,,the ,,aldine ,,speller ,,part ,,one ,,for ,,grades ,,one ,,and ,,two ,,by ,,catherine ,t4 ,,bryce ,,assistant ,,superintendent ,,of ,,schools ,,minneapolis1 ,,minn4 ,,and ,,frank ,j4 ,,sherman ,,formerly ,,superintendent ,,of ,,schools ,,monson1 ,,mass4 ,illustration ,,new ,,york ,,newson ,,company ,,copyright1 #aiaf1 ,,by ,,newson ,,company4 ,all rights reserved4 ,,preface ,to teachers and the public alike1 probably no subject taught in the public schools has been more disappointing than spelling4 ,this disappointment is undoubtedly due to3 #a4 ,defective material for study and poor methods of teaching2 #b4 ,too much testing and too little teaching2 #c4 ,finding errors rather than preventing them2 #d4 ,the use of a theoretical1 rather than the practical1 vocabulary of children and adults4 ,the teaching of spelling must be done from a spelling book in the hands of the children1 since the individual teacher does not have the time to prepare lists of words which will produce as good results as the lists given in a spelling book1 the selection and preparation of which are the result of years of special observation and testing4 ,a plan of teaching spelling to secure the best results should consist of a thoughtful1 systematic1 and comprehensive presentation of the words and spelling facts which every pupil must learn4 ,it must contain an adequate and simple system of phonics for the primary grades1 since a large percentage of the words in common use are purely phonetic and present no spelling difficulties once a sane and practical phonetic foundation is fixed4 ,it must have a vocabulary selected and graded with such care that it will give the child the ability to spell correctly those words which he needs to use in his written work1 and that it will also develop and broaden his vocabulary for his future needs4 ,it should contain suitable directions and hints to the teacher1 sufficiently removed from the pupil's text so that he may not be confused by them4 ,it may1 and in many grades should1 contain information and suggestions to the pupil that will help him to master the many peculiarly non-phonetic words which present their individual problems and must be individually mastered4 ,it should contain a very few of the most important spelling rules simply stated4 ,it should contain a large variety of sentences for dictation1 which may wisely take the form of gems of thought4 ,such a plan1 well taught1 constantly supplemented by the teacher with such words as the peculiar difficulties of individual pupils and classes may require1 will produce a maximum of ability to spell correctly4 ,in the ,aldine ,speller the authors have presented a plan of teaching which in actual results has proved singularly effective4 ,the vocabulary has been selected and graded with unusual care to meet the actual needs of life and to develop a spelling sense4 ,in its preparation a careful comparison was made of the vocabularies of several of the most popular spelling books of the day in respect to both gradation and selection4 ,paralleling this1 the various recent tests and investigations1 notably those of ,ayres1 ,jones1 and ,cook and ,o',shea1 have been checked4 ,the resulting vocabulary is thought to represent the real writing vocabulary of the average child of the grade in which it is taught4 ,special and repeated drills are given on the real trouble makers--the one hundred and more words that comprise four-fifths of the misspelled words of the schoolroom4 ,in the primary grades use is made of exceptionally valuable phonetic lists4 ,emphasis is placed upon this important and very practical foundation for the development of a spelling sense1 and its mastery in the primary grades will do much to train children to spell correctly4 ,a few comparatively uncommon words are used in these lists chiefly for the value of the phonetic drill4 ,as every error creates a tendency1 and if repeated quickly establishes a habit1 it is important that the correct spelling of words be taught before children have occasion to write them4 ,every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children4 ,it is likewise certain that very many of the misspelled words are one-syllable words in very common use4 ,it would1 therefore1 seem essential that the real teaching of spelling should be done as early as possible in the grades--somewhat earlier than has frequently been the case--that correct habits1 rather than incorrect ones1 may be formed4 ,obligation is expressed to ,dr4 ,leonard ,p4 ,ayres of the ,russell ,sage ,foundation for kind permission to make use of his list of 8,the ,thousand ,commonest ,words40 ,these and some four thousand other very common and important words constitute the ,aldine vocabulary4 ,that the ,aldine ,speller may lead to some real teaching1 and decrease 8lesson hearing10 is the hope of the authors4 ,,directions ,,to ,,teachers ,,oral ,,spelling ,oral spelling should always precede written spelling in the primary grades4 ,careful and distinct pronunciation by the child should always precede oral spelling4 ,children cannot be expected to spell correctly words that they cannot pronounce4 ,it is well to emphasize the form of a word of more than one syllable by syllabication4 ,it makes the spelling more obvious1 promotes clear enunciation1 and assists in creating a correct mental picture of the word4 ,the sight words in this book are so syllabicated when first presented4 ,a slight pause between the syllables is usually sufficient in oral spelling4 ,in writing the words they should not be divided4 ,,testing ,the mere 8hearing0 of spelling lessons is happily a thing of the past in most schools4 ,however1 teachers cannot be too strongly impressed with the worthlessness of such exercises4 ,the primary object is to instruct1 not to examine--to teach to spell correctly1 not to find out how many words may be spelled incorrectly4 ,review lessons are frequently given1 and these are sufficient for test purposes4 ,all other lessons should be thoroughly taught with instruction the aim and object of the lesson4 ,,correlation ,,with ,,phonics ,the best possible preparation for teaching to spell is thoughtful1 intelligent drill in phonics4 ,as all modern methods of teaching reading give systematic phonic drills1 and thus most children have had some preparation before spelling is begun1 the phonetic lists in this book will be found to be easy4 ,not only will they be easy1 if intelligently taught1 but they will serve the double purpose of teaching the children to spell intelligently and independently1 and of enabling them to recognize new words4 ,in other words1 the right kind of phonetic teaching may be made of great educative value1 teaching at the same time both spelling and reading4 ,thoughtful consideration will show the teacher that a large proportion of words are strictly phonetic1 i4e4 8spell themselves40 ,in learning the spelling of one word1 if the phonetic elements have been properly and thoroughly taught1 the child is learning the spelling of all words containing the same phonograms4 ,it is1 therefore1 of the utmost importance in the primary grades that a phonetic sense be developed and utilized4 ,the lists used in this book are presented first in the text as short lists1 each of which precedes the use of any word of the series in dictation4 ,on page #fa will be found more complete lists for supplementary drill4 ,these are numbered in the same order and are similar to those found on the ,aldine ,phonic ,chart1 which the teacher will find to be of great assistance4 ,drills on these complete series may well be given whenever a review or additional lesson is possible4 ,the pupil may study from his book2 quick drills may be given from the ,phonic ,chart2 then a selected list may be dictated by the teacher4 ,too much intelligent drill on these phonic series cannot be given4 ,,interest ,it has been well said that 8interest is nine-tenths of education40 ,this is true in teaching spelling4 ,any means which will arouse interest in mastering words is likely to be effective4 ,so far as our forefathers succeeded in securing results in this subject they did so by the interest in the old-fashioned 8spelling bee40 ,spelling matches of various sorts are desirable for creating interest4 ,the review lists and phonetic lists will be found admirable for this purpose4 ,it should be remembered1 however1 that this is testing what is already learned and is not teaching something new4 ,,pupils' ,,lists ,each pupil has his own difficulties in spelling4 ,teach him to make private lists of the words which he finds especially hard to spell and have him use extra effort to conquer these trouble makers4 ,these may be listed in the back of his textbook or in his individual notebook4 ,occasional lessons may be devoted entirely to this kind of exercise1 and they should be individual and painstaking4 ,such words should be watched for in the other written work and misspelling prevented rather than corrected4 ,besides making the misspelled words the basis of a lesson they may well be correctly and carefully written on the board with the difficulty shown in colored crayon4 ,if possible leave them in sight for several days4 ,,reviews ,frequent reviews are given1 and these should be used to test the children1 to check their accomplishment1 and to supply a record of their individual ability4 ,the lists of 8,initial ,words of ,phonetic ,series0 at the end of the work for each grade should be used for the same purpose1 and much valuable reviewing may be done with the ,series themselves4 ,the ,phonic ,chart is valuable for this purpose4 ,,alphabetical ,,list ,that the teacher may know just what words have been taught1 an alphabetical list of all sight words is given at the end of the book4 ,,homophones ,words spelled differently but pronounced alike should be kept apart until the spelling of each has become fixed and the ability to use correctly in sentences1 reasonably sure4 ,then only may they safely be brought together for comparison4 ,when this is done1 much care must be used that no confusion may exist in the child's mind as to the proper use of each4 ,,order ,,of ,,presentation ,all children do not learn spelling equally well in the same way4 ,some are sense-organ learners1 while others are largely motor-organ learners4 ,most children are both4 ,in all cases the order of seeing words1 hearing them pronounced1 pronouncing them1 spelling them aloud1 and then writing them1 will be found to be most effective4 ,appeal is thus made successively to the eye1 the ear1 the memory1 and the hand4 ,,proper ,,names ,in the first grade the child should be taught to spell his own name4 ,in the second grade he should be taught the most common names of other children in the room1 the name of the teacher1 of the city or town1 and of the state4 ,he should be taught that these names always begin with a capital letter4 ,other local names of special importance may be presented at the discretion of the teacher4 ,,how ,,this ,,book ,,is ,,to ,,be ,,used ,,the ,,alphabet ,page #a ,often the spelling of words is forced upon the child before he has properly mastered the alphabet4 ,this is the cause of much poor spelling1 much guessing in the primary grades4 ,before a child is allowed to spell orally he should be absolutely sure of the name of every letter1 and he should be able to recognize and name it at sight4 ,before he is allowed to write one word in a dictated spelling lesson1 the pupil should be able to write any letter of the alphabet from dictation4 ,this means that the real study of spelling should not be undertaken until the middle of the first year or later4 ,be sure that your pupils know their letters before beginning spelling4 ,following are some suggestions for ,alphabet drills4 ,use any that you think helpful4 ,,alphabet ,,drills #a4 ,have pupils read the alphabet in order1 pointing to each letter as it is named4 #b4 ,have pupils point to the letters in any order as you call them4 ,in this drill teach them the approximate place of the letters1 that is1 to look for a1 d1 c1 f1 near the beginning2 j1 n1 k1 o1 near the middle2 t1 v1 w1 near the end4 #c4 ,ask such questions as1 8,what letter comes after m8 n8 d8 t80 #d4 ,consonant ,drills4 7a7 ,call a letter and have pupils give the sound4 7b7 ,sound a letter and have pupils give the name4 #e4 ,written ,work4 7a7 ,have pupils copy the alphabet in script from print4 7b7 ,have pupils write the alphabet from memory4 7c7 ,dictate the letters in any order and require the pupils to write them4 ,time the children in this exercise1 encouraging them to write as rapidly as possible4 #f4 ,the ,typewriter ,game4 ,call the alphabet on page #a of the child's book the keys of a typewriter4 ,have the children spell words1 touching the letters as the letter keys4 ,dictate as follows3 8,write at on your typewriter40 ,the pupils touch a and t as they spell aloud4 ,then dictate cat1 bat1 hat4 ,use phonetic words or words made of letters near together in the alphabet4 ,the object of the exercise is to find quickly the place of each letter in the alphabet1 as well as to give the ability to quickly recognize the letters4 ,a ,,phonetic ,,list ,page #b1 ,lesson #a ,as may be seen at a glance1 this lesson contains five words using the phonogram un4 ,the directions and suggestions given below for the study of this particular lesson apply to all similar phonetic lessons in the book4 #a4 ,pronounce each word distinctly1 giving its meaning or using it in a sentence1 as1 8sun--,the sun is shining brightly40 ,you thus give the children the word properly used and leave in no pupil's mind the idea that you meant son4 8,fun--,did you have fun at recess time1 ,tom80 ,tom's recollection of the recess games will associate the word and its meaning4 8,gun--,who has seen a gun8 ,what is its use8 ,bun--,the baker puts currants in the bun40 ,by the variety of ways in which you give or suggest the meaning of the word1 try to arouse the pupil's interest in the word itself4 ,never require a pupil to study the spelling of a word until he has heard it properly pronounced and knows the meaning4 #b4 ,have the pupils read the words1 pronouncing each correctly4 ,the children may give original sentences1 using any unusual word4 #c4 ,pupils pronounce and spell each word orally4 #d4 ,ask what letters are found in every word4 ,teach the children to call the common part the 8family name0 of the word and to spell it as a unit1 as1 8sun--spell1 s-un40 #e4 ,tell the children to look at the list of words and choose the hardest4 ,they may look at the word for a moment1 then spell it without looking at the book4 ,in some such way arouse interest in the spelling of each word in the lesson1 as1 8,who can find and spell the word that is the name of something that makes a great noise80 8,the one we all enjoy at recess80 8,the one that opens the flowers80 8,the one we like to eat80 #f4 ,pronounce each word1 give the family1 and spell the word thus1 sun1 -un1 s-u-n4 ,have pupils emphasize the first letter--the part of each word that is not common to the series--as1 sun1 fun1 bun1 gun1 nun4 #g4 ,children place their books face down on their desks1 while the teacher dictates the words4 ,children spell orally4 ,if a word is missed1 do not pass it to another child4 ,the one who missed turns over his book and studies the correct spelling while the teacher continues to dictate words to the other pupils4 ,after all the children have spelled1 those who missed have a chance to spell their words correctly4 ,from the beginning every child must feel a responsibility for every word dictated to him4 ,he must spell it correctly before the lesson is ended for him4 ,in all oral spelling1 save time by having the children respond in turn without being called upon by name4 ,perhaps the best way is to go up and down the rows4 ,,copying ,a ,,spelling ,,lesson ,spell the first word very softly and write it on the blackboard as you pronounce each letter4 ,the children look at the written form on the board1 and copy the word1 saying to themselves each letter as they write4 ,do the same with other words4 ,it is not necessary to copy each word more than once4 ,the common part or family name--the combination of letters that requires special drill--is repeated in each word4 ,as pupils gain facility in written letter forms1 they should copy their lessons once in script from the printed lesson in the book4 ,for the first ten lessons1 however1 the teacher may well take the time to have the work copied from the board4 ,,dictating ,a ,,spelling ,,lesson ,the teacher who truly means to make her children realize the importance of accurate spelling and neat writing will see that each child has a notebook in which to keep his spelling lessons4 ,she will show him just how the work should be arranged in his book4 7,the child's ,spelling ,book shows a good arrangement47 ,she will insist that he follow the arrangement and that his penmanship be neat4 ,if the teacher cannot provide regular blank books for spelling1 the children may make their own of regular writing paper1 fastening the requisite number of sheets together with two ,magill fasteners1 or sewing them with thread or raffia4 ,in dictating1 pronounce each word clearly and distinctly4 ,have the children repeat1 then write the word4 ,this habit of correct pronunciation of the words cannot be overemphasized4 ,it has been said1 and the saying is true1 8,a word correctly pronounced is half spelled40 ,,marking ,,and ,,correcting ,,papers ,when a lesson is perfect1 mark it4 ,mark it #ajj4 ,that is the mark primary children like best4 ,mark it in colored pencil4 ,if the child has made a special effort in writing or in neatness1 show your appreciation and observation by affixing a star or some other symbol to his paper4 ,encourage him1 make him proud of his spelling1 proud of his writing1 proud of his book1 proud of himself4 ,give no spelling mark but the mark for perfect work4 ,when a child makes a mistake in spelling1 call his attention to it4 ,if it is only a careless mistake1 he will spell the word orally4 ,the teacher then erases the mistake1 and the child corrects it4 ,if1 however1 the child has not mastered the correct spelling1 he should be referred to his book4 ,when he can spell the word1 the teacher erases the incorrectly spelled word1 and the child writes it correctly4 ,the correcting of the lesson should follow as soon as possible the writing of the lesson4 ,in order that this may be done in the same period1 the lessons are kept very short4 ,in order that there may be few mistakes the lessons are very simple4 ,if the lessons are studied as suggested1 there should be very few errors to correct4 ,if the work is corrected as definitely as outlined1 the pupils will soon learn what is required of them1 and will take pride in having a perfect1 attractive book4 ,the arousing of such pride1 and the cultivation of habits of correctness and neatness are of incalculable value4 #a4 ,by thoughtful1 intelligent study1 prevent errors4 #b4 ,when mistakes are made1 have the pupils correct them immediately as an important duty4 ,,sight ,,words ,lesson #c1 ,page #b ,the children have had two series or families in past lessons4 ,in the new lesson ask them to look for words that belong to these families4 ,they will find run in the un family1 and me1 the1 tree1 in the e 7ee7 family4 ,these words should be distinctly pronounced and spelled orally4 ,the remaining word is to4 ,it belongs to no family that the children have studied4 ,have the children pronounce it1 use it in a number of simple sentences1 and spell it4 ,give each child a small piece of paper4 ,tell the children to look at to and spell it silently4 ,then without looking at the book have them write the word on paper4 ,each word in the lesson may be studied and written in the same way4 ,,writing ,,sentences ,lesson #d1 ,page #b ,no new spelling words occur in this lesson4 ,it is a review1 an application of some of the words learned4 ,the first lesson1 and perhaps a few others of the same kind1 should be taught from the board1 although it is better that each child should have a book before him4 ,a child reads the first sentence from the book4 8,run to me40 ,the teacher says1 8,i will write it on the board if you will spell the words4 ,the children in the first row stand40 ,without waiting to be called upon by name the children spell the words in turn4 ,the teacher says1 8,run begins with a capital letter because it is the first word in a sentence4 ,spell it1 capital ,r-u-n40 ,when all the words in the sentence have been spelled and written on the board1 the teacher places the period at the end1 saying1 8,there is a period at the end of this sentence40 ,the second sentence is to be spelled by the children and written on the board by the teacher in the same way4 ,the children may now copy the sentences from the blackboard4 ,the two things to be taught in this lesson are the capital to begin the first word1 and the period at the end of the sentence4 ,,reviews ,,of ,,phonetic ,,words ,phonetic reviews are given frequently throughout the book4 ,each lesson contains one word of the series taught4 ,these words are numbered4 ,have the children open their books to the review lesson1 as that on page #f4 ,let the children read the words and the families1 as1 run-un1 me-e1 play-ay1 fly-y4 ,then have each word spelled orally4 ,now dictate other words from the same families1 as1 sun1 see1 gay1 cry1 sand4 ,if a pupil misspells a word1 give him the number of the family in which the word occurs4 ,let him look in his book1 study his word1 and be ready to spell it when you have finished dictating other words to the rest of the class4 ,thus you may dictate the word say4 ,the child hesitates or misspells the word4 ,give him number #c4 ,he looks in his book1 finds #c and the well-known word play after the number4 ,he knows the word say is in the same family1 and he studies out the word while you are hearing the rest of the class spell words in the other families4 ,when you return to him and ask1 8,what is your word80 he answers1 8,say--s-a-y40 ,never pass a word to a second child4 ,each child must spell1 with help if necessary1 every word that is dictated to him4 ,for written review1 dictate any words from the series represented in the review lesson4 ,return again and again to these review lessons4 ,,seat ,,work ,have the children copy the words and under each write one or more words in the same family4 ,thus3 run me play fly and fun be hay try band ,,reviews ,,of ,,sight ,,words ,use these reviews for oral spelling matches and for written tests4 ,keep records of these written tests4 ,there are #cf sight words assigned to the first year4 ,the following chart is simple and effective in keeping a record of these tests4 ,,spelling ,,chart ,we can spell3 ,children's ,names #ab ,words #bd ,words #cf ,words ,john ,smith #ajj #ajj ,mary ,brown #ajj ,tom ,good #ajj #ajj #ajj ,this shows that ,john ,smith can spell the first two columns of sight words given on page #ag1 ,mary ,brown can spell the first column1 and ,tom ,good can spell all three4 ,no mark but the #ajj mark is placed on the chart4 ,arouse the child's interest and ambition to master these sight words4 ,in the second year1 keep a space on the chart for each review lesson as it occurs4 ,,additional ,,seat ,,work #a4 ,make the words or sentences in each lesson with 8word builder0 letters4 ,this work should be carefully examined to see that it is correct and that it follows the arrangement given in the book4 #b4 ,copy in script the lesson from the book4 ,,the ,,question ,lesson #cb1 ,page #h ,teach the use of the question mark as follows1 8,there is a question mark after #8,will they fall8' because this sentence asks a question40 ,,quotation ,,marks ,lesson #bc1 ,page #be ,have the children copy these sentences1 telling them that the quotation marks are put around1 8,where are my baby stars80 because these are the words of the moon4 ,if omitted in dictation lessons1 have the child open his book and put them in1 but do not count this omission an error4 ,,the ,,aldine ,,speller ,,part ,,one ,,first ,,year ,illustration ,,first ,,year ,,the ,,alphabet ------------ a b c d ------------ e f g h ------------ i j k l ------------ m n o p ------------ q r s t ------------ u v w x ------------ y z ------------ #a sun fun bun gun nun #b be he we see bee #c run to me tree the ,illustration #d ,run to me4 ,run to the tree4 #e day gay hay may say #f band hand land sand stand #g play and with ,illustration #h ,run and play4 ,play with me4 #i by my try cry dry buy why #aj bold cold gold sold told hold fold #aa fly birds lit tle old ,illustration #ab ,the little birds fly4 ,fly to the old tree4 #ac best rest west test vest chest pest #ad all ball call fall hall wall small #ae pin spin tin chin win skin thin #af nest is in tall #ag ear dear fear year near tear #ah low row grow show slow snow #ai bit hit pit sit fit wit ,illustration #bj ,fly to the nest4 ,the nest is in the tall tree4 ,,review #ba 7#a7 run 7#b7 me 7#c7 play 7#d7 fly 7#e7 and 7#f7 bold #bb 7#g7 all 7#h7 best 7#i7 in 7#aj7 dear 7#aa7 blow 7#ab7 it #bc hear wind blow it ,illustration #bd ,hear the wind blow4 ,it blows the tall trees4 #be bill fill hill mill still ill #bf ring bring wing king thing spring #bg bad had lad mad sad glad #bh book hook took brook cook shook #bi bat cat hat that sat fat #cj wade fade grade shade spade made #ca will sing they ,illustration #cb ,the birds sing in the tree4 ,will they fall8 #cc look who at ,illustration ,look at the little nest4 ,who made it8 #cd fan man pan ran #ce song long strong gong #cf up cup sup pup #cg can you yes ,illustration ,can you sing8 ,yes1 ,i can sing a song4 ,,review #ch 7#a7 will 7#b7 sing 7#c7 glad 7#d7 look 7#e7 at 7#f7 made #ci 7#g7 can 7#h7 song 7#i7 blow 7#aj7 it 7#aa7 nest 7#ab7 the #dj peep deep creep keep sheep sweep #da bed fed ,ned red sled led #db might sight light right bright fight ,illustration #dc ,sleep1 little bird4 ,sleep in the little nest4 ,sleep and rest4 #dd night are a sleep ,illustration ,it is night4 ,the birds are asleep4 #de fast last cast mast past blast #df hop mop drop stop shop top #dg bake cake lake make rake take #dh wake up ,illustration ,wake up4 ,the night is past4 ,fly to the tree-top4 ,,review #di 7#a7 sleep 7#b7 bed 7#c7 night 7#d7 last 7#e7 top #ej 7#f7 wake 7#g7 up 7#h7 look 7#i7 old 7#aj7 all #ea one two three four five #eb six sev en eight nine ten #ec fa ther moth er broth er sis ter ba by #ed girl boy has dog doll ,illustration ,the boy has a dog4 ,the girl has a doll4 #ee blew new knew dew few flew #ef ,jack back black tack crack sack #eg in to into up on upon a way away #eh come from ,illustration ,the birds flew away from the nest4 ,will they come back8 ,,review ,,of ,,phonetic ,,words fun he say stand buy told west small skin dear know sit still bring had took that made man long keep red right last stop knew back cup make ring deep hand thin ,,review ,,of ,,sight ,,words to with birds little is wind they who you yes are one two three four five six seven eight nine ten father mother brother sister baby boy girl has dog doll into on upon come from ,illustration ,,the ,,aldine ,,speller ,,part ,,one ,,second ,,year ,illustration ,,second ,,year #a moon soon noon spoon boon #b did hid bid lid kid #c star far bar car tar #d you were was too ,illustration ,did you see the sky last night8 ,the moon was bright4 ,the stars were shining too4 #e find kind bind be hind mind #f fine dine line mine shine #g cross toss boss loss moss #h her chil dren ,illustration ,the moon is the mother4 ,the stars are her children4 #i ,,review ,,of ,,sight ,,words children you were was too her ,,review ,,of ,,phonetic ,,words #aj 7#a7 moon 7#b7 find 7#c7 hid 7#d7 cross 7#e7 dine 7#f7 noon 7#g7 far #aa 7#a7 did 7#b7 loss 7#c7 shine 7#d7 kind 7#e7 bar 7#f7 pine 7#g7 lid #ab 7#a7 star 7#b7 fine 7#c7 soon 7#d7 boss 7#e7 bid 7#f7 bind 7#g7 nine #ac tell well bell fell spell #ad loud cloud proud #ae must just dust rust crust #af would not ,illustration ,,stars ,,and ,,daisies ,one night the little stars were cross4 ,they would not shine4 ,they hid behind a cloud4 #ag born corn horn morn #ah grass pass class glass #ai how cow now bow #bj down town gown clown brown crown drown #ba get let yet met net pet wet #bb saw paw jaw law raw straw draw #bc ,where said shin ing do 8,where are my baby stars80 said the moon4 8,why are they not shining80 8,tell me why they do not shine10 she said4 #bd want large go ing ,illustration ,we do not want to shine4 ,let the large stars shine4 ,we are going to sleep4 #be no go earth la zy here ,you were born to shine4 ,i will have no lazy stars here4 ,you must go to the earth4 ,,review ,,of ,,sight ,,words #bf do going earth too said #bg want here would why children #bh large not lazy where were ,,review ,,of ,,phonetic ,,words #bi 7#a7 down 7#b7 loud 7#c7 drown 7#d7 corn 7#e7 how 7#f7 loss #cj 7#a7 get 7#b7 soon 7#c7 just 7#d7 shine 7#e7 born 7#f7 now #ca 7#a7 crust 7#b7 behind 7#c7 spell 7#d7 car 7#e7 did 7#f7 draw #cb their lost most them ,the lazy stars shook with fear4 ,most of them lost their hold4 ,down they fell to the earth4 ,illustration #cc shone stone bone tone #cd good stood wood hood #ce love above dove shove #cf ,illustration on been wish lie there ,the little stars had to lie on the cold grass4 ,all night they had to lie there4 ,they wished they had been good4 #cg done an y for ,did any one see the stars8 ,father ,sun saw them4 8,what can be done for them80 he said4 ,illustration #ch cov er die if 8,how cold the stars look4 ,they will die10 said the sun4 8,not if we cover them with snow10 said the clouds4 #ci rose those nose hose pose #dj sent went bent tent dent #da came name game same lame #db win ter ,all winter the stars were covered with snow4 ,the stars above shone down on them4 ,but they did not wake4 #dc rain gain pain grain chain train plain #dd rock cock block lock knock clock sock #de eat heat beat meat neat seat cheat #df his dai sy time dai sies ,at last the spring came4 ,the sun sent his rays down to the earth4 ,it is time for the stars to wake4 #dg o pen eyes smile ,the stars opened their sleepy eyes4 ,they looked up at the sun4 ,he smiled at them4 ,they were not cross now4 #dh these live now ,these stars now live on the earth4 ,they shine all day long4 ,children call them daisies4 ,illustration ,,review ,,of ,,sight ,,words #di cover their die lost wish been done for his #ej ,march winds rock the trees4 ,march ,april brings the rain4 ,april ,may brings the birds back4 ,may ,june brings roses4 ,june ,july brings heat4 ,july ,,review ,,of ,,phonetic ,,words #ea 7#a7 soon 7#b7 hid 7#c7 far 7#d7 sell 7#e7 kind 7#f7 shine 7#g7 loss #eb 7#a7 brown 7#b7 get 7#c7 horn 7#d7 just 7#e7 class 7#f7 stone 7#g7 straw #ec deer peer cheer queer steer #ed hark dark bark mark park #ee gift swift lift drift sift #ef ,san ta ,claus as rein deer com ing ,illustration ,hark6 ,i hear bells4 ,santa ,claus is coming4 ,his reindeer are as swift as light4 #eg ought bought brought thought sought #eh big dig fig pig twig #ei bag flag drag rag tag #fj us man y ,santa ,claus came last night4 ,we were all asleep4 ,he brought us many gifts4 ,illustration #fa does what car ry him our ver y ,we did not see him4 ,how does ,santa carry our gifts8 ,he has a big bag4 ,what a very big bag it is6 #fb ,as bright as day4 ,as swift as a deer4 ,as old as the hills4 ,as good as gold4 ,as red as a rose4 ,as dark as night4 #fc cra dle cook y box can dy of ,santa brought ,nell a doll cradle4 ,he brought ,ned a box of candy4 ,he brought baby sister a cooky4 ,illustration #fd kit ten milk some don't ,he brought the kitten some milk4 ,he brought the dog a bone4 ,don't you love ,santa8 ,,review ,,of ,,sight ,,words #fe done time smile now ,santa ,claus many carry candy said do #ff his open these ,march ,june of does our cooky milk #fg eyes if live ,april ,july reindeer us cradle box some #fh don't were children you too would was her where #fi head spread dead lead read bread thread #gj ice nice slice mice rice price spice #ga air hair fair pair chair lair stair #gb to day today do not don't ,illustration ,cloud1 cloud1 don't stay today1 ,but spread your wings and fly away4 #gc ,a glass of milk and a slice of bread1 ,and then good-night1 we must so to bed4 ,illustration #gd barn popped kit ty ,some mice sat in the barn to spin1 ,kitty came by and popped her head in4 #ge feed deed need seed weed reed speed #gf gave shave save brave cave wave pave #gg pick quick ,dick kick lick sick tick #gh bar ber ,barber1 barber1 shave a pig4 ,how many hairs will make a wig8 ,illustration #gi words like gar den full ,a man of words and not of deeds ,is like a garden full of weeds4 ,,review ,,of ,,sight ,,words #hj been two father five baby nine any many #ha their ten three brother six mother cover little #hb one eight dog four sister seven large done #hc you will you'll luck ,see a pin and pick it up1 ,all the day you'll have good luck4 #hd out about pout stout spout shout scout trout #he broke smoke spoke joke poke yoke choke woke #hf pail sail wail tail bail fail nail mail #hg wa ter tum bling aft er ,jack and ,jill went up the hill ,to get a pail of water4 ,jack fell down and broke his crown1 ,and ,jill came tumbling after4 #hh luck duck cluck tuck stuck suck #hi owl fowl growl howl prowl #ij cried dried fried died lied tied #ia ,illustration ,a little boy went into a barn ,and lay down on some hay4 ,an owl came out and flew about1 ,and the little boy ran away4 ,,review ,,of ,,phonetic ,,words #ib 7#a7 nice 7#b7 gave 7#c7 chair 7#d7 feed 7#e7 quick 7#f7 cried #ic 7#a7 bread 7#b7 duck 7#c7 broke 7#d7 pail 7#e7 brave 7#f7 owl #id 7#a7 howl 7#b7 about 7#c7 sail 7#d7 spoke 7#e7 stick 7#f7 tied #ie once so ,illustration ,once ,i saw a little bird ,come1 hop1 hop1 hop2 ,so ,i cried1 8,little bird1 ,will you stop1 stop1 stop80 #if lies flies cries skies dries tries ties #ig cool school fool pool spool tool stool #ih ate late gate mate hate plate ,kate #ii there is there's points room ,there's a neat little clock1 ,in the schoolroom it stands1 ,and it points to the time ,with its two little hands4 ,,review ,,of ,,sight ,,words #ajj where kitty words like garden once #aja after full water barn done now #ajb candy don't was were us you #ajc rise nev er wise ,cocks crow in the morn ,to tell us to rise1 ,and he who lies late ,will never be wise4 #ajd ant can't pant lost cost frost cap lap map #aje rap nap trap rap ping nap ping trap ping rapped napped trapped #ajf ,bo-peep they will they'll leave home can not can't ,illustration #ajg ,little ,bo-peep has lost her sheep1 ,and can't tell where to find them2 ,leave them alone and they'll come home1 ,and bring their tails behind them4 #ajh hive live drive five alive dive #aji ten then hen den pen men #aaj kite bite site white write quite #aaa fish caught a gain ,one1 two1 three1 four1 five1 ,i caught a fish alive4 ,six1 seven1 eight1 nine1 ten1 ,i let it go again4 #aab feet meet beet sweet sheet fleet #aac found round a round bound ground sound #aad hide ride side wide tide glide #aae sup per time egg ,,supper ,,time ,a cup of milk1 ,white bread1 ,an egg1 ,a cooky1 ,all for good girls and boys4 ,illustration #aaf on ly shop ping dime ,,shopping ,i went shopping today4 ,mother took me4 ,we had a ride in the cars4 ,then we came to the shops4 #aag ,i looked along the street4 ,i saw a candy shop4 ,we went in4 ,i had only a dime4 ,i bought a box of candy4 ,i told the man not to wrap it4 #aah pen cil teach er desk les son #aai ,,at ,,school ,be on time4 ,have a pencil4 ,keep your desk neat4 ,know your lesson4 ,mind your teacher4 ,never pout4 ,smile and smile4 ,illustration #abj not lot blot cot dot got hot #aba am swam dam ham jam clam slam #abb seen green queen hang sang rang ,,some ,,sight ,,words #abc a go door goes put son #abd aim do ing leg rob in use #abe both foot on rub once ,,review ,,of ,,sight ,,words #abf rise never wise ,bo-peep leave home #abg cannot fish caught again supper egg #abh only dime shopping pencil desk teacher #abi lesson ago door goes put son any #acj aim doing their leg robin use does #aca both foot once would there rub very ,,initial ,,words ,,of ,,phonetic ,,series #acb sun be day band by bold best all pin ear low bit bill ring #acc bad book bat wade fan song up peep bed might fast hop bake blew #acd ,jack moon did star find fine cross tell loud must born grass how down #ace get saw shone good love rose sent came rain rock eat deer hark gift ought #acf big bag head ice air feed gave pick out broke pail luck owl cried lies #acg cool ate ant lost cap hive ten kite feet found hide not am seen hang ,,alphabetical ,,list ,,of ,,sight ,,words after again ago aim any ,april are as baby barber barn been birds ,bo-peep both box boy brother candy cannot can't carry caught children come coming cooky cover cradle daisies daisy desk die dime do does dog doing doll done don't door earth egg eight eyes father fish five foot for four from full garden girl go goes going has her here him his home if into is ,july ,june ,kitten kitty large lazy leave leg lesson lie like little live lost many ,march ,may milk most mother never nine no not of on once one only open our pencil point popped put reindeer rise robin room rub said ,santa ,claus seven shining sister six smile so some son supper teacher ten their them there these they three time to too tumbling two upon us use very want was water were what where who wind winter wise wish with words would yes you ,,phonic ,,series #a see be bee me he she the we tree three flee knee free glee #b fly sky by my try why cry dry buy spry fry shy spy #c old hold cold bold fold gold mold sold told #d nest best west rest chest pest test vest #e say day may gay hay lay play clay pay ray pray gray tray way sway stay #f all fall hall call tall stall ball wall small #g flew blew few hew dew new knew pew #i grow blow snow low flow slow bow tow mow sow show know row crow throw glow #aj get let yet met net bet pet set wet fret #aa ill will till fill bill hill mill kill pill spill sill still drill skill gill chill #ab sing wing ring cling fling sling bring spring string king thing sting swing #ac made shade spade fade wade trade grade blade #ad glad had bad lad mad sad #ae an can ran man fan pan span tan than plan #af look took cook book hook nook brook shook #ag back crack ,jack pack lack black rack track sack tack #ah found bound round ground mound pound sound #ai tell well fell bell swell cell sell spell shell smell dwell #bj night might right bright fight slight flight sight tight light #ba last fast past blast cast mast #bb hide side ride bride pride wide tide glide slide #bc at hat cat bat fat that mat pat rat sat flat #bd long song gong wrong strong #be feet meet beet sweet greet fleet sheet street sleet #bf kite white write bite quite #bg wake make bake cake lake rake sake take stake shake flake #bh ear near hear dear fear rear tear year clear #bi feed need deed heed seed weed reed bleed speed #cj rain plain grain brain gain lain slain pain main vain chain train strain drain stain ,spain sprain #ca soon moon noon spoon #cb and land sand band stand grand brand hand #cc must just crust dust rust trust #cd saw paw caw jaw law raw straw claw draw gnaw thaw #ce star far bar car mar tar jar scar #cf bed red ,fred led fled sled ,ned fed wed shed #cg did hid bid kid lid rid #ch top stop drop hop mop pop crop prop shop chop #ci morn horn corn born thorn #dj up cup #da sun fun run bun gun nun #db blue due glue cue #dc peep deep keep weep sweep steep creep sheep sleep #dd it sit bit fit hit wit pit quit #de head dead lead read bread tread spread thread #df air fair hair pair chair stair #dg went sent bent dent cent rent tent spent #dh came name game dame fame flame same tame lame blame frame shame #di in din fin sin tin win pin chin spin skin grin thin #ej down town gown brown crown drown frown #ea shone stone bone cone drone tone #eb big dig fig pig rig twig #ec seen green queen screen keen #ed him dim brim trim swim skim slim #ee over clover ,rover #ef eat beat heat meat neat seat cheat treat wheat #eg hang sang gang rang #eh rap clap gap cap lap map nap sap strap slap snap trap wrap #ei am swam dam ham jam clam slam #fj ought thought brought bought fought sought #fc cool fool spool pool tool stool school #fd rock cock block frock flock lock mock knock stock shock clock sock #ff not lot blot cot dot got hot knot pot plot shot spot tot trot #fg hark dark spark bark mark park lark #fh hive live dive five alive drive #gj find kind bind hind mind wind grind blind #ga rose those nose hose pose close #gb quick tick ,dick kick lick pick sick stick brick trick thick slick #gc then hen den men pen ten when #gd deer peer cheer queer steer #gh ice mice nice price rice slice spice twice vice #hc ail sail snail nail bail fail hail jail mail pail rail trail tail #hd ate gate ,kate late date grate hate mate plate rate state skate slate #he ant can't grant pant slant #hf cried died dried fried lied tried tied #hg out about pout stout spout shout scout trout #hh flies skies dries lies tries cries #ia cash dash flash clash hash lash mash sash rash trash #ib love dove glove shove #id fine pine dine line mine nine wine vine shine whine twine #ie grass pass mass glass lass class brass #ih moss toss boss cross loss #ajj how bow cow now brow plow mow #aac gave save brave cave pave shave slave wave grave knave #abc good stood hood wood #abd spoke broke joke poke smoke choke yoke woke #abh owl growl fowl howl prowl #ade aid maid paid laid braid #afg brag flag drag stag bag rag tag ,illustration