Part 4 — READING FROM THE FIRST READER. (Time, about twenty weeks.)

Directions. 1. In the Primer, the First Reader, and the Second Reader, the words of the vocabulary are arranged in the order in which they first occur, and are grouped by pages in a word list placed in the back of the book. Since teachers usually write unfamiliar words upon the blackboard and develop them in a word drill preceding the reading lesson, it has not been thought necessary to place the new words at the beginning of each lesson. (See Spelling, page 17. Also Word Drill, page 19.)

2. If necessary precede a lesson in the First Reader with a development lesson on the blackboard. (See page 39, Part II, Lesson XXI.)

3. A Supplementary List of Poems is given to be read in connection with the lessons in the First Reader. Do not ask children to retell the poems read aloud. To develop an appreciation of poetry is the object. Children who have been accustomed to hearing poetry will read and enjoy the poems in their readers as much as the stories. The teacher's attitude toward poetry is the suggestion that influences.

THE FIRST READER.

Page 7. Memorize the poem. Write it upon the blackboard and teach the elements as in the Primer lessons based upon Nursery Rhymes. (See page 43, Part II, Lesson XXVII.)

Page 10. Teach as indicated above.

Page 11. Something to Tell. Have the children read the questions silently, and then answer them aloud.

Page 12. This lesson was suggested by reading George Cooper's poem, Come, Little Leaves.

Page 96. This lesson was suggested by reading Frederick Manley's poem, The Journey's End, in the Modern Music Primer.

Page 102. This lesson was suggested by reading Frederick Manley's poem, The Woodpecker, in the Modern Music Primer.

LIST OF POEMS.

The teacher may read the following poems to the children in connection with the reading lessons in the First Reader as indicated by the pages.

12 "Come, Little Leaves," by George Cooper. Book: "Pinafore Palace," (Selections) Wiggin & Smith (Eds.). 20 "The Little Doves." (Author unknown.) Book: "Pinafore Palace." 34 "The Crow's Children," by Phoebe Cary. Book: "Ballads for Little Folks." 44 "How the Leaves Came Down," by Susan T. Coolidge. Book: "Songs of the Tree-Top and Meadow," (Selections) McMurry and Cook (Eds.). 54 "My Bed is a Boat," by Robert Louis Stevenson. Book: "A Child's Garden of Verses." 63 "The Water Mill." Aunt Effie's Rhymes. Book: "Child Life," (Selections) John G. Whittier (Ed.).

63 "The Johnny Cake." (Author unknown.) Book: Whittier's "Child Life." 78 "O Lady Moon," by Christina G. Rossetti. Book: "Sing-Song." 80 "An Old-Fashioned Rhyme," by Emilie Poulsson. Book: "In the Child's World." 94 "A Diamond or a Coal," by Christina G. Rossetti. Book: "Sing-Song." 102 "One, Two, Three," by Henry C. Bunner. Book: "The Posy Ring," (Selections) Wiggin & Smith (Eds.). 109 "The Sweet Red Rose," by Mary Mapes Dodge. Book: "Songs of the Tree-Top and Meadow." 115 "Nursery Song," by Mrs. Carter. Book: "Songs of the Tree-Top and Meadow." 118 "The Cow-Boy's Song," by Anna M. Wells. Book: "The Posy Ring." 128 "The Seed," by Kate L. Brown. Book: "Songs of the Tree-Top and Meadow." 137 "To a Honey Bee," by Alice Cary. Book: "Ballads for Little Folks." 139 "Over in the Meadow," by Olive A. Wadsworth. Book: Whittier's "Child Life." 149 "What Robin Told," by George Cooper. Book: "Songs of the Tree-Top and Meadow." 152 "A. Apple Pie," by Edward Lear. Book: "Pinafore Palace."

PHONIC LESSONS. (Time, about twenty weeks.)

Directions. 1. In Phonic Lessons, First Half Year, Second Step, the child learned the consonant sounds and some of the common phonograms. In the second half year phonograms are analyzed for the purpose of recognizing the vowel sounds as elements. There are twenty elementary vowel sounds. The purpose of the phonic lessons is to associate these vowels with the symbols representing them. See page 113 for a scientific arrangement of the vowel sounds.

I.

a (short).

1. Separate at into the sound elements a and t. (Give the sound, not the name.)

2. Associate the sound with the letter.

3. Combine a (short) with the consonants n, m, t, p, d, to form the phonograms an, am, at, ap, ad.

4. Analyze short words containing the sound of a (short) into phonic elements. (A knowledge of the elementary sounds is the foundation upon which rests the power to recognize new words.)

fan jam mat sad tap

f a n j a m m a t s a d t a p

5. Analyze the following words, making prominent a (short): rat, Sam, pat, had, sat, thank, sang, ash, splash.

II.

a (long).

Final e causes the preceding vowel to take its name instead of its sound. Do not teach the rule, but its application. No diacritical marks are necessary to indicate the short and long vowel sounds. (Children quickly discover that the final e changes the preceding vowel from the sound to the name. This is true of almost all words. When there is a phonetic exception it should be taught as a sight word.)

1. Write at on the blackboard and have it pronounced. Write ate beside it and have it pronounced. (The teacher may do this first and have the children learn the force of e by observation and imitation.) Ex.: at ate.

2. Combine different consonants and phonograms to illustrate this principle.

at ate an ane

f at f ate p an p ane

am ame ap ape ad ade

S am s ame t ap t ape m ad m ade

There are a few exceptions to this rule. Ex.: have. Teach this word to the child just as the name of any new sight word is told him.

3. Analyze the following words, making prominent a (long): came, name, take, same, taste, bake, cake, wake, spade.

III.

ay = a (long).

1. ay is an equivalent symbol for a (long).

2. Analyze the following words: hay, jay, say, stay, may, way, day, lay, gray, play.

IV.

ai = a (long).

1. ai is an equivalent symbol for a (long).

2. Combine ai with consonants to form the phonograms ail, ain, ait, aid.

3. Word List for analysis:

hail chain train

pail pain stain

tail rain wait

fail raining waited

sail gain waiting

mail paid afraid

V.

c (hard); cr; cl.

c (hard) and k have the same sound. It is interesting to note that c is oftener found to begin words and k to end them.

1. c in can, come, cat, cow, corn, coo, cold.

2. cr in cradle, cream.

3. cl in clip-clap, climbs, clock, cluck.

4. Phonograms: ow, own, old.

5. Phonic Series:

c ow t own t old

b ow br own g old

h ow d own f old

b ow-w ow fr own h old

6. Word List:

camp came cling clay crook

camping can cluck clump crop

call cake clock creep crash

calls cook click creeping crush

called cow clam crack crown

cat cot clap cradle cream

VI.

e (short).

1. Separate red into the sound elements r and ed.

2. Separate ed into the sound elements e and d. (Give sound, not name.)

The teacher should pronounce it first, and let the children learn by imitation. Be careful to give the correct vowel sound.

3. Combine e (short) with consonants to form the phonograms en, em, et, ell, eg, elf, elt, esh.

4. Word List:

pet yet leg fell sled

set met bell Nell's bed

wet let sell when red

net hem tell then melt

self them shell den end

shelf peg selling men ends

get beg telling hens threshers

getting begging well ten bench

VII.

e (long); ee.

Final e takes its name when it is the only vowel in the word. Ex.: he, she, we, me, be.

The sound of ee is the same as the name of e. It is not necessary to connect double letters artificially with a bar or mark of any kind. Children soon learn that one sound is used for both letters.

Combine ee with the consonants used both as initials and finals to build words.

Phonic Series:

eet eel eed eep

b eet h eel f eed p eep

f eet f eel s eed k eep

sl eet p eel w eed sh eep

str eet st eel d eed w eep

sh eet wh eel n eed d eep

Word List.

feed sleeping deed keep teeth

need beef seed peeping he

seem speed deep keeping she

seems meet seen tree we

peep see sheep three me

sleep bee weep cheese be

VIII.

ea = e (long).

1. ea is an equivalent symbol for e (long).

2. Combine ea with consonants to form the phonograms eal, ean, eam, ear, eap, eat, eave.

3. Word List:

meal reap lean weave teacher

seal read leap leave tear

bean lead leaping stream dear

seat eager heat please near

meat reaping heater teach hear

neat reaper wheat each hearing

IX.

ed = d (final).

ed = d when added to a word ending in a vocal consonant.

ed = t when added to a word ending in a breath consonant.

Write the simple form of the word on the blackboard, and have it pronounced. Write it again with the ed added, and have it pronounced a second time. Do not teach it as a separate sound. Call attention to the difference in form and the corresponding difference in sound.

ed = t ed = d

dress dressed play played

pass passed cover covered

dance danced live lived

wish wished call called

drop dropped roll rolled

REVIEW.

rain rains raining rained

jump jumps jumping jumped

tap taps tapping tapped

walk walks walking walked

look looks looking looked

pick picks picking picked

X.

x.

1. x = ks as in milks. x is not one of the simple elementary sounds.

2. x in ax, fox, six, next, Foxy, Loxy, wax.

XI.

i (short).

1. Separate it into the sound elements i and t. (Give sound, not name.)

2. Combine i (short) with consonants to form the phonograms in, im, ip, id, ib, it, ig, ill, iss, ish, ick.

3. Word List:

him tip-top dim fin with

lip sit lid wish kiss

hid sitting ill dish miss

bit whip chill wished brick

pin ship rill silver click

pinned dipping rip picked till

sick dipped rim mittens mitten

thick did spilled kittens written

pick dinner rib big pig

Give a short drill each day at the close of the lesson upon the phonic list.

XII.

i (long).

1. Teach i (long) in the same manner in which a (long) was taught. (See page 81, paragraph II.)

2. Combine different consonants and phonograms to illustrate this principle.

it ite ip ipe id ide

b it b ite r ip r ipe r id r ide

in ine im ime

p in p ine d im d ime

3. Word List:

ice mite white line wise

mice chime ripe lime wiser

nice chide ride fire spring

side shine rides wire hive

beside wide riding rise five

mine wipe dime ripe pine

XIII.

y, vowel (short and long).

1. y (short) has almost always the sound of i (short). It is the last sound heard in Mary, baby, pretty, frosty, lady.

y (long) is the same as i (long). It is the last sound heard in my, fly, sky, by, dry, try, cry.

2. Word List:

happy nicely Hickory Dickory

sandy carry empty

fairy flying Blacky

Henny Penny crying Browny

Foxy Loxy myself Whitey

Ducky Lucky goodby sky

Turkey Lurkey drying frosty

XIV.

igh.

1. igh is an equivalent symbol for i (long).

2. igh in high, higher, flight, thigh, night, fight, sight, bright, light, right, might, lightning.

XV.

v, initial; final; medial.

1. v in violet, very, visit, love, weave, voice, every.

2. Phonogram: ave.

3. Word List: gave, cave, pave, wave.

XVI.

o (short).

1. Separate on into the elements o (short) and n.

2. Combine o (short) with the final consonants n, m, p, t, b, d, ss, g, to form phonograms, and with initial consonants to form words.

ot ob op c ot r ob h op

3. Word List: (Let the children find other words in the Reader.)

top pop softer

stop Tom longer

not lost knock

spot frost knocker

locked frosty knocking

off from knocked

rock stronger moss

flock logs toss

hopping lost chop

pot soft chopping

XVII.

o (long).

1. Teach o (long) in the same manner in which a (long) was taught. (See page 81, paragraph II.)

2. Combine different consonants and phonograms to illustrate this principle:

hop rob not mop

hope robe note mope

3. Word List:

old rode bone

hole rose stove

hope mole smoke

those home alone

chose hoe spoke

note rope broke

nose more those

toe core shore

pole sore chore

XVIII.

o (final); oa.

1. -o, oa are equivalent symbols for o (long).

2. o in go, so, no.

3. Combine oa with consonants, initial and final, to form phonograms and words: t, d, m, n, ch, k, r, l, f.

4. oa in boat, load, loam, loaf, moan, coat, oak, oats, roaming, coal, toad, road, loads, loan, roar, oar, boards.

XIX.

z.

z in buzz, fuzz, fuzzy, lazy, dizzy, zish, size, sized, buzzing, buzzed.

XX.

u (short).

1. Separate up into the elements u (short) and p.

2. Combine i (short) with consonants to form the phonograms ut, ud, ub, um, un, urr, uff, uss, uzz.

3. Word List:

tub fuss cutting shut crust

cup buzz buds shutting bump

hug fuzzy syrup shutter bumping

bug push supper dug pumped

purr pushed hum hundred puff

fur pushing humming stuff puffed

dug cut

XXI.

u (long).

1. Teach u (long) in the same manner that a (long) was taught.

2. Combine different consonants and phonograms to illustrate this principle:

tub cub plum us cut

tube cube plume use cute

3. Phonic List: cure, pure, mute, amuse, use, used, tune, tube.

XXII.

ew = u (long).

1. ew is an equivalent symbol for u (long).

2. ew in new, blew, few, view, dew.

XXIII.

ur = er, ir.

r following u, e, i, usually gives the sound heard in fur, her, sir.

Word List:

ur er ir

fur her sir

burn term bird

curl verse girl

nurse berth first

church dinner third

hurt supper skirt

XXIV.

er; ers (as a syllable).

Write the simple form on the blackboard, and have it pronounced. Write it again with er added, and have it pronounced. Write it again with ers added, and have it pronounced.

farm farm er farm ers

mill mill er mill ers

bake bak er bak ers

mine min er min ers

Identify er in

other father butter

mother sister water

brother flower pitter-patter

XXV.

ng (the ringing sound).

1. ng is one of the elementary sounds.

2. Combine ng with the vowels a, e, i, o, u, to form the phonograms ang, eng, ing, ong, ung.

3. Word List:

sing wing ding along length

king spring dong rang strength

sung lungs song sang rung

sling sting long hang strung

swing string gong bang stung

XXVI.

qu = kwh.

q is not one of the elementary sounds.

qu in quack, queer, queen, quite, quail, squeeze, squash.

XXVII.

oo (short); oo (long).

1. oo (short) as in cook.

Word List:

book took

good hook

look brook

wood cook

foot cooking

2. oo (long) as in coo.

Word List:

moon stoop broom root

room moo bloom too

fool cool goose tool

poor loom stool soon

spool noon roof spoon

XXVIII.

aw = all, or.

1. aw in caw, draw, saw, claw, paw, straw.

2. all in ball, hall, wall, fall.

3. or in corn, horn, morn, morning, torn.

XXIX.

a (r), Italian.

ar in arm star car card hard

harm barn mark sharp starch

park yard start far spark

bark march jar ark lark

XXX.

ow = ou.

1. ow and ou are equivalent symbols for the same sound.

2. ou at the beginning or in the middle of a word becomes owfinal.

3. ou in our sour cloud found

mouse out ground round

around loud aloud spout

house sound about flour

4. ow in cow how now bow

owl down drown brown

crown clown crowd growl

XXXI.

oy = oi.

1. oy and oi are equivalent symbols for the same sound.

2. oi at the beginning or in the middle of a word becomes oy final.

3. oi in

oil boil coin join

joint point voice toil

spoil noise soil broil

4. oy in boy, toy, joy, Roy, Troy, ahoy.

XXXII.

j; ge; dge (final).

1. -ge, dge, are equivalent symbols for j.

2. -ge in age, hinge, cage, page, sponge, fringe.

3. -dge in edge, bridge, judge, Madge.

XXXIII.

SUMMARY.

Phonic Lessons. Third Step contains:

1. 17 vowel sounds:

a, e, i, o, u (short) a, e, i, o, u (long) oo (short), oo (long), a (r), (Italian) aw, ow, oy, ur.

2. Nine of these sounds have fifteen common equivalent symbols, making a total of thirty-two vowel symbols. (See Table of Vowel Sounds, page 113.)

The three vowel sounds heard in ask, air, and ore may be omitted. Teach as sight words those used in the Summers Readers; or if preferred, give a series drill.

Two of these sounds have equivalent spellings.

air in chair, care, wear. ore as in more, four, floor, torn.

The sound ask has the simple spelling a. In this Manual a is the symbol for a (short) as in at unless changed by some modifier as final, r, or another vowel. Ex.: at, aw, oa, ea.

Ex.: The following list gives the most common of these words:

I.

air are ear

chair care bear

fair bare tear

hair dare wear

pair fare pear

stair scare

II.

ore oor orn oar our

bore door torn roar four

core floor worn soar pour

more thorn

shore born

store

III.

ask ast ance

task fast dance

mask last lance

basket mast chance