m and ay.
2. Associate each sound with its symbol.
3. Identify m in the sight words Mary, my, me, mother.
4. Combine ay with familiar consonant sounds to form the phonic series:
h ay
s ay
j ay
r ay
5. Combine the sound m with the phonograms ill, op, at, previously taught. Add these to Word List No. 1 for review.
VIII.
p, initial; final.
1. Initial p—the first sound heard in pussy, play, pretty.
2. Final p—the last sound heard in hop, up, jump, sleep.
3. Associate the sound p with the letter.
4. Combine p with familiar phonograms to form the words pat, pack, pill, pop, pump, pay.
5. Add these words to Word List No. 1 and drill daily. Cultivate rapid sight recognition of the sound elements.
IX.
in, am, an, and.
It is assumed that the children know these phonograms, having learned them as sight words in the reading lessons. If they fail to recognize them, use in, am, an, and, in sentences and teach them again as sight words.
Blend familiar consonant sounds with these phonograms to form the new phonic series.
in am an and
f in S am m an h and
s in h am f an s and
p in j am r an and
X.
SUMMARY.
Consonants: r, f, s, h, j, m, p.
Phonograms: at, ack, am, an, and, ay, ing, ill, in, op, un, ump.
Phonic Series.
at ack am an and ay
h at p ack j am m an h and j ay
m at r ack h am r an s and h ay
f at J ack S am f an and s ay
s at h ack p an p ay
r at s ack
ing ill in op un ump
r ing m ill f in m op s un j ump
s ing h ill s in h op f un h ump
f ill p in p op r un p ump
t ill
s ill
Word List No. II.
rack sand ham hand mop pop Jack
ran say hill hop mill pan Jill
ray Sam hack may pill pack jump
fill sack hat man pat pin jay
fin sin hay mat pay pump jam
Note.—
(a) As soon as the children can read the words arranged in a series, take them irregularly. When they have power quickly to perceive and blend the sound elements, refrain from covering the parts. The goal is instant sight recognition.
(b) Secure individual recitations. Concert work has its place, but the object is individual power.
(c) Note the words over which the children hesitate and make these the basis of the next arrangement.
(d) Frequently rearrange the phonic list. The object is not to memorize the words, but to give the children the power to read them by their sound elements.
(e) Add the names of children in the class to the word lists and analyze these into their sound elements.
XI.
Final s.
Add s to all the words in Word Lists Nos. I and II, where its use will form a word.
Write the simple form of the word on the blackboard and have it pronounced. Write it again with the s added, and have it pronounced a second time.
Ex.:
sing sing s
ring ring s
run run s
tree tree s
see see s
It will be found helpful to have a card seven by nine inches, with an s written upon it. Hold this beside the words in the phonic lists and have both the simple and the s forms pronounced. Train the children to observe quickly and to be mentally alert.
XII.
t, initial; final; medial.
1. Initial t—the first sound heard in top, tell.
2. Final t—the last sound heard in it, at.
3. Medial t—in Kitty, pretty, little.
4. Associate the sound t with the letter.
5. Identify t in the following sight words from the Primer, pages 9-39: to, town, tick-tock, tune, nest, not, nut, cat.
6. Combine familiar consonant sounds with it, ot, to form the phonic series:
it ot
s it h ot
h it p ot
p it t ot
7. Review the at series, making prominent the sound t final.
XIII.
k, ck, initial; final.
1. K in kitty, kite, keep, shook, look, bake, Kate.
2. ck in tick-tock, cluck, Jack, black, clock, rock.
3. Phonograms: ick, ock.
4. Phonic Series:
ick ock
p ick r ock
t ick t ock
s ick d ock
D ick s ock
h ick ory
d ick ory
5. Add king, kill, also words in the phonic series to Word List No. II, and review daily.
XIV.
l, initial; final; medial.
1. Initial l in like, look.
2. Final l in ball, hill.
3. Associate the sound l with the letter.
4. Identify sound l in the following sight words from the Primer: like, little, ball, all, fall, doll, hill, Jill, will, mill, roll, yellow.
5. Include the names of children in the room. Ex.: Lucy, Nellie, Lilly, Paul.
6. Phonogram: all.
7. Phonic Series:
all
f all
h all
t all
8. Review the ill series, making prominent final l.
XV.
n, initial; final; medial.
1. Analyze not into the sound elements n, ot.
2. Identify the sound n in the sight words no, nut, nest, name, an, can, ran, in, on, run, hen.
3. Include names of children in the room: Ned, John, Anna, Nan.
4. Analyze hen into the sound elements h, en.
5. Phonogram: en.
6. Phonic Series:
en
m en
p en
h en
t en
7. Review the an, in, un series, making prominent final n.
XVI.
d, initial; final.
1. Identify sound d in the sight words dog, do, doll, down, dear, red, send.
2. Separate red into the sound elements r, ed.
3. Add d to the phonogram en taught in Lesson XV.
4. Phonograms: ed, end.
5. Phonic Series:
ed end
f ed s end
r ed m end
N ed l end
l ed t end
6. Word List: Add these words to Word List No. II. Arrange irregularly and review daily.
XVII.
pl; fr; tr; ee.
Blended consonants pl, fr, tr. (Blended consonants are made as nearly as possible with one impulse of the voice.)
1. Identify the sounds pl, fr, tr, ee in the words:
plant tree frog see
play try from three
2. Combine ee with final p, d, m, n, to form phonograms.
3. Phonic Series:
eep eed eem; een
p eep s eed s eem
d eep f eed s een
k eep d eed k een
XVIII.
ing.
Write the simple form of the word upon the blackboard and have it pronounced. Write it again with the syllable ing added, and have it pronounced a second time. Ex.:
sing sing ing go go ing
jump jump ing catch catch ing
ring ring ing play play ing
fly fly ing rock rock ing
see see ing blow blow ing
do do ing sleep sleep ing
XIX.
Apostrophe s ('s)
Teach the apostrophe ('s) by adding it to the names of children in the room. Place upon the blackboard a group of sentences which the children have given orally. Ex.:
This is Mary's sister. I see Jill's pail.
This is John's ball. I see Jack's kite.
This is Helen's hat. I see baby's kitten.
Let the children read the sentences. As the children watch, erase This is, I see, I have, etc., leaving the possessive form. Add these words to Word List No. II. Rearrange the order and drill daily.
XX.
SUMMARY.
1. Consonants: r, f, s, h, j, m, p, t, k, ck, l, n, d.
2. Blended consonants: pl, fr, tr.
3. Final s, apostrophe s, ing (syllable).
4. Phonograms: at, ack, am, an, and, ay, all. en, ed, end, ee, eep, eed, eem, een. ing, ill, in, it, ick. op, ot, ock. un, ump.
5. Word List No. III.
tack rock lot popping Mary's not Fred's
tan rocks lock plot fall Nat's tray
tall rocking rings play falling Nan's track
ten red ringing plays fed day tree
tick Jill's Sam's playing feed deep trees
tock land sings saying fit deed sit
top lay singing mumps peep Dick's seeing
keep lend pack mend peeping dock sick
king Jack's pot men pumping dickory seed
kitten John's free need nun frog seen
XXI.
b; bl; br.
1. b in boy, big, bird, baby, ball, by, be, back, but, baa, bake, bow.
2. bl in blue, black, blows.
3. br in breaks, brown, breast, bread, broom, umbrellas.
4. Phonogram: ake.
5. Phonic Series:
ake
m ake
r ake
l ake
b ake
6. Combine b, br, bl with familiar phonograms to make the word list bun, bat, band, bin, ball, bee, bring, blot, bump, block.
XXII.
g; gr.
1. g in go, girl, egg, pig, gave, get, good.
2. gr in green, grass, grow, grunt, grandma, grandpa, grind.
3. Phonograms: ig, og.
4. Phonic Series:
ig og
f ig f og
j ig j og
d ig l og
b ig d og
p ig fr og
b og
Note.—In pronouncing the vocal consonants b, d, g, the voice should be placed well forward. The vibrations for b are in the lips; for d in the point of the tongue; for g in the back of the tongue.
XXIII.
y (consonant).
Consonant y is always initial.
y in you, your, yes, yellow.
Note.—y (vowel) is given in the Manual, Part IV, page 88.
XXIV.
w.
1. w the wind sound; it resembles oo in boot.
2. w in we, way, wind, will, went, waves, wash, window, water, wool, weave, west.
3. Phonogram: est.
4. Phonic Series:
w est
r est
b est
n est
5. Word List:
wing win weep wick will
will wall way wig wills
XXV.
wh.
1. wh the blowing sound.
w is vocal, while wh is breath.
2. wh in what, when, wheat, where, why, white.
3. Phonogram: ite.
4. Phonic Series: white, kite, bite.
XXVI.
th (vocal).
The soft sound of th is vocal; the hard sound is breath.
th (soft) in that, this, there, they, them.
Note.—It is not wise to teach two sounds for one symbol in the early lessons. Vocal th is taught first because it is the one more frequently used in the Primer. See th (breath) Part V, page 112.
XXVII.
ch, initial and final; tch, final.
1. ch in church, chick, chicken, chop, churn, rich, such, much.
2. tch in catch, match, hatch.
XXVIII.
sh, initial; final.
1. sh in she, ship, sheep, shook, wish, push.
2. Phonograms: ook, ush.
3. Phonic Series:
ook ush
b ook m ush
t ook br ush
l ook h ush
br ook r ush
h ook
sh ook
XXIX.
REVIEW.
1. Consonants: r, f, s, h, j, m, p, t. k-ck, l, n, d, b, g. y, w, wh, th (soft), ch, sh.
2. Blended consonants: pl, fr, tr, bl, br, gr, tch.
3. Phonograms: at, ack, am, an, and, ay, all, ake. en, ed, end, ee, eep, eed, eem, een, est. ing, ill, in, it, ick, ig, ite. op, ot, ock, og, ook. un, ump, ush.
4. Word List No. IV.
bat bite wee brick than shook
back book weep bring then shed
band bump weed brook thing sheep
ball bumping wing brush thrush shop
bake best will brushing hatch shot
bed gay win grand match blot
bend got wick gray latch black
bill gun wig greed patch bleed
bit way Will's green catch block
big wake west that shake when