,how to ,teach ,phonics ,by ,,lida ,m4 ,,williams ,primary ,supervisor and ,instructor of ,methods1 ,northern ,normal and ,industrial ,school1 ,,aberdeen1 ,,south ,,dakota ,,hall ,,mccreary ,,company ,,chicago ,copyright #aiaf1 ,hall ,mc,creary ,company ,p #badc ,printed in the ,u4,s4,a4 ,,foreword ,phonics is not a method of teaching reading1 but it is a necessary part of every good1 modern method4 ,it is the key to word mastery1 and word mastery is one of the first essentials in learning to read4 ,a knowledge of the sounds of letters1 and of the effect of the position of the letter upon its sound1 is an essential means of mastering the mechanics of reading1 and of enabling children to become independent readers4 ,a knowledge of phonics not only gives power to pronounce new words1 but it trains the ear1 develops clear articulation and correct enunciation1 and aids in spelling4 ,later1 when diacritical marks are introduced1 it aids in the use of the dictionary4 ,the habit of attacking and pronouncing words of entirely new form1 develops self-confidence in the child1 and the pleasure he experiences in mastering difficulties without help1 constantly leads to new effort4 ,the little foreigner1 greatly handicapped where reading is taught by the word and sentence methods only1 begins on an equal basis with his ,american neighbor1 when the ,alphabet by sound is taught4 ,in recent years only has the subject of phonics found a place on the daily school program2 and there is perhaps1 no other subject on the primary program so vaguely outlined in the average teacher's mind and therefore taught with so little system and definite purpose4 ,the present need is a systematic and comprehensive but simple method of phonics teaching thruout the primary grades1 that will enable any teacher1 using any good text in reading1 to successfully teach the phonetic facts1 carefully grading the difficulties by easy and consecutive steps thus preparing the pupils for independent effort in thot getting1 and opening for him the door to the literary treasures of the ages4 ,it is with the hope of aiding the earnest teacher in the accomplishment of this purpose that ,how ,to ,teach ,phonics is published4 ,l4,m4,w4 ,,learning ,,to ,,read ,every sound and pedagogical method of teaching reading must include two basic principles4 #a4 ,reading must begin in the life of the child1 with real thought content4 ,whether the thought unit be a word1 a sentence1 or a story1 it must represent some idea or image that appeals to the child's interests and adjusts itself to his experience4 #b4 ,it must proceed with a mastery of not only words1 but of the sound symbols of which words are composed4 ,the child's love for the story1 his desire to satisfy a conscious need1 gives him an immediate and compelling motive for mastering the symbols1 which in themselves are of incidental and subordinate interest4 ,while he is learning to read1 he feels that he is reading to learn and symbols are turned into habit4 ,if the child is to understand from the beginning that reading is thot getting1 we must begin with the sentence1 rhyme or other language unit4 ,if a story is the initial step1 a few well chosen sentences that tell the heart of the story will constitute the first black board reading lesson4 ,the next step is the analysis of the sentence1 or the study and recognition of the individual words therein4 ,finally the word is separated into its elementary sounds1 the study of the sound symbols growing out of the stock of words learned first as purely sight words4 ,following this phonic analysis comes the final step1 the blending of these phonic elements to produce new words4 ,thus gradually increasing prominence is given to the discovery of new words by this analytic-synthetic process1 and less time to sight word drills1 until they are entirely omitted1 except for the teaching of unphonetic words4 ,there should be at least two ten-minute lessons in phonics each day4 ,these lessons are not reading lessons and should not trespass on the regular reading period1 when thot getting and thot giving are uppermost4 ,while greater prominence is given to the thot phase in reading1 the technical drill and active effort in mastering the mechanical phase is of equal importance as necessary preparation for good reading4 ,,first ,,year #a4 ,ear ,training3 ,from the first day a definite place on the program should be given to phonics4 ,this period1 at first very short1 will gradually increase to ten1 fifteen or twenty minutes4 ,to enable pupils to recognize words when separated into their elementary sounds1 exercises in listening and doing1 will constitute the first step in phonics teaching4 ,words are sounded slowly and distinctly by the teacher and pronounced or acted out by the pupils4 ,,action ,,game 7,first ,day47 c-l-a-p s-w-ee-p f-l-y b-ow d-u-s-t r-u-n j-u-m-p s-i-t s-l-ee-p p-u-sh d-r-i-nk w-a-k-e m-a-r-ch s-t-a-n-d s-t-r-e-t-ch ,if at first children are not able to distinguish the words when separated thus2 s-t-a-n-d1 d-r-i-n-k1 blend the sound less slowly thus3 st-and1 dr-ink1 gradually increasing the difficulty to st-an-d1 d-r-ink1 and finally to the complete analysis4 ,these ear training exercises should continue until a phonetic sense is established4 ,not all children can readily blend sounds and hear the word4 ,patient drill for weeks1 even months1 may be necessary before a sense of phonetic values is attained4 ,haphazard and spasmodic work is fatal to progress2 but a few minutes of brisk1 lively drill1 given regularly each day will accomplish wonders4 ,the exercises should be varied from day to day to insure active interest and effort4 ,second ,day3 ,touch your n-o-se2 your ch-ee-k2 your ch-i-n2 l-i-p-s2 k-n-ee2 f-oo-t2 b-oo-k2 p-e-n-c-i-l2 d-e-s-k2 sh-o-e2 d-r-e-ss1 etc4 ,third ,day3 ,place a number of toys in a basket4 ,pupils find as the teacher sounds the name of each1 saying3 ,find the t-o-p2 the s-p-oo-l2 the d-o-ll2 the h-o-r-n2 etc4 ,fourth ,day3 ,sound the names of pupils in class2 or names of animals2 colors1 fruits1 places1 etc4 ,fifth ,day3 ,r-u-n to m-e4 ,c-l-a-p your h-a-n-d-s4 ,w-a-v-e the f-l-a-g4 ,cl-o-se the d-oo-r4 ,f-o-l-d your a-r-m-s4 ,b-r-i-n-g m-e a r-e-d b-a-ll4 ,b-ou-n-ce the b-a-ll4 ,th-r-ow the b-a-ll to ,fr-e-d4 ,r-i-n-g the b-e-ll4 ,h-o-p to m-e4 ,s-i-t in m-y ch-air4 ,r-u-n to the ch-ar-t4 ,s-i-n-g a s-o-n-g4 ,b-r-i-n-g me the p-oin-t-er4 ,b-o-w to m-e4 ,f-l-y a k-i-t-e4 ,s-w-ee-p the fl-oo-r4 ,r-o-c-k the b-a-b-y4 ,w-a-sh your f-a-ce4 ,d-u-s-t the ch-air-s4 ,sh-a-k-e the r-u-g4 ,f-ee-d the h-e-n-s4 ,c-a-ll the ch-i-ck-s4 ,m-i-l-k the c-ow4 ,ch-o-p w-oo-d4 ,r-ow a b-oa-t4 ,b-l-ow the h-o-r-n4 ,the pupil should now begin sounding words for himself1 at first1 if need be1 repeating the sounds after the teacher1 then being encouraged to attempt them alone4 ,he will soon be able to spell by sound names of common objects in the room1 as well as easy and familiar words dictated by the teacher4 ,,ii4 ,teach the ,single ,consonant ,sounds4 b1 d1 f1 h1 j1 k1 l1 m1 n1 p1 r1 s 7as in see71 v1 w1 g 7hard71 c 7hard71 and qu as in queer4 ,teach but one sound for each letter at first4 ,nothing need be said at this time about the fact that some letters have more than one sound4 ,when words like city or gem occur simply explain that sometimes c or g has this sound1 7giving the soft sound71 but continue in the phonic drill to teach the sounds that will be needed first--those most often met in the early reading4 ,the sounds of initial s and y are taught first1 rather than final y and s2 q is taught with the u--qu 7as in quiet1 queer1 quick7 not q alone4 ,the sounds must be given distinctly and correctly by the teacher1 and she should insist on perfect responses4 ,good reading is impossible without clear and distinct articulation4 #a4 ,analyze ,known ,words in ,teaching the ,consonant ,sounds4 ,for the first lesson teach perhaps two consonant sounds4 ,suppose the words ball and red are chosen to be analyzed as words familiar to the class4 7,selected from the reading lessons as the ones best known and most easily remembered47 ,write b all on the board1 and pointing to the separated parts1 sound slowly several times4 ,pupils repeat4 ,teacher say1 ,show the letter that says 'b4' ,the part that says 'all4' ,write b under ball thus3 b all b ,pupil sound b several times1 as it is written elsewhere on the black board4 ,proceed with red in the same way4 ,keep these two forms1 b all r ed b r before the class1 asking frequently for the sounds until thoroly fixed in mind4 ,for the second lesson1 review b and r and teach one or two new consonants4 ,it is better to have short and frequent lessons at first1 than to present too many sounds at once1 resulting in confusion4 ,suppose c is to be taught next and the type word chosen is cup4 ,it is not necessary to teach the consonants in the order in which they occur in the alphabet1--it will depend rather upon the occurrence in the primer of the words chosen for type words4 ,write the word cup4 ,pupils recognize it at once as a sight word1 and pronounce4 ,rewrite it1 separating it thus1 c up1 and let the pupils make an effort to sound the parts alone4 ,if they fail1 sound it for them asking them to repeat it after you4 ,proceed as with ball and red1 being sure that each one gives the sound correctly4 7#a47 ,after teaching c say1 ,who can find a word on the chart beginning with this sound8 ,in your books8 on the blackboard8 the pupil sounding the letter as he points to it4 7#b7 ,say1 ,i'm thinking of another word beginning with c4 ,it is something ,grandpa uses in walking4 7,cane47 ,i'm thinking of something sweet that you like to eat4 7,cake7 7,candy7 ,of the name of someone in this class4 7,clara7 7,carl7 ,a little yellow bird4 7,canary7 ,you think of a word beginning with that sound4 ,another4 ,another4 #b4 ,begin ,at ,once ,applying ,knowledge of the ,sounds ,learned4 ,as new words are met containing known sounds1 the pupils should apply their knowledge of phonics4 ,for example1 if the word catch appears1 the pupils sound c1 the teacher pronouncing atch underlining that part of the word as she tells it1--the pupil puts these sounds together and discovers the new word for himself4 ,if the new word is cab1 the only help from the teacher is the short sound of a4 ,this given the pupil sounds a and b slowly2 then faster1 until the result of the blended sounds is ab4 ,combine c with ab in the same manner until by the blending of the sounds the word is recognized4 ,only such help should be given1 as will enable the pupil to help himself4 ,ball1 red and cup now become type words with which b r and c are associated respectively1 and from which the pupil gets his cue if he fails to give the sound of the letter at sight4 ,thus all the consonants are taught1 from suitable sight words which the child has already learned4 ,they need not however1 be the ones given here1--for b it may be baby1 ball1 boy1 or box1 but let it be a word familiar to the class and easily remembered4 ,for d it may be doll1 day1 or dog2 for y1 you1 yellow1 etc4 ,the teacher should previously go through the text and select the words she wishes to use as type words in teaching the consonant sounds4 #c4 ,first ,steps in ,writing and ,spelling4 ,as each consonant sound is taught its written form may be learned4 ,on rough manila paper1 using waxed crayons1 make copies of the letters about two inches in height1 for each pupil4 ,at his desk the child traces with his fore finger1 going over the smooth path again and again--thus developing psycho-motor co-ordination4 ,each time the letter is traced1 the pupil sounds it softly1 and as soon as he is sure of the form1 runs to the board and writes it4 ,the writing at first may be entirely at the blackboard1 where the teacher's copy may be reproduced4 ,for the slower ones who have difficulty with the form1 a good practice is to write it in the air1 the pupil pointing with index finger and following the teacher as she writes1 also tracing the teacher's copy with pointer1 using free1 rapid movement4 7,tracing with crayon or pencil tends to slow1 cramped writing1 and should not be encouraged47 ,thus when the forms of the letters are learned and associated with the sound1 the pupils are able to write phonetic words from dictation as well as to spell by sound4 #d4 ,consonant ,drill4 7#a7 ,with a rubber pen1 a set of type1 or with black crayola1 and cardboard1 a set of consonant cards may be made1 one for each sound4 ,on one side of the card is written or printed the type word with the consonant sound below2 on the other side1 the consonant alone1 thus3 -------- ----- b all b b ,b -------- ----- ,the number of cards will increase each day as new sounds are learned4 ,rapid daily drill with these cards is most valuable in associating instantly the sound with its symbol and should be continued until every child knows every sound4 ,after the analysis the side of the card containing only the consonant should be used for the drill4 ,but if the pupil fails to give the right sound1 or is unable to give any sound at all1 the card should be reversed and he readily gets the right sound from the word4 ,other devices for teaching the consonants are sometimes used by successful teachers who do not use the type-words and cards4 ,for instance1 the letter may be associated with its sound in this way3--,the clock says t2 the angry cat1 f2 the cow says m2 etc4 ,the difficulty here is to find suitable symbols for each sound4 ,if1 for example1 the sounds of l1 v and sh are represented by a spinning wheel1 a buzz saw1 and a water wheel respectively1 and if the child is not familiar with these symbols1 they will not call up a definite sound in his mind2 but if l is taught from little1 sh from sheep1 and v from very1 7or other familiar words17 there can be no uncertainty and no time need be spent by the child in laboring to retain and associate the sounds with unfamiliar symbols4 ,not the method1 but the motive1 is the essential thing4 ,what we want is that every child should know the consonants thoroly4 ,get the motive1 then use the method that brings the best results with the least expenditure of time and energy4 7#b7 ,for variety in reviewing and fixing the consonant sounds1 give frequent dictation exercises4 a4 ,with all the consonants on the board1 the teacher sounds any consonant1 the pupil finds and repeats the sound as he points it out4 ,as the teacher points1 pupils sound1 occasionally in concert1 and in individual recitation of the entire list4 ,individual work should predominate1 to make sure that the pupil is giving the correct sound and putting forth independent effort4 b4 ,pupils write sounds as teacher dictates4 ,if a pupil fails to recall and write the form1 the teacher may pronounce the type word and ask the pupil to sound the initial consonant 7tell the first sound in the word74 ,to illustrate3 ,the teacher pronounces cup1 pupils sound c1 then write it4 ,if they have mastered the written forms they will enjoy this exercise4 ,children soon acquire the ability and become possessed of the desire to write whole words4 ,then the teacher should direct this effort1 teaching the child to visualize 7get a picture of the word as a whole7 and write short1 simple words4 #e4 ,blending4 ,when a number of consonant sounds are mastered1 practice in blending may begin4 ,when the need arises--when words are met which begin with a combination of consonants the blends are taught1 e4g41 bright--b1 r1--br1 br ight1 bright4 f1 l1--fl1 fl ower1 flower4 ,keep a separate set of cards for these blends--and drill upon them as the list grows4 7br1 pl1 fl1 sl1 cr1 gl1 gr1 bl1 cl1 fr1 pr1 st1 tr1 str1 sp1 sw1 tw1 sk47 gr ow dr aw pl ay s ky sm all sl ay fl ower cr ow st ay st and cl ean fr ay gl ass pr ay tr ay br own sp in str ay bl ue sw ing sl ow st ore sl ack bl ow tr ack dw arf gl ow ,the teacher must pronounce the syllables that the children have1 as yet1 no power to master1 e4g41 with the word grow1 7#a7 the children will blend g and r1 gr2 7#b7 teacher pronounces ow2 7#c7 children blend gr and ow until they recognise grow4 ,teach also the digraphs sh1 ch1 th1 wh1 as they are met in the common words in use3 when1 they1 chick1 etc4 sh eep ch ick wh at th at sh ell ch ild wh en th is sh y ch air wh y th ese sh ore ch ill wh ere th ose sh ine ch erry wh ich th ere sh ow ch ildren th en th eir sh e ch urch th ey th ey sh all ch ase sh ould ch est ,,iii4 ,teach the ,short ,vowels4 ,since more than #fj per cent of the vowels are short1 and since short vowels outnumber long vowels by about four to one1 they are taught first4 ,teach one vowel at a time by combining with the known consonants4 ,and what fun it is1 when short a is introduced1 to blend it with the consonants and listen to discover word sounds4 ,henceforth the children will take delight in unlocking new words1 without the teacher's help4 ,she will see to it1 of course1 that the words are simple and purely phonetic at first2 as3 c-a-n1 can h-a-d1 had c-a-p1 cap m-a-t1 mat c-a-t1 cat m-a-n1 man r-a-t1 rat f-a-n1 fan h-a-t1 hat s-a-t1 sat ,whole families are discovered by placing the vowel with the initial or the final consonants1 thus3 ca n r at f an ca p h at an d ca t c at s an d ca b b at st an d ma t f at l an d ma n s at b an d ,the children will enjoy forming all the families possible with the known sounds4 ,short a ,families or ,phonograms4 at an ap ad ack ag and r ang b ank b at c an c ap h ad b ack b ag b and s ang r ank c at m an g ap l ad h ack f ag h and b ang s ank f at p an l ap m ad ,j ack j ag l and h ang t ank m at t an m ap g ad l ack l ag s and f ang bl ank p at r an n ap b ad p ack n ag st and cl ang cr ank ,n at f an r ap c ad r ack r ag gr and spr ang dr ank s at b an s ap f ad s ack s ag br and ,fr ank r at ,d an t ap p ad t ack t ag str and pl ank h at ,n an tr ap s ad st ack w ag th ank th at ,v an str ap gl ad sl ack st ag sn ap br ad tr ack br ag wr ap bl ack dr ag ,after a little drill in analyzing the words of a family1 7sounding the consonant and phonogram separately7 they should be pronounced at sight1 analyzing the word only when the pupil fails in pronunciation4 ,the teacher's chart of phonograms as she works it out for herself may be something like this4 7a 7e i 7o 7u at et it ot ut ack ed ick ock ub ad en id od uck ag est ig og ug an end im op um ap edge in ong un and ent ip oss uff ang ess ift ung ank ell ing unk ash ink ump amp ill ush ust ,while this gives the teacher a working chart1 it is neither necessary nor advisable that the above order be always followed in teaching the phonograms and sounding series of words1 nor that they be systematically completed before other phonograms found in the words of the reading lessons are taught4 ,such phonograms as ound from found1 un from run1 ight from bright1 est from nest1 ark from lark1 etc41 may be taught as soon as these sight words are made a part of the child's reading vocabulary4 f ound r un br ight ound un ight s ound f un m ight r ound s un r ight gr ound b un f ight b ound g un fr ight p ound n un l ight f ound r un s ight h ound s un sl ight ar ound st un n ight n est l ark c atch est ark atch b est d ark h atch l est b ark m atch p est m ark m atch r est h ark b atch t est p ark l atch v est sp ark p atch w est st ark th atch cr est sh ark scr atch ch est sn atch gu est ,attention is not called here to the various vowel sounds1 but the complete phonogram is taught at sight4 ,short e ,phonograms4 bed h en b end b ent fed d en l end c ent led p en m end d ent n ed m en s end l ent r ed ,b en t end s ent ,fr ed t en bl end r ent sh ed wr en sp end t ent sl ed th en tr end w ent bl ed wh en sp ent gl en edge ,b ess b ell sh ell h edge l ess c ell sm ell l edge bl ess s ell sp ell s edge ch ess t ell sw ell w edge dr ess f ell dw ell pl edge pr ess n ell sl edge gu ess w ell ,short i ,phonograms4 ,d ick s ick cl ick th ick k ick t ick qu ick tr ick l ick w ick sl ick p ick br ick st ick b id p ig d im p in th in d id b ig h im t in tw in h id f ig ,j im b in k id d ig r im f in l id r ig ,t im s in r id w ig tr im w in sl id tw ig br im ch in sk id sk im gr in sl im sk in sw im sp in d ip l ift s ing p ink b ill h ip g ift k ing l ink f ill l ip s ift r ing m ink h ill n ip dr ift w ing s ink ,j ill r ip sh ift br ing w ink k ill s ip sw ift cl ing bl ink m ill t ip thr ift sl ing br ink p ill ch ip st ing dr ink t ill cl ip str ing ch ink w ill sl ip spr ing cl ink ch ill dr ip sw ing shr ink sp ill gr ip th ing th ink st ill sh ip wr ing tr ill sk ip tr ip str ip wh ip ,short o ,phonograms4 ,b ob n od c ock d og c ob p od l ock h og r ob r od r ock l og s ob h od s ock f og m ob c od m ock fr og j ob cl od bl ock c og f ob pl od cl ock j og kn ob tr od cr ock cl og thr ob sh od fl ock kn ock st ock h op t op sh op m op st op sl op l op dr op pr op s op cr op s ong l oss l ong t oss d ong ,r oss g ong m oss str ong b oss wr ong cr oss pr ong fl oss thr ong gl oss ,phonograms ,containing ,short u4 r ub d uck b ug r un t ub l uck h ug s un c ub t uck j ug f un h ub cl uck l ug b un cl ub pl uck m ug g un gr ub sh uck p ug sp un scr ub tr uck r ug st un st ub str uck t ug sh un sn ub dr ug pl ug sn ug dr um c uff r ung pl um m uff s ung ch um p uff h ung g um h uff l ung h um b uff cl ung sc um bl uff fl ung gl um gr uff sl ung st uff st ung spr ung sw ung str ung b unk j ump h ush m ust h unk b ump m ush j ust j unk l ump r ush r ust ch unk h ump g ush d ust dr unk p ump br ush cr ust sk unk d ump cr ush tr ust sp unk st ump bl ush thr ust tr unk th ump pl ush thr ush ,from the beginning review daily the phonograms taught4 ,thus by means of these daily drills in pronunciation1 the pupil gains power in mastering new words4 ,he constantly makes intelligent and practical application of the knowledge he has gained in pronouncing a letter or a combination of letters in a certain way1 under certain conditions4 ,diacritical ,marks ,the child has no need of diacritical marks at this time2 indeed he has little need for them until the fourth year1 when the use of the dictionary is taught4 ,the new dictionaries greatly simplify the matter of mastering the diacritical marks1 and lessen the number needed1 by re-writing unphonetic words in simple phonetic spelling4 ,during the first three years do not retard the child's progress1 and weaken his power to apply the knowledge which his previous experience has given him1 by marking words to aid him in pronunciation4 ,at best1 the marks are artificial and questionable aids4 ,,phonic ,,plays ,much necessary drill can be made interesting by infusing the spirit of play into an exercise that would otherwise be formal4 #a4 ,hide and ,seek ,hide and ,seek at once suggests a game4 ,the teacher introduces it simply by saying3 ,we'll play these sounds are hiding from us4 ,who can find them8 ,place the consonant cards on the blackboard ledge4 ,the teacher writes any consonant on the board and immediately erases it4 ,a pupil finds the card containing the same consonant1 sounds it1 and replaces the card4 ,teacher writes several sounds on the board1 then erases them4 ,pupil finds corresponding sounds on cards1 in the order written4 #b4 ,fishing 7,fish in pond47 ,cards placed in a row on black board ledge4 7,catching fish47 ,pupil takes as many as he can sound correctly4 ,single and blended consonants1 and digraphs written on cardboard cut in form of fish1 and put into the mirror lake on the sand table4 ,children catch fish in turn4 #c4 ,guess4 ,a pupil thinks of a word containing a known phonogram1 which is communicated to the teacher4 ,the child standing before the class then says1 ,i am thinking of a word belonging to the an family4 ,the word1 we will say1 is fan4 ,a child who is called on asks1 ,is it c an8 ,the first child replies1 ,it is not can4 ,another asks1 ,is it m an8 etc41 until the correct word is discovered4 #d4 ,run ,home4 ,for reviewing phonograms and fixing the vowel sounds as well1 the following game is used4 ,draw pictures of several houses on the board1 writing a different phonogram in each1 explaining that these are the names of the families living there1 as1 ed1 eg1 est1 en1 etc4 ,distribute to the class cards containing a word with one of these endings1 and let the children run home4 ,those holding the words ten1 pen1 men and hen1 will run to the house where en lives4 ,the children holding rest1 best1 nest1 etc41 will group themselves at the house of est4 ,again let several children represent mothers and stand before the class holding phonograms4 ,as ,mother ed calls her children1 those holding cards containing red1 led1 fed1 ,fred1 and bed1 will run to her4 ,if a child belonging to the est family should come1 she will send back the stray child1 saying pleasantly1 ,you do not belong in my family4 ,a little voice drill as practiced in the music lesson may be used here4 ,the mother calls ,children on #a and #h of the scale 7low and high do thus3 #a-h #h-a child-dren71 the children replying as they come1 ,we're here4 ,for individual tests let the mother call out all her children from the other families1 the children coming to her as she calls their card names4 ,,rhyme ,,stories ,enliven the phonic drills occasionally by originating little rhymes1 using the words of the series to be reviewed4 ,write the words on the board in columns1 or upon cards4 ,as the teacher repeats a line of the jingle1 she pauses for the children to supply the rhyme words4 ,grandma was taking a cozy nap ,her hands were folded in her 7lap7 ,when she wakened she heard a 7tap7 ,in the maple tree that was full of 7sap47 ,she soon spied the tapper--he wore a red 7cap7 ,white vest and black coat1 and his wings gave a 7flap7 ,as he hopped about with a rap-a-tap-7tap7 ,what did he want--was he looking for 7sap78 ,ah no1 but for grubs1 which he ate quick as 7snap7 ,can you name this gay drummer who wears a red 7cap78 ,,ii4 ,as soon as possible introduce a number of phonograms into the same story4 ,i have a little pet ,who is as black as 7jet7 ,she sits upon a mat ,and watches for a 7rat47 ,her coat is smooth as silk1 ,she likes to drink sweet 7milk7 ,she grows so fast and fat ,that soon she'll be a 7cat7 ,can't you guess8 ,now what a pity ',tis the dearest little 7 74 ,,spelling ,,by ,,sound ,an easy step now1 which the children will enjoy is the writing of the words of given families as a dictation exercise1 followed by sentences as soon as the use of the capital and period have been taught4 ,such sentences as the following may be given after a number of short a phonograms are mastered3 ,the cat sat on a mat4 ,nan has a fan4 ,the cat is fat4 ,the cat can see the pan4 ,the man has a hat4 ,dan has a bat4 ,dan has a hat and a cap4 ,the bag is in the cab4 ,when phonograms containing the other short vowels are known1 words may be pronounced miscellaneously from different series or families2 as1 run1 cap1 pet1 ran1 pin1 top1 followed by sentences made up of miscellaneous words1 as1-- ,run red hen4 ,nan has a fan4 ,get the hat pin4 ,ned can spin a top4 ,nat set the trap4 ,jack run back and get the sack4 ,a fat man got in the hack4 ,can ,sam get the hat8 ,,the ,,alphabet ,,and ,,oral ,,spelling ,the names of letters should not be formally taught until their sounds are thoroly fixed in mind2 otherwise the names and sounds will be confused4 ,pupils who begin by learning their letters will be found spelling out a word 7naming over the letters7 in order to arrive at the pronunciation4 ,attention must be focused on the sounds only1 at first4 ,when the consonant sounds are mastered by every member of the class1 and they have gained some proficiency in pronouncing words by blending these with the short and long vowel sounds1 the names of the letters may be taught1 and the alphabet committed to memory in order4 ,while as a rule1 most children learn the majority of the letters incidentally by the end of the first year1 it often happens that some remain ignorant of the alphabetical order until they come to use the dictionary1 and are greatly handicapped4 ,to ,associate the ,name of the ,letter ,with ,its ,sound4 7#a7 ,the teacher names the letter as she points to it and the children give the corresponding sound2 7#b7 ,as the teacher sounds the letter1 pupils name the letter sounded4 7#c7 ,repeat with the letters erased from the board4 ,oral spelling may begin after the sounds have first been mastered--and as soon as the names of the letters are taught4 ,spell only the phonetic words at first4 ,the lists of families of words which have been written from dictation may now be spelled orally4 ,the spelling recitation may be both oral and written1 but written spelling should predominate the first year4 ,unphonetic words should be taught by visualizing--getting the form of the word as a whole4 ,the teacher writes the word on the board in free rapid hand1 pupils observe for a moment1 getting a mental picture of the form2 the word is erased by the teacher1 and reproduced on the board by the pupil4 ,while oral spelling aids the ear-minded pupil and gives variety in the recitation1 written spelling should predominate for the reasons that 7#a7 in practical life1 spelling is used almost wholly in expressing thought in writing2 7#b7 the eye and hand should be trained equally with the ear4 ,it is often true that good oral spellers will fail in writing the same words for want of practice4 7#c7 ,in the written recitation each pupil can spell a greater number of words and in less time than is possible in oral spelling4 ,,seat ,,work #a4 ,distribute pages from magazines or old readers and let pupils underline words beginning with a certain consonant 7the one being taught74 ,if different colored pencils are used1 the same pages can be used a number of times4 ,when the m sound is being taught let all words beginning with that sound be marked with black2 at another seat work period1 words beginning with b are marked with green2 and again1 words beginning with f sound are marked with blue pencils1 etc4 ,underline digraphs1 blended consonants1 and phonograms4 #b4 ,the teacher writes a phonogram on the board and below it all the consonant sounds from which words may be built4 ,pupils write the entire words4 #c4 ,phonograms are written on the board2 pupils supply consonants and write out the words4 #d4 ,have a number of phonograms and three or four sets of consonants in envelopes4 ,give an envelope to each child and let him build the words on his desk4 ,duplicate copies can be made on a hectograph1 one set for each lesson2 then if one envelope from each set is preserved1 those miscellaneous lessons can be used in review for a long time1 each child using a different set each time4 #e4 ,write on the board lists of words ending in various phonograms and let the children re-write them1 arranging in columns according to phonograms4 #f4 ,write families from memory4 ,,general ,,suggestions #a4 ,at least two daily periods should be given to phonics4 ,the first lessons will be short1 but after some advance has been made1 ten to fifteen minutes should be given4 #b4 ,as far as possible let the words for phonic drill be those that will occur in the new reading lessons4 #c4 ,constantly review all familiar sounds1 phonograms1 digraphs1 blends1 etc41 when met in new words1 and so teach pupils to apply their knowledge of phonics4 #d4 ,teaching them to pantomime the sounds--representing them mutely by movement of the lips1 tongue and palate1 will aid them in silent study at their seats4 #e4 ,by the end of the first year the pupil's phonetic knowledge1 combined with his vocabulary of sight words and his power to discover a new word1 either phonetically or by the context1 ought to enable him to read independently any primer1 and to read during the year from eight to twelve or more primers and first readers4 #f4 ,in reading1 pupils should be taught to get the meaning chiefly by context--by the parts which precede or follow the difficult word and are so associated with it as to throw light upon its meaning4 #g4 ,when a word cannot be pronounced phonetically1 the teacher should assist by giving the sound needed1 but the pupil will soon discover that by using his wits in phonics as in other things1 he can get the new word for himself by the sense of what he is reading1 e4g41 in the sentence1 ,the farmer came into the field he meets the new word field4 ,naturally a second year pupil1 who has learned the reasons for sounding will apply the long sound of i2--as he reads it does not make sense1 so he tries short i4 ,still the sentence is meaningless1 so he tries again with e and reads a sentence which satisfies him1 because the meaning is clear4 ,if the first year pupil pronounces the word coat as co-at 7recognizing the last combination as a member of the at family7 the teacher will underline and call his attention to the digraph oa which he has already learned to pronounce as long o4 ,most pupils however1 meeting the word in a sentence--as1 ,the caterpillar's coat is green--would1 if reading thotfully recognize the word by the context4 #h4 ,drill on obscure sounds should be omitted the first year4 ,unphonetic words should be taught as sight words3 as3 one1 many1 been1 said1 they1 ought1 eight4 #i4 ,begin to combine words and syllables into longer words as soon as possible3 door-step1 in-deed1 hand-some1 be-fore1 ham-mer-ing1 in-no-cent1 for-get-ful1 car-pen-ter1 side-walk1 mis-take4 #aj4 ,give time increasingly to analytic-synthetic word study1 e4g4--eight and rain are taught as sight words4 eigh t r ain ,analysis3 eigh ain w eigh p ain w eight pl ain ,synthesis3 n eigh com plain n eigh bor com plain ing ,,articulation ,exercises to correct faulty articulation and secure flexibility should be given frequently4 ,constant vigilance is necessary in overcoming the common errors shown in the following examples4 ,i will eat you1 said the troll4 7not e-chew7 ,dear little baby1 close your eye4 7not clo-zhure eye7 ,i will then1 said ,red ,hen1 and she did4 7not an' she did47 ,put your right hand in4 7not put chure7 --you1 and you1 and you4 7an' ,jew47 ,father will meet you 7meat chew7 at the station4 ,the leaves turned to red and gold4 7red ,dan gold7 ,no matter what you hear1 7what chew7 no matter what you see1 ,raggylug1 don't you move4 7don't chew7 ,tender flowers come forth to greet her4 7gree-ter7 ,it is not at all 7a-tall7 like the mother bird4 ,have the pupils practice such exercises as3-- ,did you8 ,don't you8 ,would you8 ,should you8 ,could you8 7,not did ,jew1 don't chew etc47 ,where shall ,i meet you8 7not meat chew7 ,when shall ,i meet you8 ,she sells sea shells4 ,pupils usually have difficulty with words ending in sts1 dth1 pth4 ,lists of such words should be drilled upon3-- ,nests1 vests1 posts1 hosts1 boasts1 fists1 mists1 frosts1 length1 breadth1 depth4 ,he thrusts his fists against the posts1 ,and still insists he sees the ghosts4 7,if necessary show the pupils how to adjust the vocal organs to make the different sounds47 m1 n1 ng 7nasal7 p1 b1 w1 m 7lips7 f1 v 7lips and teeth7 t1 d1 s1 z1 n 7tongue and hard palate47 j1 ch1 7tongue and hard palate-back7 k1 g1 ng 7tongue and soft palate47 y1 l 7tongue1 hard palate and soft palate47 p1 b1 d1 t1 j1 k1 h1 g1 ch 7momentary7 w1 f1 v1 s1 l1 r1 y1 th1 sh 7continuous7 ,the majority of children learn the sounds by imitation and repetition4 ,the above is to help the teacher in giving the sounds correctly4 ,,second ,,year ,i4 ,review ,single and ,blended ,consonants1 ,digraphs1 ,short and ,long ,vowels1 and ,all ,phonograms4 ,,ii4 ,continue ,pronouncing ,exercises1 ,teaching ,new ,phonograms4 ,continue word study by the analytic-synthetic process4 ,these phonic drills will deal largely with the new words that occur in the daily reading lessons4 ,,iii4 ,syllabication4 ,in mastering the pronunciation of new words1 pupils should acquire the habit of analyzing them into syllables4 ,the ear must be trained to hear syllables1 they should be separately pronounced1 and clearly imaged4 ,this makes for effective spelling later4 ,most of the difficulties in spelling are removed when the habit of breaking up a complex word into its elements is acquired4 re mem ber ther mom e ter sep a rate in de pen dence dan de lion mul ti pli ca tion beau ti ful re frig er a tor ,,iv4 ,teach the ,long ,vowel ,sounds4 ,we have found that the short vowels predominate in the ,english language4 ,the long vowel sounds come next in frequency4 ,when the child has mastered the letters and combinations representing these two sounds1 he is able to recognize a large majority of the phonetic words in our language4 ,phonetic words follow definite rules of pronunciation4 ,these rules are not to be formally taught in the first and second years1 but pointed out by examples1 so that the visual and auditory image may be associated4 ,to illustrate3 ,when there are two or more vowels in a word of one syllable1 the first vowel is long1 and the last silent1 as3 came1 leaf1 coat1 rain4 ,when there is one vowel in the word and it is the last1 it is long1 as3 me1 he1 fly4 ,all vowels are short unless modified by position4 ,have the children notice the effect of final e upon some of their short vowel words4 ,these lists will furnish good pronunciation drills4 mat mate bit bite tap tape pan pane rod rode fad fade fat fate hat hate mad made can cane pin pine rat rate not note rob robe pet ,pete man mane din dine dim dime cap cape fin fine spin spine hid hide mop mope kit kite hop hope plum plume rip ripe tub tube cub cube cut cute tun tune ,call attention to the vowel digraphs in the same way3 ea1 ai1 oa1 ay4 deaf seat bean neat leaves meat heat peach lean please eagle clean eat seam teach mean stream glean read squeal wean ,while there are exceptions1 as in the words head and bread1 the digraph ea has the sound of long e in nearly three-fourths of the words in which it occurs and should be so taught4 ,the visual image ea should call up the auditory image of long e4 ,when the child meets the exceptions the context must be relied on to aid him4 ,likewise in the following list1 the new fact to be taught is the digraph ai having the long sound of a4 ,blending the initial and final consonants with this1 the pupil pronounces the new list of words without further aid4 rain chain faith daisy wait main paint daily nail brain faint plainly pail drain snail waist pain claim frail complain pain train praise sailor aim plain quail raise maid braid sprain trail mail ,the digraph oa and ay may be taught with equal ease the first year4 ,there is no reason for deferring them2 they should be taught as soon as the children have need for them4 coat toast roar load goat roam float road moan toad roam throat oar boat oat meal croak soar foam loaf soap coarse loaves groan board goal boast cloak coach poach roast say day may gay hay play slay pray lay clay dray gray nay bray way stay pay tray sway spray ray stray jay stray ,,long ,,vowel ,,phonograms 7,these lists are for rapid pronunciation drills47 c ame f ade f ace sh ape l ame m ade l ace gr ape g ame w ade p ace m ate n ame bl ade r ace d ate s ame gr ade br ace f ate t ame sh ade ,gr ace g ate bl ame sp ade pl ace h ate fl ame gl ade sp ace ,k ate sh ame tr ade tr ace c age b ake s ale l ate p age c ake b ale r ate r age l ake p ale cr ate s age m ake t ale gr ate w age r ake sc ale pl ate st age s ake st ale sk ate t ake wh ale st ate w ake g ale g ave c ane dr ake d ale s ave l ane fl ake c ape c ave m ane qu ake t ape p ave p ane sh ake cr ape r ave v ane sn ake dr ape w ave cr ane st ake scr ape br ave pl ane br ake gr ave sh ave sl ave st ave cr ave b e h eed s eek h e s eed m eek m e w eed w eek w e r eed ch eek sh e bl eed cr eek th e br eed sl eek tr ee gr eed p eek s ee sp eed ,gr eek b ee st eed f eet th ee fr eed b eet fl ee f eel m eet kn ee p eel fl eet fr ee h eel gr eet thr ee r eel sh eet gl ee kn eel sl eet sk ee st eel str eet d eed wh eel sw eet n eed f eed p eep d eem d eep s eem k eep t eem ch eep br eeze w eep fr eeze cr eep sn eeze sh eep squ eeze sl eep wh eeze st eep sw eep d eer m ice pr ide kn ife ch eer n ice gl ide str ife qu eer r ice gu ide h igh sh eer pr ice sl ide s igh st eer sl ice str ide n igh sn eer sp ice d ie th igh gr een tr ice t ie l ight qu een tw ice l ie m ight pr een r ide d ied r ight scr een s ide dr ied br ight w een h ide fr ied f ight spl een t ide sp ied n ight s een w ide l ife s ight k een br ide w ife f ife t ight f ind t ire fr ight m ind w ire sl ight b ind f ire kn ight r ind h ire w ind m ire l ike bl ind sp ire d ike gr ind squ ire p ike h ike f ine k ite t ike d ine b ite sp ike m ine m ite str ike n ine qu ite p ine sm ite p ile v ine sp ite t ile br ine spr ite m ile sh ine wh ite ,n ile sp ine wr ite f ile sw ine sm ile th ine f ive st ile tw ine h ive wh ile wh ine d ive l ive d ime r ipe dr ive l ime p ipe str ive t ime w ipe thr ive ch ime sn ipe sl ime tr ipe m y pr ime str ipe b y fl y cr y dr y c old b one ch ose fr y s old dr one th ose pr y b old ph one cl ose sh y m old sh one w ove sk y t old thr one dr ove sl y f old gr ove sp y g old r ope cl ove spr y h old h ope st ove st y sc old d ope tr y sl ope h oe wh y h ole t oe p ole c ore ,j oe r obe m ole m ore f oe gl obe s ole p ore w oe r ode st ole t ore j oke wh ole w ore d oor p oke r oll s ore fl oor w oke tr oll ch ore br oke str oll sh ore m ow ch oke sn ore r ow sm oke c olt st ore s ow sp oke b olt b ow str oke j olt t orn bl ow v olt w orn sl ow sh orn sn ow h ome cr ow t one r ose fl ow st one n ose gl ow h ose gr ow p ose kn ow sh ow thr ow t ube bl ue s own c ube d ue bl own m ule h ue gr own f ume c ue fl own pl ume gl ue thr own ,j une fl ue t une c ure p ure ,the ,diphthongs oi1 oy1 ou1 ow4 oi oy m ound ow b oil b oy gr ound c ow s oil j oy c ount n ow t oil t oy m ount h ow c oil ,r oy h our b ow br oil tr oy fl our br ow sp oil ou h ouse f owl m ouse h owl v oice l oud bl ouse gr owl ch oice cl oud p out sc owl c oin pr oud sh out d own j oin c ouch sp out g own j oint p ouch spr out t own p oint s ound st out br own n oise b ound tr out cl own m oist r ound m outh cr own f ound s outh dr own w ound fr own ,,digraphs 7,for rapid pronunciation drills47 sh ch th wh th sh eep ch ick bath wh en then sh ell ch ild both wh y they sh y ch air doth wh ere these sh ore ch ill mirth wh ich those sh ine ch erry worth wh at the sh ow ch ildren birth wh ile thy sh e ch urch tooth wh ose that sh all ch ase loth wh ite this sh ould ch est girth wh ale thus sh ake ch ange thin wh eat thine sh ame ch alk thick wh eel there sh ape ch ain think wh ack their sh are ch ance throat wh ip them sh ark ch arge thorn wh irl though sh arp ch ap three wh et thou sh awl ch apel third wh ey sh ed ch apter thaw wh isper sh ear ch arm wh istle sh epherd ch eck ,,third ,,year ,i4 ,rules or ,reasons for ,sounds4 7,the effect of the position of the letter upon its sound47 ,,ii4 ,effect of r ,upon ,vowels4 ,,iii4 ,equivalents4 ,,iv4 ,teach ,vowel ,sounds ,other ,than ,long and ,short ,sounds1 by ,analyzing ,known ,words and ,phonograms4 ,pupils know the phonogram ark1 learned when the following list of words was pronounced3 bark1 dark1 hark1 lark1 mark1 park1 shark1 etc4 ,attention is now called to the long ,italian a sound 7two dots above7 and other lists pronounced2 as1 farm1 barn1 sharp1 charm4 ,broad a 7two dots below7 is taught by recalling the familiar phonogram all and the series3 ball1 fall1 call1 tall1 small1 etc41 pronounced4 ,also other lists containing this sound3 as1 walk1 salt1 caught1 chalk1 haul1 claw1 cause4 7,the rules for sounds apply to the individual syllables in words of more than one syllable as well as to monosyllables47 ,,how ,,to ,,distinguish ,,between ,,vowels ,,and ,,consonants ,before the rules for the sounds are taken up1 it will be necessary that the pupils know how to distinguish the vowels from the consonants4 ,have the vowels on the board1 also lists of words1 and drill on finding the vowels in the lists4 ,the teacher says1 ,these letters are called vowels4 ,how many vowels are there8 ,find a vowel in this word--pointing to one of the words in the lists4 ,as the pupil finds it he says1 ,this is a vowel4 ,find the vowels in all the words in the lists4 ,,phonics ,,and ,,language ,when the vowels and consonants can be distinguished1 pupils can be taught the use of the articles a and an4 ,an is used before words beginning with vowels2 a before words beginning with consonants4 ,lists of words are placed on the board to be copied1 and the proper article supplied4 apple ball stem eye peach owl orange flower table uncle ink-stand ,use the article the with the same list of words in oral expression1 pronouncing the with the long sound of e before words beginning with vowels1 as ,the apple1 ,the ink-stand4 ,the apple is on the table4 ,the peach is ripe4 ,the flower and the orange are for you4 ,the owl has bright eyes4 ,the ice is smooth and hard4 ,grandfather sits in the arm chair4 ,is the envelope sealed8 ,the old man leans on the cane4 ,,rules ,,or ,,reasons ,,for ,,sounds ,the real difficulty in phonics lies in the fact that the pronunciation of the ,english language abounds in inconsistencies4 ,its letters have no fixed values and represent different sounds in different words4 ,while there are but twenty-six letters in the ,english alphabet there are forty-four elementary sounds in the ,english language4 ,thus far but one sound for each consonant has been taught and emphasized4 ,incidentally the fact that some of the letters have more than one sound has been discovered1 as c in city1 g in gentle1--but now definite teaching is given concerning them4 ,the new sound is taught with its diacritical mark and the reason given1 e4g4 c before e1 i1 or y is soft4 ,when a reason or rule for marking is given1 lists of words illustrating the rule should be sounded and pronounced4 ,the teacher marks the word as the reason is given4 ,lists of words may be marked by the pupils as a dictation exercise4 ,the above use of diacritical marks does not apply to the pernicious practice of marking words to aid in pronunciation1 but to show the purpose of marks1 which is merely to indicate the sound4 ,teach that the sound of the letter depends upon its position in the word1 and not upon the diacritical marks4 ,,reasons ,,for ,,sounds #a4 ,when there is one vowel in the word and it is at the last1 it is long4 me he my sky be the by cry we she fly try #b4 ,one vowel in the word1 not at the last1 is short2 as1 mat1 nest1 pond4 7,refer to short vowel lists to test this rule47 #c4 ,when there are two or more vowels in a syllable1 or a word of one syllable the first vowel is long1 and the last are silent2 as3 mate1 sneeze1 day4 7,teacher marks the long and silent vowels as the reason for the sound is given47 ,children mark these words and give reason3 game1 kite1 make1 coat1 meat1 wait4 ,after rules 7#a to #c7 are clearly developed1 apply them by marking and pronouncing these words and giving reasons4 coat man neat he nine box sun feel kite she run me take we seam heat bit tan bite mad made take cape the mane cap lake ,rule #d4 ,when double consonants occur1 the last is silent2 tell1 back4 back bell kill dress duck ,jack fell till ,jess tack pack ,nell fill less press lack ,bell pill neck luck sack sell will ,bess still tack tell hill block stick shall well mill peck trill shell yell rock clock struck ,rule #e4 ,t before ch is silent3 catch4 hatch switch ditch match stretch pitch latch thatch stitch patch sketch fetch hitch scratch match watch snatch crutch ,rule #f4 ,n before g1 the sound of ng 7n73 sing1 also n before k--ng1--ink4 bang song lank rang long bank sang strong sank hang thing tank wink cling sung sink swing lung think sing swung brink sting stung ,rule #g4 ,initial k before n is silent--knife4 knee knew know knack knot knock knob knell knife knelt known kneel ,rule #h4 ,initial w before r is silent--write4 wry wren written wring wreak wrist wrong wrote wriggle write wretch wrench wrap wreath writing ,rule #i4 ,initial g before n is silent--gnaw4 gnat gnarl gnu gnaw gneiss gnome ,rule #aj4 ,c before e1 i or y is soft4--cent1 city1 cypress4 face cent nice lace cell price place ice slice race rice twice ,grace mice cypress cylinder cyclone 7,hard c is found before a1 o1 and u or a consonant47 ,rule #aa4 ,g before e1 i or y is soft1--gentle1 giant1 gypsy4 7,get and give are common exceptions47 age gentle gem cage gin gypsy page gill giraffe rage ginger wage sage giant gipsy ,exercise--,pronounce and mark the following words1 and tell whether they contain the soft or hard sounds of g4 go gay gate globe dog bag garden glass gentle cage general forge geese gather wagon glove gem game ,george forget germ ,gill ,grace grain ,note effect of final e on hard g4 rag rage sag sage wag wage stag stage ,rule #ab4 ,i before gh--i is long and gh silent--night4 light right fight night bright fright sight high slight might thigh flight tight sigh plight ,rule #ac4 ,final y in words of more than one syllable is short1--cherry4 dainty pity ferry plainly city lightly rainy naughty berry daisy thirty merry daily dreary cherry ,rule #ad4 ,final e in words of more than one syllable is silent4--gentle1 ,nellie4 ,rule #ae4 ,effect of r upon vowels4 er ir or ur her bird work urn fern sir word turn term stir worm hurt herd girl world purr jerk first worst burn ever chirp worth churn serve whirl worse burst perch thirst worship church kernel fir worthy curve verse firm worry curb verb third fur germ birth blur herb birch curd stern thirty curl ,,other ,,equivalents ae 7a7e they eight care heir obey weight bare their prey freight fare there weigh neigh hair where sleigh veins fair stair reign whey chair pear skein rein pair a7o a7o auawou what not call nor haul ought was odd raw for fault bought watch cot want corn cause sought wasp got walk cord pause caw wash hop salt short caught saw drop dog hall storm naught paw spot fog draw horse naughty draw talk morn thought thaw ouow ewu our how dew due out now few hue hour cow mew blue flour bow new ,june trout plow ,jew tune shout owl pew plume mouth growl hue pure sound brown glue flute mouse crowd ground flower house drown ewooou44 ooou44 grew do poor rude wolf wool chew you soon rule could foot crew to noon tool would good brew shoe whom school should hood drew prove food spool woman wood threw broad whose roof shook stood screw moon tomb broom crook pull strew goose stoop roost hook bush shrewd took full brook put book puss look o7u oyoi come fun boy oil none gun joy soil son run ,roy voice dove sup toy spoil love cup troy joint some sun join point ton hum coin choice won drum noise noise does plum toil moist touch nut glove shut month much none must ,,fourth ,,year ,i4 ,review and continue to apply the principles of pronunciation1 with a more complete mastery of the vowel and consonant sounds as found in ,webster's dictionary4 ,,ii4 ,teach the diacritical marks found in the dictionary to be used4 ,the marks needed will be found at the foot of each page of the dictionary4 ,,iii4 ,teach the use of the dictionary4 7#a7 ,see that every child owns1 if possible1 one of the new dictionaries1 in which unphonetic words are respelled phonetically4 7#b7 ,see that all know the alphabet in order4 7#c7 ,pupils practice finding names in the telephone directory1 catalogs1 reference books1 etc4 7#d7 ,practice arranging lists of words in alphabetical order1 as in the following dictation exercise4 ,rewrite these words in the order in which they would occur in the dictionary4 chance value alarm hurdle green evergreen window feather indeed leave sapwood monkey bruise kernel double jelly ,also lists like these3--a step more difficult4 arbor angry alarm after artist age afford apron apple appear athletic approve assist answer always anchor ,after teaching the alphabetical order1 with dictionary in hand1 have the pupil trace the word to its letter1 then to its page4 ,having found his way to the word1 he must now learn to read what the dictionary has to tell him about it4 ,his attention is called to syllabification as well as to diacritical marks4 7,those found at the foot of the page will furnish the key to pronunciation47 ,he finds that his dictionary is a means of learning not only the pronunciation of words1 but their meaning and spelling4 ,later1 as soon as the parts of speech are known1 he should learn the various uses of words--their grammatical uses1 derivation1 etc41 and come to regard the dictionary as one of his commonest tools1 as necessary as other books of reference4 ,but here the teacher's task is not done4 ,provided with the key to the mastery of symbols1 her pupils may still fail to use this key to unlock the vast literary treasures in store for them4 ,they must be taught what to read1 as well as how to read4 ,they must be introduced to the school library and if possible to the public library4 ,dr4 ,elliot has said3 ,the uplifting of the democratic masses depends upon the implanting at school of the taste for good reading4 ,moreover that teacher does her pupils the most important and lasting service who develops in them not only an appreciation of good literature1 but the habit of reading it4 ,transcriber's note3 ,non-ascii diacritical marks represented as follows3 7a a below inverted breve 7e e below breve 7e e below inverted breve 7o o below breve 7o o below inverted breve 7u u below breve u u below macron n n above macron u44 u above diaresis er er below tilde ir ir below tilde or or below tilde ur ur below tilde ew ew below macron oo oo below macron ,words such as thot1 thotfully and thoroly are spelt as per original4