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r 
 
 HAND-BOOK OF METHOD 
 
 FOR TEACHING 
 
 PHONIC READING 
 
 BY 
 
 JOHN A. MacCABE, LL.D., F.R.S.C. 
 
 Pnncipal, Ottawa Normal School 
 
 TORONTO : 
 THE COPl», CLARK COMPANY, LIMITED 
 
 1900 
 
EntenKl acoordinff to Act of the ParJIament of Canada, in the year one thousand nine 
 hun«lre<i. by Tub Copp, Clark Companv. Limited, Toronto. Ontario, in the Office 
 of the Minister of Agriculture. 
 
PREFACE. 
 
 In this book is given a series of " plans," by which an attempt is 
 made to reduce to a system the "phonic method" of teaching 
 reading in the earliest stages. 
 
 The imperfections of our alphabet present the great diflBculty in 
 the way of complete success in this method. The difficulty is 
 reduced by grading the lessons, as shown in the following pages. 
 
 The great advantage of the phonic method is that it develops the 
 powers of the child, and stimulates him to action by placing him in 
 a position to find out words for himself. Experience shows that, in 
 the later stages, even though he may not know the sound of every 
 letter in a certain word presented to him, knowing a few of the 
 sounds, he will, from his acquaintance with the spoken language, 
 almost invariably get the correct word. 
 
 Normal School, Ottawa, 
 September, 1900. 
 
Tl 
 as 
 al 
 
 Sf 
 
 tl 
 ai 
 w 
 ir 
 a' 
 
 P 
 ii 
 
 n 
 
 r( 
 
 a 
 
 D 
 
 I 
 t 
 c 
 1( 
 
 f 
 
 s 
 a 
 
INTRODUCTION. 
 
 The general principle underlying the phonic method is this : — 
 The ordinary alphabet is used; but the pupils are taught to 
 associate, not the name, but the sound, with the letter of the 
 alphabet. 
 
 The general plan is as follows : — A certain sound of a vowel is 
 selected, and the pupils are t^iught to recognize words involving 
 that sound. The remaining vowels are introduced gradually, and 
 are treated in a similar manner. Then other sounds of the vowels, 
 with words containing these sounds, are presented, the pupils being 
 instructed in the means of distinguishing the particular sound to be 
 attached to the vowel. 
 
 As has been already said, the imperfections of our alphabet 
 present the most serious difficulty in the way of complete success 
 in this method. In our alphabet we find a single letter which may 
 represent as many as seven sounds. Again, a certain sound may be 
 represented by two different letters, or b}' a combination of letters ; 
 and in many words certain letters are silent. So, paradoxical as it 
 may seem, we have too many letters, and too few in our alphabet. 
 For example, c when *' hard " takes the sound of k; when "soft," 
 the sound oi s : q is never found without its attendant «, the 
 combination qn being sounded as kw : x is sounded like ks. The 
 letter a has seven sounds, as heard in the yfordAffateifareifaatjfat, 
 far, fall, interval. 
 
 To meet this difficulty, and especially that of teaching, at the 
 same time, the inany sounds of the same letter, certain "stages" 
 are marked in phonic reading, as follows : — 
 
 1. In the first stage, the words are significant and familiar ; 
 consist of three letters, the first and the last a consonant, the 
 
vi 
 
 INTRODUCTION. 
 
 niiddlo lettor a "sliorfc" vowol, as c<U, hnif ]nn, top^ nvf. In tliis 
 Ktago all tlio (ronsdiiHiits may l)o presented; and, with all tlie short 
 vowels, will iiiuke up a largo iiunjber of familiar words in expressive 
 sentences. 
 
 2. Tn the sec<md stage are introduced words still retaining the 
 short vowel sound, but In'ginning or ending, or Ijeginning and 
 ending with two consonants, cdc/i bthiij somu/fd, as ylatlf niilk\ frost. 
 In this stage will, also, conie words involving such "double" con- 
 sonants as we find in pujf, f(/(j, hill^ Boss, Ixtck, and words introducing 
 combinations of consonants representing single sounds, as ch in chap 
 and richy sh as in sharp and v'«.s/«, th as in than and thin, and tig as 
 in sing. 
 
 3. In the third stage the "long" sounds of the vowels are 
 presented, as in game, here, I'nie, ropo, tuhc. 
 
 4. In the fourth stage jire introduced sounds of the vowels other 
 than the "long" and the "short," and exceptioiuil forms for repre- 
 senting vowel sounds; for example, in such words as bald, netc,poor, 
 book, oil, hound, heat, rain,Jh't. 
 
 In making up First Book or " Reader," Parts I and IT, Stages 1 
 and 2 may, appropriately, be Ibund in Pait I ; Stages 3 and 4, in 
 Part II. 
 
FTKST STAGE. 
 
 I'LAN OK THK KIKST LKSSOX L\ KKADINi; JJV THK 
 PHONIC MKTHOI). 
 
 are 
 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 I'KKi-AKATOHY. -Teach tilt) pupils wl.at is ....■ani l.y a " hcimhI.' 
 Such as the sound of a hell, the suuii.l of a whistle, 'tl.o m.un.l of 
 llic huniHU voice. 
 
 To teacli the pupils to read, with iiitelligoiice and ex- 
 pression, the group, "a cat." 
 
 Tlie interest of the pupils is awakened by a short talk 
 about the eat. A picture of a cat is drawn on the l)lack- 
 •'oar.l ; or a chart having on it a picture of a cat, is 
 presented. The pupils are led to see that this is not a cat, 
 l>ut the picture of a cat. 
 
 1. The cliildren are asked to pronounce the word cat, 
 slowly, dwelling on each sound until they discover 
 there are three sounds. 
 
 NoTK.-If they cannot do thi.s, tlie teacher will do it for tiiein. 
 and they imitate. 
 
 2. The children are drilled, individually and collectively 
 on giving the sounds as first sound, second sound, third 
 souikI ; and then taking thoni in diHerent order, as 
 second, thiru, first; third, secon.l, first, etc., etc. 
 
 NoTK. -The following is sugge-sted i^y some teachers as an appro- 
 pr.ate .step to take the place of 2 ; hut the principle is rachcallv 
 wrong. 
 
 "Have the pupils pronou.iee the word sloulv an.l still more 
 s owly un' .hey unconsciously resolve the word into its t,ro sound 
 .lements-e and at. This done, concentrate their attention on the 
 second part, at. Its uses as a complete word in itself may l>e 
 
2 
 
 METHOD Koll TICACHIN'CJ PHONK' UKADINO. 
 
 viirioiiHly illiist rated liy HcntciicfH, as, Uv, in at. hoinr. At wliataro 
 you liMtkiii;^? Lcl llicHL' Hi-iilcnccH cuiiiu from tiic |Mi|iil, nut thu 
 t<!ucher." 
 
 To try to nmko any conru'xion IkjIwucmi tho uiinicaniDg group at, 
 &H it occurH ill thu word cut, hikI thu i)rciM)Hitioii at, is a radical 
 orror. 
 
 3. Tlio toucher saya : — "I sliall now place on the B.B. a 
 little picture which tolls us to say the first sound. By 
 the way, let me hoar that first sound again." The 
 pupils repeat tho sound, and tho teacher places on tho 
 n. I), the letter c (script), showing the pupils how the 
 letter is 'started," how made, and Ik../ linishod, and 
 tellinff tho pupils that this little picture, or "letter" as 
 it is called, tolls them to .say the first sound. The pic- 
 ture is niade .several times on the B.B., and the pupils 
 are thoroughly drilled in a.s.sociating the picture with 
 the .souikI. 
 
 NoTK. — III thoHo plans, that part of tho B.B. in wliich tlie practice 
 work is done, is called the " workshop" of the B.B. 
 
 4. The teacher now places the letter c (s<;ript) in a con- 
 spicuous place on the upper part of the B.B., telling 
 the pupils thoy will come to it again; and cleans off 
 the •* drill " letters from the " work-shop." 
 
 5. The teacher deals in a similar manner with the pictures 
 or letters representing the second and third .sounds, fir.st 
 placing them in the "work-shop" for drill in "associa- 
 tion" between letter and sound, and then "removing" 
 them to the other place on the B. B., where with c they 
 will form the word cat. At this stage the word will 
 appear thus, cat, the letters being a little distance 
 apart. 
 
 C. The teacher now points to each letter, the children 
 giving the sound. They do this, at first, slowly, then 
 
METHOD KOH TEACH INO IMIONK^ HEADINCJ. 
 
 :\ 
 
 .>» 
 
 Practical 
 Exerclies. 
 
 dren 
 then 
 
 iiKH'O himI iihh'o rapidly, f«»ll«»Nv iii^' tlio iiiovcnu'iit of tli»* 
 I>oiii((>i', until tlio word as a \vli<»ln is linuiglit out. 
 
 7. The wonl a is now prclixcd, |»u[)ils ait5 told what it 
 says — illustivitioiis being givt'ij, ornJIyy thus, a hoy, a 
 girl, a house — and are calhid on to read the group 
 naturally, as tiny iroithf xjfdlc it, A curved line over 
 
 ^ — ^ • 
 
 the group, thus, a ntf, will he found helpful. 
 
 NoTK. — From the fiist groiij) llic pupilH mv calhd on to road, 
 exfiirHiiion must Itc ruhivatc<l ; tiionotoii)', wrong iiiMoxion, Hing- 
 song, or (liiiwliiig slioiild nut In- Idlenited. As good tvaditig Ih 
 ruUiraU'il talking, this is tliu standurd to hu set up for the pupils 
 from the first lesson. 
 
 The pupils are sent to their seats, are instructed to draw 
 a picture ot a cat, and to tvrlte the gioup, "a cat," several 
 times on their "note-hooks." 
 
 NoTK. — As in the lirst lesson we are ohliged to teaeh three 
 pictures, or letters, with their sounds— a work wo siuiU not Ik? 
 called on to ju'ifoiin in any succeeding lesson -the hccouU lesson in 
 phonic leading may l)e, simply, a review of the first lesson, adding 
 the wonl tin' as well as d (the to he taught by the " word" method 
 
 -that is as a whole), thus, a cat ; the. cat, and giving good drill on 
 the reading of these groups. In this case the following lesson will 
 he the third in the series— second, if there is not a special review 
 lesson. 
 
 PLAN OF THIRD (OK SKCOND) LKSSON IN PHONIC 
 
 , KKAI)I\(J. 
 
 pRErARATOUV. — In selecting the next and succeeding words to he 
 presented hy the phonic method, two things must he ohserved:-- 
 (1) that the new wonl (;ontain l)ut one new picture or letter, (2) that 
 the word help towards the nirli/ formation of a seiifnire. The proper 
 sequence, therefore, is, mat, naf, because each of these new words has 
 l)ut one new letter, and they lead, as soon as tliey are mastered, to 
 the formation of the svuicuce : —" The cat sat on the mat.'^ The 
 word fat, taught immediately after the wonl cat, Mould fulfil the 
 first condition, hut not the second, as it Mould delay the formation 
 of the sentence. 
 
4 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 To present :i new picture (or letter)— w ; to teach the 
 pupils to associate with this letter its sound, and to give 
 that .sound intelligently with other sounds in making a 
 new wo!(l. For reasons given in the preparatory note tlie 
 word mat is selected ; and the pupils will be taught to 
 read, with intelligence and expression, the groups 
 
 a mat ; the. mat ; the cat on the mat. 
 
 1. The pupils review the letters c, a and t, with their 
 sounds, in one of two ways, or in both ways : — 
 
 (a) The teacher articulates the sound, a.sks the pupils to 
 imitate, and to place on B.B., or note-books, the letter 
 I'epresenting that sound, or 
 
 {h) The teacher puts the letter on the B.B., and calls on 
 the pupils, individually and collectively, to give the sound. 
 
 (It will 1)0 seen tliat tlie secoinl way is merlnuiical, and not so 
 good for mental (li.scipline. ) 
 
 All letters thus reviewed (in the "woik-shop" of the 
 B.R) will be placed in columns for final drill (by method b), 
 before the " Development" — the consonants in one colunni, 
 the vowel in the other, thus : — 
 
 a 
 
 2. As before, the interest of the pupils is awakened l»y a 
 talk which w-ill bring out the spoken word mat, and 
 some interesting things respecting it. 
 
 Develop- 
 ment 
 
 1. As in the first lesson, the pupils are called on to analyse 
 the word, until they discover there are three sounds. 
 
 2. The usual drill is given on these sounds, until the pupils 
 can aiticulate them by niuuber, in any ordei- : first 
 
METHOD FOR TEACHING PHONIC READING. 
 
 sound, socond sound, third sound ; tliird sound, first 
 sound, second sound, etc. 
 
 3. Two of tliese sounds the jfupifs can rejrresent })y letters. 
 A pupil -is asked to place on the ]i. 1>. the picture or 
 letter that tells us to say the second sound. He dt)es 
 .so; and other pupils put the letter on the B.B., or in 
 their note books. 
 
 4. The teacher now " removes " the picture to (makes a 
 new letter on) a more con.spicuous part of the B.i*. — 
 such a place as it will occupy in the word to Ije formed 
 later. 
 
 5. The picture (letter) representing the third sound is 
 similaily made by a pupil, or pupils, at the call of the 
 teacher, is ** removed " by the teacher as before, and 
 placed alongside a — at is now in its proper place and 
 proper form on B.B. 
 
 Note. — The pupils should not be asked to pronounce at. 
 G. The teacher says to the class : — " I .shall now put on 
 IxB. the picture (letter) which tells us to say the first 
 sound. Let me hear that first sound again." (If 
 pupils have forgotten, they are brought back to phonic 
 analysis.) The teacher places the letter m, in the 
 "work-shop" of the B.B., writing it several times, and 
 drilling the pupils on associating the sound with the 
 picture, until the association is firmly fixed in the 
 mind. 
 
 7. The teacher now "removes" the letter m to its place 
 before at. The pupils are encouraged to find out the 
 word for themselves without having the individual 
 letters pointed out. If the pui)ils cannot do this, the 
 teacher will point to each letter, and call on pupils foi- 
 its sound until they catch the combination and give 
 the word as a whole. 
 
6 
 
 METHOD FOR TEACHING PHONIC REAI^TNG. 
 
 Practical 
 Exercises. 
 
 8. A or the is placed before the word, the pupil reading 
 the grou}) with expression — 
 
 a mnt : the mat. 
 
 9. The two groups, the cat and the mat, are now placed on 
 the B.]j. on the same line, with as much space between 
 as will admit the word on, which, for the present, is not 
 written j thus : — 
 
 the cat the mat. 
 
 10. The pupils are drilled on the reading of each group — 
 expressive reading being the special object. Curved 
 lines are used if considered necessary. 
 
 11. The word on is now written in the *' work-shop " of the 
 B. B. The }>upils are taught to say it as a whole ; and 
 it is then " removed " to its place between the groups 
 already on the B.B., thus : — 
 
 the cat on the mat. 
 
 The pupils read as marked by grouping; then they read 
 as indicated, thus : — 
 
 the cat on the mat. 
 
 12. There will always be three steps in this final drill : — 
 («) Word naming. 
 {h) Reading groups, 
 (c) Reading the whole, with expression. 
 
 Similar to those suggested under first plan. 
 
 NoTK. — In the oarly lessojis iicconling to the phonic method, the 
 following words will l)e ncedtMl from time to time for "tilling in" 
 groups — a, the, vn/, on, in, and, it, not, do, it, from. The niimher 
 njay he increased at discretion, but, if possible, not to any great 
 extent. Because these words are necessary, the so-called phonio 
 
METHOD FOR TEACHING PHONIC HEADING. 
 
 method is, really, a " plioiiic and word" method. Hut it ia so 
 htrijehi |)hoiii<;; and '• lilliiig in" words (tauglit hy the word 
 metliod) are «(>/('«•, the hitter are not taken into account in giving 
 tlie name. The metlio«l is, therefore, usually called the phonic 
 method. 
 
 The secjuence is :— (m<, mat, sat), fat, pat, .Sam, hat, bat, 
 rat, vat, fan, hay, lag, lad, man, jam, each word Ix'ing the 
 subject of a new lesson and the central woid in a new 
 sentence. 
 
 Appropriate sentences may be formed for this se(|uonce 
 
 by the addition of the following "tilling in" words: a, 
 
 the, on, is, in, hy, not, do, has. 
 
 The consonants not found in this secjuence are : — k, q, w, 
 .<•, y and z. Some of these, if not all, may be introduced 
 with short a ; but i*^ has l)een found convenient to distri- 
 bute them among the lessons involving the other "short" 
 vowels. 
 
 In the tirst lesson, "picture" is used instead of "letter." 
 That name may soon be dropped, and " letter " alone, used. 
 
8 
 
 MKTHOD FOR TP:ACHIX(i I'HONIC KEAI)lN(i. 
 
 (JKNKKAL INSTRUCTIONS FOR PRKCEDINCJ LKSSONS. 
 
 The lueaniiig and use of capital letters should he taught with the 
 first fieuteiice -The cut on the mat. The capital may he called a 
 "hig" letter, the pupils heiug told that we make iho Jirxt letter oi 
 the first word thus, Ix-causc that word is the lewhr or head oi the 
 sentence, and the first letter is the leader or h>'<td of the word. 
 
 In some cases there is little or no differenoo in form between 
 capital an<l small letters. When thci-e is a difFcrence, the pupils 
 may he led to recognize the letter in "capital" form, and as usual, 
 to associate with it, its sound. 
 
 The other frequent use of the capital — beginning a proper name — 
 will l)e ])lain to the pupils. Tlie name of a perscm or a place is of 
 sufficient importance to need a *' hig" letter at the beginning. 
 
 The use of the punctuation mark called the "full stop" or 
 "period," sh' uld be explained at the same time. The pupils will 
 l)e told that it is used to mark the end of a statement or sentence. 
 
 At the end of the first series of sentences (those involving the use 
 of a short) -up to this time written in script — the}' should be 
 repeated in "print" on the li. B. , so that the pupils may, at once, 
 lecognize the letter in either form and associate with it, the sound. 
 In this, again, little difficulty will l»e met, the difference in form 
 between script and "print" being so slight. 
 
 SECOND SERIES OF LESSONS. 
 
 The second series of sentences in the *' first stage " — each 
 sentence making matter for one " lesson " — are based on 
 e short, using the old consonants at discretion, and intro- 
 ducing w, if this letter has not been taught with short a. 
 
 Following the rule laid down on page 3— selecting a 
 word with but one new letter — the word hen is taken to 
 introduce the series, which may consist of the following 
 words, hen, fed, pet, men, set, nef^ wet, peg, red, bed, weh, get. 
 Each of these may be made the central word in a sentence ; 
 or two or three of the words may be used in the same 
 sentence, but only one will be "new." 
 
:lit witli tlio 
 ha called a 
 'list letter of 
 fiedd of the 
 vord. 
 
 in between 
 tlie pupils 
 I as usual, 
 
 >er name — 
 place is of 
 iiing. 
 
 stop" or 
 
 )upil.s will 
 
 sentence. 
 
 M^ the use 
 should be 
 , at once, 
 !ie sound. 
 ! in form 
 
 "—each 
 ased on 
 i intro- 
 )rt a. 
 
 ;ting a 
 -ken to 
 Hewing 
 'eb, get. 
 itence ; 
 ! same 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 METHOD FOR TEACHIN(J PHONIC READINO. 9 
 
 All the sentences needed to teach the pupils to recognize 
 these words and to read the sentences with expression, may 
 be made by the addition of only two new "filling in" 
 words, it and from. 
 
 PLAN OF THE FIRST LESSON FOR WORDS 
 INVOLVING SHORT E. 
 
 To teach the pupils to read with intelligence and expres- 
 sion tiie group of words -.—The hen— e being a new letter. 
 
 1. Review, in " work-shop " of B.B., by one of the methods, 
 or by both, laid down under " Introduction," page 4, 
 the sounds of the letters h and n. After this review 
 place the letters thus : — ■ 
 
 h 
 
 n 
 giving a good drill by method h (page 3). 
 
 Then review the word the, in a similar manner ; anil after 
 this review, place it thus : — 
 
 h 
 
 11 
 
 the 
 
 2. By a question or questions lead the pupils to speak the 
 word /ten. (The (juestitm or qu»'stions are not given 
 here, as "environments" will regulate the form.) 
 
 1. As in the first lesson, the pupils are called on to analyse 
 the word, until they discover there are three sounds. 
 
 2. The usual drill is given on these sounds until the ])upils 
 can articulate them by number, in any order, 
 
 3. The first and third sounds the pupils can r^presmt by 
 letters. A pupil is asked to place (.n 15. F J. the lett(>r 
 that tells us to say the first sound. He places the 
 
10 
 
 MKTirOD FOR TKACHIXG PHONIC UKADING 
 
 Practical 
 Exercises. 
 
 If'tter h on the B.B. ; otlier pupils do tlie same, or make 
 the letter in their note l)ooks. 
 
 \. The teacher now " removes " the letter h to a more 
 conspicuous part of the 13. B. — such a i)lace as it will 
 occupy in the word to be formed later. 
 
 5. The letter representing the third sound — the letter ?i — 
 is similarly made l)y a pupil or pupils at the call of the 
 teacher, is removed by tlie teacher as before and placed 
 near //, thus : — h ii, which are now in their proper place 
 and proj)er form to make the word hen. 
 
 6. The teacher says to the class : — " T shall now put on 
 the B.B. the letter which tcslls us to say the second 
 sound. Let me hear the second sound again." The 
 teacher places the letter e in the "work-shop" of the 
 B.B., writing it several times, and drilling the pupils 
 on associating the sound with the letter, until the 
 association is firmly fixed in the mind. 
 
 7. The tejicher now " removes " the letter e to its place 
 between h and it, thus — hen. The pupils, as in previous 
 lessons, are encouraged to pronounce the word for them- 
 selves without having the individual letters pointed 
 out. If the pu})ils cannot do this, the teacher will 
 point to each letter, calling for its sound, and moving 
 rapidly from letter to letter, until the pupils catch the 
 combination and g*ve the word as a whole. But at 
 this stage of the lessons, pointing to individual letters 
 should not be necessary. 
 
 S. 77te is placed before the word, and a pupil is called on 
 to rejid the group with expression ; — 21ie hen. 
 
 NoTK. — At this stage of the lessons, the curved line over the 
 group may not be needed. It .should bo dispensed with as soon as 
 possible, the pupils being tniined, eaily, to read witliout its help. 
 
 Similar to those suggested under first plan. 
 

 le, or make 
 
 to a more 
 ! as it will 
 
 letter 7i — 
 call of the 
 111(1 placed 
 oper place 
 
 )w put on 
 lie .second 
 in." The 
 p" of the 
 he })upil.s 
 until the 
 
 its place 
 I previous 
 for theni- 
 
 pointed 
 chor will 
 1 niovinsf 
 3atch the • 
 
 J>ut at 
 a-1 letters 
 
 ailed 
 
 on 
 
 over the 
 IS soon as 
 
 S llflp. 
 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 METHOD FOR TEACFIIXG PHONIC READIXO. 
 
 11 
 
 TYPE PLAN FOR OTHER LESSONS INVOLVINO THE 
 
 USE OF E SHORT, WHEN NO NEW 
 
 LETTER LS PRESENTED. 
 
 To teach the pupil to read with intelligence and expres- 
 sion, the sentence : — "It is not a red liat." 
 
 i. Review in the "work-shop" of the B.B. the vowels 
 a, e, and the consonants d, h, n, r, t, placing them thus, 
 after this review : — 
 
 a 
 
 d 
 
 n 
 
 2. Review the words red and hat in a sirfilar manner (the 
 pupils should recognize them at once) ; and, after the 
 review, place them in a new column. The columns will 
 now appear thus : — 
 
 a 
 
 d 
 
 ?i 
 
 r 
 
 red 
 
 hat 
 
 3. In a similar manner, review a, is, and not, which have 
 been taught in a preceding lesson ; and place them in 
 the vacant third cohnnn. The columns will now appear 
 thus : — 
 
12 
 
 METHOD FOtt TEACHING PHONIC KEADINd. 
 
 Develop- 
 ment. 
 
 Practical 
 Exercises. 
 
 a 
 
 d 
 
 h 
 
 n 
 
 a 
 
 18 
 
 not 
 
 red 
 hat 
 
 4. Now place the word It in tlie " work-shop ; " tell the 
 pupils what the word is; and thoroughly drill them 
 on saying it as a whole. After this drill, place the 
 word in the third column, under not; the columns now 
 appear thus : — 
 
 a 
 
 h 
 n 
 r 
 t 
 
 a 
 
 is 
 
 vot 
 
 It 
 
 red 
 
 hat 
 
 5. G 
 
 ^ive a smart drill on the letters and words in these 
 columns. 
 
 1. Write or print on the B.B. the sentence :—" It is not 
 a red hat." 
 
 2. Drill on word recognition and word naming, frequently 
 changing the order in pointing out the words. 
 
 3. Drill on reading groups, taking care that the pupils 
 make logical groups :— " It is not a red hat." 
 
 4. Drill on reading (he whole sentence with expression. 
 
 The pupils are asked to write the sentence .several times 
 in their note books. 
 
METHOD FOR TEArHINO PIIONIO READINO. 
 
 13 
 
 ; " tell the 
 
 Jrill them 
 
 place the 
 
 umns now 
 
 in these 
 
 It is not 
 
 'equently 
 
 le pupils 
 at." 
 
 5ssion. 
 
 ral times 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 l'F.AN OF A 1.KS80N IXVOLVIN(J THK USK OF A' 
 aUOKT, WITH W A.S A NKW LKTTER. 
 
 To teach the pupils to road with intellifrence and expres- 
 sion, the sentence: — "Let ])an get the wel) from the \yed" 
 w being a new letter. 
 
 1. Keview the vowels «, e, and the consonants Z, D, h, d, 
 y, n, t, placing them thus, jil'tor this review : — 
 
 a 
 
 L 
 D 
 
 h 
 d 
 
 II 
 
 2. Review the words Lef, Dan, get, bed. Tliese have been 
 taught phonically, and should ])e recognized by the 
 pupils at once. Place them so as to make the columns 
 appear thus : — 
 
 a 
 
 L 
 D 
 
 h 
 d 
 
 y 
 
 n 
 
 Let 
 Dan 
 get 
 bed 
 
14 
 
 Develop- 
 ment. 
 
 METHOD FOU TEACHINO PHONIC READINO. 
 ••'■ lt"view tl,., .. (ill,-,,,- i„ ■• „„,,,,, ,/„. ,„„| ^.,,„„ (.,,„, 
 "-. u-l,„le «,„,|s), ,,,„ei„^, them .s„ tlmt tl„, c„lu,„„.s 
 
 now appear tlius : 
 a 
 
 L 
 
 \ the 
 
 J) 
 
 from 
 
 h 
 
 
 d 
 
 
 .'/ 
 
 
 n 
 
 
 Let 
 Dan 
 
 get 
 
 bed 
 
 t 
 
 4. Give a s.nart drill on the letters and words in these 
 columns. 
 
 r^. Bi-ing from the pupils the spoken word wd>. 
 
 Steps 1, 2, 3, 4, 5. 6 and 7, as in the lesson to present 
 the word mat, pages 4 and 5. 
 
 8. Thoroughly drill the pupils in the quick recognition of 
 the word web ; then place it in the fourth colun.n, under 
 beM, the columns appearing thus :— 
 
 Let 
 
 a 
 
 L 
 D 
 
 b 
 d 
 
 U 
 n 
 
 the 
 from 
 
 Dan 
 get 
 bed 
 web 
 
 t 
 
MK'I'HOI) V^in TK.\<MIIN<} !MI<)\in UKADIXn. 
 
 16 
 
 K' co|uinii.s 
 
 i in iliese 
 
 > present 
 
 :nition of 
 in, under 
 
 Practical 
 Exercises. 
 
 NoTK. - 'lilt' Htt'ps tiikfii to niaUt! the pupils fuiniliur villi a iirvir 
 letter iiiul itrt Bound, aio uhvuys the wune, as will 'te Rem from the 
 foregoing plans. Thero is, first, the gfioken M'onl, involving tho use 
 of tho new letter, liy (piestioning, the pupils are led to jjive this 
 word oidlli/. 'i'hey next hreak it up into its Hounds ; and represent 
 by letl«'ra ()i> ]{. |{. the sounds they ean represent. Tho sound or 
 sounds they cannot represent, aro represented hy the teacher. Then 
 all tho letters aro put together — the old and tho new — and tho 
 pupils learn tho written word, as they have, long l)efore, learned 
 tho spoken word. 
 
 9. A final drill may be given on the words in the columns. 
 
 10. Now write tlie sentence on tlie B.I>. : Let Dan get the 
 ivb J'rom the bed; and drill the pupils, as before, in 
 word recognition and w<»rd naming, then in reading 
 the logical groups of which the sentence is made up, 
 then in reading the whole sentence intelligently and 
 expressively : — Let Ban — (jet the tveb — -from, the bedy or, 
 Let Dan get the web— from the bed. 
 
 As in former plans. 
 
 XoTR. — It will 1)0 seen from this and the two preceding plana, that 
 in the "Introduction," a review is made of all the vowels and «// 
 tho consonants used phonically in tho sentences. As the lessons 
 proceed, this complete review will not bo necessary. Tho pupils 
 become so familiar with tho S(nuids of the letters, only on those 
 whose sounds are difficult to rememl)er — tho consonants ospeciall}' — 
 should time bo spent in review. Later, review of Ict/rrs, as far as 
 tho "first stage" of phonic reading is concerned, may be wholly 
 abandoned. 
 
 THIRD SERIES OP LESSONS. 
 
 The third series of lessons in the "first stage" — each 
 sentence making matter for one " lesson " — are based on i 
 short, using as many of the old consonants as will nuake a 
 helpful number of significant words .and sentences. 
 
 Again, following the rule laid down on page 3 — selecting 
 a word with but one new letter — the word pig may be 
 
16 
 
 MKTIIOI) Foil TKAnfflNO PHONIC READINO. 
 
 Topic. 
 
 Topic. 
 
 Topic. 
 
 tukon lo iriti'<K]u(*o tlni .serioH, wliieli consists of ilif. follow- 
 ing vvonls : — tin, nip, lid, bitj, hlt^ yi(j, sit, ii'iy, Tim, did, 
 Iiim, kid. Each of theso, or two or more, having but one of 
 them "new," may l)e used in a gentence. 
 
 For tliis series k may be reserved ; and will, then, be the 
 second new letter of the series. Short t should be taught 
 first in the usual manner (see plan of teaching short fi as a 
 new letter); then a numlx'r of words containing the sound 
 of short i ; then, near the end of the lesson, k, as in the 
 word kid. 
 
 The only additional "filling in" words needed for this 
 series are nor an<l see. 
 
 I'LAN OF THE FIRST LESSON FOR WORDS 
 INVOLVINd SHORT /. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the group of words : — The pig — i being a new letter. 
 
 Note. — Tlio remaining parts of this plan M-ill be exactly similar 
 to those of the plan of "The first lesson for words involving sliort 
 e " — page 9. 
 
 TYPE PLAN FOR OTHER LESSONS INVOLVINO THE USE 
 
 OF / SHORT, WHEN NO NEW LETTER 
 
 IS PRESENTED. 
 
 To teach the pupils to read with intelligence and expres- 
 sion, the sentence : - "The pan is not big, nor has it a lid." 
 
 Note. — Follow second plan for worda involving use of short e — 
 page 11. 
 
 Explain use of comma. 
 
 PLAN OF A LESSON INVOLVING THE USE OF / SHORT, 
 WITH K AS A NEW LETTER. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the question : — " Did Tim see the kid 1 " — k being a 
 new letter. 
 
1H! folloW- 
 
 Tim, (lid, 
 :)ut Olio of 
 
 en, bo the 
 1)6 taught 
 lort e IIS a 
 the houihI 
 a.s in the 
 
 1 for this 
 
 IDS 
 
 ul oxpres- 
 letter. 
 
 tly similar 
 Iving siiort 
 
 THK USE 
 
 d expres- 
 it a lid." 
 
 short e — 
 
 SHORT, 
 
 I expres- 
 being a 
 
 METHOD Foil TEACHING PHONIC READIXO. 
 
 17 
 
 XoTK. Follow lust plitii fur words invnlving use <if hImmI, <■ — 
 |Nigt) \'.\. Hcri! iiilr(Nhic«<7, liH in llii; wonlr/HiV.' fyu Iteming *><|uival«>iit, 
 in Hound, to kw. 
 
 Kxplaiii \\m of (jUfHtioii tiiiirk ; and, imliructly, givi' a hint altout 
 *' intluxion." 
 
 Expression nuiHt mark tln> reading of every k'Hson. 
 
 l'ARA(;KArHlN(J. 
 In this series, if not in the last series of lessons, " para- 
 »;raphing" may \ni introduced. That is, while following the 
 suggestion that each sentence should form matter for oiie 
 lesson, the teacher, in the selection of these sentences, can 
 observe a certain secjuence lca<ling to a group of more or 
 less closely-connected s<'ntences, treating, as it were, of the 
 same topic, and thus forming a " j)aiagraph." Of course, 
 the technical term "paragraph" will not be used by t<'acher 
 or pupils at this stage ; but, as the sooner isolated sentences 
 are given up, the better, the pupils may, by the teacher's 
 selection of sentences, indirectly learn the idea of grouping 
 them, and thus learn the nature and use of the paragraph. 
 For example : — • 
 
 The pig. The pen. See the big fat pig. It is in the 
 pen. On the pen is a net. 
 
 The kid. The tin pan. The pan is not big, nor has it a 
 lid. Do not hit the kid, let it sip from the pan. 
 
 The sentences in the first paragraph .should be taught 
 singly; then when all are learned, they shoiild be grouped 
 as given above, and the pupils called on, individually, to 
 read the paragraph. 
 
 The next group (in " new paragraph " form) should be 
 similarly treated. 
 
 FOURTH SERIES OF LESSONS. 
 
 The fourth series of sentences in the "first stage" — each 
 
 sentence making matter for one " lesson," but special care 
 2 
 
18 
 
 METHOD FOR TEACHING PJIONIC READING. 
 
 IxMiiiL,' takcni to give tliorough diill in rc.'uliiig the jxirn- 
 (ji'ai)h — iu'c. ])a.s<!d on o, as the new letter, with its short 
 sound, using the consonants at discretion, as in last series. 
 
 Again observing tlie rule regarding the choice of an 
 introductory word, the word dog is selected. Other piionic 
 words of this series may l)e '.—top, bo.r, log, cob, Boh, rod, 
 jog, Jiot,fox, not, got, Tvtn ; and the following, or others, at 
 the discretion of the teacher, as ''filling in" words, taught 
 as whole words : — end, of, so, hut, oh, tvith. 
 
 For this series x may be reserved as the second ne7v 
 letter. It could have been introduced in the first series 
 with short a, in lux, tax or wax ; but the word box is more 
 familiar to the pupils, and x may conveniently be held 
 over. The sequence will thus be : — dog, top, box, etc., and 
 the first and second paragraphs may be the following : — 
 
 The dog. The top. Tom has a big dog and a top. The 
 top is on the lid of a box, and the box is on a log. 
 
 The cob. Bob has the cob in a gig. It is so hot the 
 col) can but jog. Oh ! Bob, do not hit the cob with a rod. 
 
 The plans given in the last series will serve as models 
 for plans in this series. 
 
 Instruction in the use of the semicolon and " exclama- 
 tion" mark will come appropriately here. 
 
 FIFTH SERIES OF LESSONS. 
 
 The fifth series of sentences in the " first stage " — involv- 
 ing the reading of sentences and paragraphs — are based on 
 n as the new letter, with its short sound. A selection of 
 consonants will be made as in preceding lessons. 
 
 The introductory word for this series may be gun or siin 
 — the latter being, possibly, the more familiar in speech. 
 Other phonic words of this series may be : — up, but, hut, 
 gun, bun, mug, sup, bud, tub, rug, hum, pup, tug ; and the 
 
the ])nra- 
 h its short 
 last series. 
 
 )ice of an 
 her phonic 
 >, Boh, rud, 
 • otliers, at 
 'ds, taught 
 
 3cond npw 
 first series 
 ox is more 
 Y be held 
 , etc., and 
 dng :— 
 
 top. The 
 
 5o hot the 
 ith a rod. 
 
 as models 
 exclama- 
 
 — involv- 
 based on 
 ection of 
 
 H or sun 
 
 speech. 
 
 hnt, hut,, 
 
 and the 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 19 
 
 following «)!• others as "filling in"' worils : — will, lii\ have, 
 some, she. 
 
 For this series y may ])e reserved, although its proper 
 place seems to be in the second series — with e short, as in 
 yet. Indeed, the word yet is the only familiar word of 
 three letters in which y is used as a consonant. The 
 sequence will thus be : — gmi, sun, yet, etc. ; and the first 
 and second paragraphs may be the following : — 
 
 A gun. Tom has a gun. The sun is not up yet ; ])ut 
 Tom will get his gun from the hut ; and he and the dog 
 will have some fun. 
 
 A bun. A mug. Mab has a bun and a mug. She can 
 sup from the mug. She has a bud in her lap. 
 
 The plans given for third series will serve as models for 
 this series. 
 
 NEW SERIES OF LESSONS INVOLVING THE SHORT 
 SOUNDS OF THE VOWELS. 
 
 By this time the vowels with their short sounds, and the 
 consonants (except z) with their sounds, are familiar to the 
 pupils. Z, as in zest, may be taught as the other consonants 
 were taught ; z, as in zeal, may be added to words under ea 
 on page 55. As a review to perfect the pupils in letter 
 and sound recognition, a new series of lessons involving the 
 short sounds of a, e, i, o, it, should now be introduced. 
 
 In this new series, from any one collection of sentences 
 1 laving a certain short vowel sound as the leading vowel 
 sound, we are not obliged to shut out the short sounds of 
 certain vowels, as in groups of sentences in the preceding 
 series. From the series of sentences first using a short, all 
 other vowels were, of necessity, excluded. The second 
 series could use a and e, but no others, and so on. 
 
 It will be seen, therefore, that in this new series of lessons, 
 while still keeping to the ti/pe of words l)elonging to the 
 "first stage" (see page vi.), greater variety is jtcniiittcd ; 
 
20 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 and the j)upils liave si })otter opportunity for expressive 
 reading. 
 
 The folJowing lesson will illustrate this : 
 
 Rab 
 
 cab 
 
 wag 
 
 mad 
 
 pan 
 
 sap 
 
 tan 
 
 bad 
 
 nap 
 
 rap 
 
 gag 
 
 tap 
 
 Fan 
 
 lad 
 
 Tab 
 
 tag 
 
 ham 
 
 dam 
 
 Nan 
 
 
 Rab is not a bad lad. He put the rug in the 
 cab and had tlie nag run for Tom. He then fed 
 Tab, and let her have a nap on the box. 
 
 Tom is a wag, but he must not rap on the box. 
 He put the tag on the dog. The dog is not mad 
 and is not to have a gag. 
 
 Dan and Sam got some ham from the van ; and 
 put it in the pan. 
 
 The man will tap the tree by the dam : and the 
 sap will run into the tub. Fan and Nan sip the 
 sap. The sun will not tan them. 
 
 The foregoing lesson shows that, while the leading vowel 
 
 Words to 
 he iauglit 
 as wholes. 
 
 then 
 tree 
 in-to 
 
 
 ' 
 
expressive 
 
 lad 
 
 ad 
 
 ip 
 
 g 
 
 ug in the 
 then fed 
 
 1 the box. 
 not mad 
 
 tan ; and 
 
 and the 
 ill sip the 
 
 ny vowel 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 21 
 
 .sound is the .short sound of a, the short sounds of the other 
 vowels are not excluded (the pupils having learned these in 
 jireceding lessons), but help to make the variety spoken of 
 l)efore. Thus we have used such words a.^fed, sip, box, run. 
 
 This new series of lessons will, therefore, be the 
 following : — 
 
 T, Sentences and paragraphs involving use of a short, 
 with new consonant coin])inations— a single con- 
 sonant beginning and ending the word. 
 
 IT. A similar group of sentences and paragraphs for e 
 short. 
 
 JIT. A similar group for i short. 
 
 TV. A similar group for o short. 
 
 V. A similar group for u short. 
 
 METHOD OF TEACHING THE PRECEDING LESSON. 
 
 The first two paragraphs are closely connected with the 
 first picture, and may, therefore, be looked upon as making 
 one lesson. 
 
 The first step is to use the picture as the basis of a 
 "language lesson" for the pupils. They are asked to put 
 in words what the picture suggests. They are asked to 
 make a " story " of what the picture tells them. Full 
 scope must be given to the pupils' imagination. The 
 teacher must not try to guide them into expressions 
 exactly like those found in the piinted le.s.son. While 
 their thoughts regarding the picture may closely corre- 
 spond with the thoughts sot forth in the printed lesson, it 
 is hoped that their expression of these thoughts will l)e 
 somewhat different This "language lesson" will be wholly 
 oral. 
 
 When the puj)ils have mad«^ from the picture a "story" 
 of their own, the teacher tells them that some one else has 
 
22 
 
 METHOD FOR TEACHIXG PHONIC READING. 
 
 made a "story" about these two boys; and tlie black-board, 
 
 tal)l<'t, or l)ook will tell tiiis stoiy. The teacher then says: 
 
 " But, before we hear the new story, I wish to know how 
 
 many can pronounce all the words I shall place on the B.B." 
 
 Tiie teacher places in columns on the IJ.B. certain of the 
 
 phonic and ** filling in" words used in the printed lesson. 
 
 Thus :— 
 
 ' Rab wag is 
 
 put rap for 
 
 fed dog then 
 
 box gag have 
 
 They may be placed " one by one " in the " work-shop " 
 of the B.B. for drill there, and tl^en " removed " to the 
 columns ; or they may be in the columns on the B.B. 
 before the lesson begins. The latter plan will save time, 
 and will enable the teacher tc give a rapid drill on all the 
 words just before the " reading " begins. 
 
 The number of such words for drill is at the discretion 
 of the *;eacher. He may put on the B.B. before the 
 reading, all the phonic, and the most difficult of the 
 " filling in " words ; and give the pupils the usual "word- 
 naming " drill on these. But at this stage, such an exten- 
 sive drill on phonic words should not be necessary. Only 
 the most difficult of these, as of the "filling in" words, 
 will need special attention. 
 
 After this drill, the teacher places in the "work-shop" 
 of the B.B. the sentence : — Bab is not a bad lad. Tlu^ 
 pupils, after a silent examination of the sentence, are exer- 
 cised in word-naming, grouping, and reading the sentence 
 as a MlK)le. 
 
 To get expressive readiiKj by the pupils, they must be led 
 to .see that in every sentence something is named, and, then 
 something is said about the pci'son or thing named. To 
 read ^vith expression, they nuist first read expiessivcly all 
 
METHOD FOR TEACHIXG PHOXIC READING. 
 
 28 
 
 )!ack-board, 
 ' tlien says : 
 IcMovv liow 
 ntheB.B." 
 ■tain of the 
 ited lesson. 
 
 v'ork-shop " 
 tl" to the 
 1 the B.B. 
 save time, 
 on all the 
 
 discretion 
 
 jefore the 
 
 t of the 
 
 al " word- 
 
 an exten- 
 
 *y. Only 
 
 words, 
 
 )rk-shop " 
 
 fid. The 
 
 are exer- 
 
 sentence 
 
 1st l)e led 
 bnd, then 
 
 H'd. To 
 
 uvcly all 
 
 the words naming what we are speaking about ; and then 
 must read expi'essively the words saying something about 
 the person or thing named. 
 
 Thus, the teacher says to the pupils : — " Look over this 
 sentence. It speaks about some one. About whom does 
 it speak ]" '* It speaks about Bab." The pupils give the 
 word Rah, expressively, as if they had, as they have, some- 
 thing to say about him. The teacher continues: — "Now 
 read all that is said about Bab." The pujjils read — *' is not 
 a bad lad," just as they would speak it. Tiie pupils must 
 be drilled to read this as one group, and not thus : — is-not- 
 a-bad-lad. Finally, the pupils, individually, read : — Bab — 
 is not a bad lad. The sentence is then " removed " to 
 another place on the B.B. 
 
 Note. — Tliis is an approprkite place to specak of simultaiieous or 
 '• concert " reading. This kind of reading has its advantag-is, and 
 the teacher may use it at discretion. He may call on the pupils to 
 read, in concert : — Rah — is not a bad lad. liut this should l)e done 
 after the individual reading, not before it. The following is the 
 opinion of a very practical teacher of elocution on this question of 
 simultaneous reading : — 
 
 Don't allow childi'cn to read much in concert. Use concert read- 
 ing simply for securing certain results, and not foi' the best expres- 
 sion of thought. Concert reading is an admirable form of drill for 
 too rapid readers, — and there is not one child in one thousand who 
 reads too slowly, or slowly enough. It is also of service in the 
 matter (tf j)ause, inflection, emphasis, initial and final consonants, 
 and the coricct pronunciation of words. ]iut these matters should 
 '.T treated largely as mechanical aflaiis, and the child's attention 
 givL-n to them as such. Wiun tliis mechanical woik has been done, 
 attention to the ihoinjlit to be expressed should be made an i/('/jru/«(i'^ 
 matter, for if concert woik is relied upon for satisfuitoiy reading, 
 the intelligent minority of the class will interpret fairly well, while 
 the stupid and indifierent, mIio most need the stimulus of oriijinal 
 fjf'm't, will simply follow in the .same direction without thought and 
 consequent!}' without benefit. — CnroVme Le Row. 
 
 The second sent(>nce (see lesson) is ]»ut in tho ''work- 
 shop" of the B. B.; and the pupils, after a silent examination 
 
24 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 or study of the sentence, and the usual drill in word- 
 naming, are questioned thus : — " Again, this sentence 
 speaks about some one. About whom does it speak?" 
 " It speaks al)out * Rub ' or ' He.' " " Now, there are two 
 things it tells about Rab or ' He,' what is the first thing 
 told about him ?" He—" put the rug in the cab." " What 
 is the second thing told about him?" He — "had the nag 
 run for Tom." " Now read so as to tell us the two things 
 said aliout Rab." " He — put the rug in the cab — and — 
 had the nag run for Tom." 
 
 In this sentence, if not in the last, the teacher may do a 
 little towards giving the pupils an idea of what emphasis 
 is, what an emphatic word is. In every sentence, or ex- 
 pression of thought, some ideas are more important than 
 others, consequently the words expressing these ideas must 
 be read with greater foro. In the first part of the sen- 
 tence : — He put the rug in the cab — the pupils may, easily, 
 be led to see that the most important ideas are those 
 underlying the words rug and cab, — that under jmt being 
 somewhat less in importance. If the pupils are told that, 
 to express the thought contained in this sentence, they are 
 allowed but two of the words in it, they will readily select 
 7'U(j and cab. If they are told they may have a third 
 word, they will select put. As soon as they have made 
 this selection, they may be asked to read the part again — 
 putting more force on ? itg and cab, and a little less on put. 
 How this force is put on the words will be shown by the 
 model reading of the teacher, after the explanation. The 
 efforts of the pupils to this end will })e the efforts of 
 bearinners ; but a foundation will be laid for an intelligent 
 appreciation of emphasis in future lessons. 
 
 In the second part— " had the nag run for Tom " — 
 there is a still better example of the use and value of 
 emphasis. The most important idea is that of running, 
 
 I 
 
ill ill word- 
 lis sentence 
 1 it speak?" 
 here are two 
 le first thing 
 b." "What 
 lad the nag 
 e tiro things 
 cab — and — 
 
 ler may do a 
 lat emphasis 
 tence, or ex- 
 3ortant than 
 e ideas must 
 ; of the sen- 
 may, easily, 
 are those 
 2nit being 
 "e told that, 
 ce, they are 
 adily select 
 we a third 
 have made 
 art again — 
 ess on put. 
 own by the 
 %tion. The 
 efforts of 
 intelligent 
 
 ),. Tom"— 
 1(1 value of 
 f running, 
 
 METHOD FOR TKACIIINCi IMIOXIC UKAI)IX(J. 
 
 25 
 
 therefore, run i> the leading or emphatic word, then nag, 
 then Tom. 
 
 The second sentence is now placed with the first, making 
 another step towards the formation of the paragraph. 
 
 The third sentence is dealt with in a similar manner, 
 and placed with the first two, completing the paragraph. 
 
 As the proximity of the sentences to one another may 
 cause a little confusion to the pupils, individual pupils may 
 be called on to read a sentence in the order in which it 
 comes on the B.B. Tlie pupils, individually, should then 
 be asked to read the paragraph as a whole. 
 
 AVhen a pupil has done this, the teacher should criticise 
 in a friendly, sympathetic way, pointing out any errors in 
 grouping, emphasis, inflexion, etc., and then should ask the 
 pupil to "try again." There should be as much individual 
 reading of the paragraph as po.'sible. 
 
 The teacher and pupils will deal with the second para- 
 graph as with the first, having, first, a drill on phonic and 
 "filling in" words, then on the reading of the sentences. 
 
 The two paragraphs are now made the subject matter 
 for the reading lesson. 
 
 Most of the lessons, if not all, in Part T, should be 
 first placed on the B.B., as in this lesson. After the B.B. 
 lesson, if there is a "tablet," giving the same lesson, the 
 pu})ils may read from the "tablet," and finally re-id from 
 the book. 
 
 If the book alone is used, the lesson will be conducted as 
 laid down in the preceding pages. The book simply sub- 
 stitutes the printed page for tlie B.B., and the method of 
 teaching will not be changed. 
 
SECOND STAGE. 
 
 (iSee Page vi). 
 
 typb: lesson for words containing the short sounds 
 of the vowels: but the vowel is preceded or 
 succeeded, or preceded and succeeded by two 
 consonants, each bein(i sounded. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 To teacli the pupils to read witli intoUigonce and expres- 
 sion, the sentence : — " Ned is a smart lad " — smart being 
 the leading phonic word. 
 
 Note. — The word smart is selected for this plan, hecause it lias 
 two consonants preceding, and two succeeding the short vowel. 
 With this plan hefore liim, the teacher will have no difficulty in 
 making one for such words as (jlad (two (Kjnsonants preceding the 
 short vowel), and milk (two consonants succeeding the short vowel). 
 
 1 . Give the pupils a good drill on the recognition of the 
 words Ned, is, a, lad, by placing these words " one by 
 one" in the "work-shop" of the B.B., and calling on 
 the pupils to pronounce each word. 
 
 Note. — At this stage a review of letters should not he necessary. 
 
 After this review of words, place thcni in a column, 
 thus :— 
 
 Ned 
 
 IS 
 
 a 
 
 lad 
 
 2. By question or questions lead the pupils to say the word 
 
 smart. 
 
 26 
 
MKTHOI) lOIl TEACH INT} PHoXir HEADING. 
 
 27 
 
 Develop- 
 ment. 
 
 r SOUNDS 
 
 :eded OU 
 
 BY TWO 
 
 and ex})ivs- 
 minrt being 
 
 )ecause it has 
 
 short vowel. 
 
 ) difficulty in 
 
 preceding the 
 
 short vowel). 
 
 ition of the 
 |ds "one by 
 calling on 
 
 I be necessary, 
 a column, 
 
 lay the word 
 
 1. Tlu^ pupils are asked to pronounce the word smarts then 
 more and more slowly, dwelling on each .sourtd until 
 they discover that there am Jive sounds in the word. 
 
 2. The pupils, individually and collectively, are drilled in 
 /irticulating tlu's«> sounds, as first sound, second sound, 
 third sound, fourth sound, fifth sound ; and then, in 
 any order as the teacher directs. 
 
 XoTi;. — As tlici*.' iuo y/(r sounds in llie word, great care inuHt lie 
 taken witii this drill, so tliat the unusual munlter of letters and 
 soujids will not confuse the pupils. 
 
 3. The pupils are able to place on the B. B. letters repre- 
 senting (dl tlie sounds. A pupil is asked to place on 
 B. I>. the letter which tells us to say the first .sound. 
 He does this; and othei" j^upils place the letter on the 
 B.B. or in their note liooks. As .s and its sound are 
 quite familiar to the pupils, a very brief drill will be 
 sutlieient. 
 
 4. The letter s is removed to another place on the B.B., 
 standing as the beginning of the word unuo't. 
 
 5. The remaining four letters are placed on the B.B. 
 in the same way by the pupils; and are, in turn, 
 "removed" to their places in the word Kinarf, which 
 now appears thus on the B.B. 
 
 <). The pupils are called on to say the word as a whol<\ 
 The unusual numl>er of letters may cause a slinhi 
 ditficulty : but the pupils, by this time, are so proficient 
 in i-ecognizing whole phonic words, the ditficulty will 
 soon disap[)ear. 
 
 7. The word smart is placed in a second column, the 
 columns appearing thus : — 
 
28 
 
 METHOD Full TLACIIINiJ rHOXIC UEADINU. 
 
 Ned 
 
 Practical 
 Exercises. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 in 
 
 a 
 
 nniart 
 
 hi'/ 
 
 8. A brisk final drill is given on these words. 
 
 9. The sentence : — " Ned is a smart lad," is placed on the 
 B.B. ; and the usual drill is given in word-naming, in 
 reading gi-oups, and in reading, with expression, the 
 .sentence as a whole, thus : — Ned — is a smart lad. 
 
 As in the preceding plans. 
 
 NoTK. — We maj' find words liaving (hrcp or (possihly) more con- 
 sonants prooeding or succet'ding the short vowel, as stri)), burnt, 
 ■yr'n/s ; but the plan for these words will he similar to the last, 
 except for the word spriys, where there are six sounds to be repre- 
 sented, and where a six-letter word is, afterwards, to be recognized 
 and read. 
 
 NEW CLASS OF WORDS IN SECOND STAGE 
 
 TYPE TLAN FOR WORDS HAVING «« DOUBLE" CONSO- 
 NANTS, SUCH AS, PUFF, E(JO, J/ ILL, BESS, BACK. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the group of words ; — The bell — II being a new combi- 
 nation to express a single sound. 
 
 1. It may be well in this lesson to review the letter I and 
 its sound ; because, in the word bell, the sound is repre- 
 sented by two IVs. That the sound may be represented 
 by one I, must be firmly fixed in the minds of the 
 pupils. 
 
 2. By questioning lead the pupils to speak the word bell. 
 
METHOD FOR TEACMINO PHONIC HEADINd. 
 
 29 
 
 Develop- 
 ment. 
 
 ced on the 
 naming, in 
 Bssion, the 
 ; lad. 
 
 \r) more coii- 
 strip, burst, 
 to the last, 
 to be repre- 
 3 recognized 
 
 5TAGE 
 
 1" CONSO- 
 BACK. 
 
 nd expres- 
 lew combi- 
 
 'tter I and 
 id is repre- 
 jpresented 
 is of the 
 
 ord bell. 
 
 1. Tho pupils pntiiouncc tlui word /W/, then inor*' und 
 more slowly until they discover there are t/me sounds 
 in the word. 
 
 2. The usual drill is given in articulating the sounds by 
 number, as arranged by tho teacher. 
 
 .'?. The pupils are called on to place on the B.R the letter 
 representing the first sound — the letter b. 
 
 4. The teacher ** removes " this letter, as in preceding 
 plans. 
 
 f). The letter e is similarly placed on B.B. and "removed," 
 making, in a conspicuous place, the combination, thus : 
 
 he. 
 
 (). The pupils are asked to place in the "work-shop" of 
 the Vi.Vt. the letter which tells them to say the third 
 sound in the word bell. They will place there a single/. 
 
 Note. — There are now two ways of dealing with the additional 
 /. One is to •'remove" to its place with he, the single / made by 
 the pupils, to call on them to pronounce the word as if written bel, 
 and to tell them that in these small words this letter is always 
 made twice, thus, hell, though one letter is all-sufficient to suggest 
 the sound, to which the second letter adds nothing. To this method 
 is made the natural objection that the pupils should not be allowed 
 to see such a combination as bel for the word hell. The other way 
 is not open to this objection, and it is that adopted in the next step. 
 
 7. The teacher now tells the pupils that while they are 
 quite correct in putting on the B.B. a single I to repre- 
 sent the third sf)und, in almost all cases where this 
 sound comes at the end of a word, the I is "doubled," 
 that is, a second I is added to the first, although no 
 change is made in the soiaid. The pupils are exercised 
 in making II in the "work-shop" of the B.B., at the 
 same time giving the sound. 
 
 8. The teacher now " removes " U to its place beside be, 
 making the word bell — written thus : — beU or bell. The 
 
so 
 
 MKTIIUI) FOU TKA( JIINU I'I1<»N1C HKADlNd. 
 
 l»ii|iils. ii'.(Ii\ idiiully aii<l colloctivfly, |ii'(irioiuu'<' (he 
 
 \Vul(i. 
 
 U. 'I'Imi word till' is now jirclixcd ; and tlic pupils read, 
 expressively, {\\v, group: — The l)elj. 
 
 SivSSel '^'' '" l"'<'^'«"''".i^' 1'Ihiis. 
 
 This plan will serv(! as a model for ))laiis to teaeh the 
 j)Uj>ils to reeo^'iMzc, acM'ount lor icttcis in, and j>r<»iiounce 
 such words as />"//', rf/;/, hill, lliss, Ann, ('.\(;ept that in the 
 words e<j(j and Ann, each lias but two s<junds. 
 
 NKW CLASS OF WORDS IX SKCOND STAdF. WORDS 
 
 FND1N(! JN 6' A'. 
 
 Topic. 
 
 Introduc- 
 
 tion. 
 
 To teaeh \\\i\ pupils to read with intelliyonec; and (expres- 
 sion the ^I'oup of woi'ds : — 'J'he saek — ck beini; a new 
 eomhination to express a single sound. 
 
 1. The teacher articulates the sound represented ))y '' hard 
 and k ', and calls upon tlie pupils to place on the JMi. 
 the r)ieture which tells them to say this sound. 
 
 NoTK. -It is very prohablo that sonic of the piij»il.s will put r on 
 the IJ.li. , an<l others /•. This is just mIiuI tlie teailier wants. For 
 the jiuiposes of the lesson hollt forms are needed in the introcUietion ; 
 and if lioth forms are yiven, the jjupils aie drilled in sounding the 
 letters, tlie teaelii-r taking eaie that the pupils thoroughly under- 
 stand the two forma for one sound. 
 
 If, which is hai'dly possible, the pujiils when called on put hut 
 one form on the li. H., c or I-, the teadier Mill ask for the other 
 form, which the pupils will place on the IJ. B. for the di-ill spoken of 
 in the last p;iiagiai»li. 
 
 These letters are lujw placed, thus : 
 
 2. By questioning, the pupils are led to say the word sack. 
 
MKTIlol* For TKACHINM; PHONIC llKAI)l\(i. 
 
 81 
 
 )iiJic.' tho 
 pi Is loml, 
 
 Develop- 
 ment. 
 
 eat'h tho 
 I'lt ill the 
 
 ^^'ORI)S 
 
 1 exprcs- 
 ' a now 
 
 )y c hare] 
 tho JiJi. 
 
 put (• oil 
 
 lis. For 
 
 Killctioil ; 
 
 Kliiig tile 
 ly uiidor- 
 
 put hut 
 he other 
 poken of 
 
 1 
 
 cl sack. 
 
 1. Thr |»ii|iils prnrHtunco tho word siwk, thori muro aiid 
 iiKtri! sh)wly until thoy discover there are three soumls 
 in tlie wonh 
 
 2. The usual drill is given to tlio pupils in articulating the 
 sounds by nunihor, as arranged by tho teacher. 
 
 3. The pupils aro called on to place on tlu^ H. B. tlio letter 
 roprosentiiig the first sound — the letter s. 
 
 \. The teacher "removes" this lettt;r as in preceding 
 plans. 
 
 5. The letter a is similarly placed on tlie B.B., and 
 " removed," making, in a conspicuous place, the com- 
 bination, sa. 
 
 6. The pupils are asked to place in the "work-shop" of 
 the B. B. the letter which tells them to say the third 
 sound in the word sack. 
 
 NoTK. — Some of the pupils may jjlace c, otiiers k, on the B.B. If 
 they do not place both forms, the teacher must lead them to do so. 
 
 7. Both forms c and k being on the B.B., the teacher drills 
 the pupils in giving the sound as either letter is pointed 
 to. 
 
 8. The teacher now tells the pupils that eitlier c ov k may 
 be used to represent the third sound in the word sack 
 (the pupils again analyze tho word, and give, clearly, 
 the third sound); but, at the end of such words, both 
 are added, thus, ck. A good di'ill is given on ck in the 
 "work-shop" of the B.B., so that the pupils recognize 
 a combination of tivo letters representing one sound. 
 
 9. Ck is now put in its place with sa, already on B.B., the 
 word being written thus : — sack or sack. The pupils 
 individually and collectively pronounce the word, which 
 is then placed in the second column, thus : — 
 
32 
 
 METHOD FOR TEACinX(i PHONIC READING. 
 
 Practical 
 Exercises 
 
 sack 
 
 10. The group of word.s — Tlie sack - is now phiced on the 
 B.Ji., and is read, expressively, by the pupils. 
 
 As in preceding plans. 
 
 Now will come appropriately a review lesson involving 
 the use of the short vowels, the single consonants, and such 
 consonant combinations as U and ck. 
 
 REVIEW LESSON. 
 
 back 
 
 duck's 
 
 dull 
 
 wind 
 
 pink 
 
 Jack 
 
 ofT 
 
 glass 
 
 barn 
 
 soft 
 
 sack 
 
 puff 
 
 grass 
 
 smart 
 
 pond 
 
 band 
 
 egg 
 
 Bess 
 
 help 
 
 drop 
 
 neck 
 
 eggs 
 
 a-cross 
 
 nest 
 
 corn 
 
 Dick 
 
 bell 
 
 glad 
 
 rest 
 
 hurt 
 
 thick 
 
 fill 
 
 bank 
 
 milk 
 
 must 
 
 lock 
 
 mill 
 
 hard 
 
 duck 
 
 doll 
 
METHOD FOR TEAnnXC PFlOXir UEADFXO. 
 
 83 
 
 Words to 
 he (ail (/lit 
 asii'holes. 
 
 go 
 
 Tliere 
 like 
 
 work 
 are 
 
 Jack will fill the sack from (lie l)i(i in the Itarn, 
 In the hill is corn. He will men put the sack 
 a-cross the l)ack of the nag; and the nag will go 
 to the mill. 
 
 Dick and Bess sit on the ])ank at the mill. 
 There is grass on the hank. They like to rest in 
 the soft gras.s. They do not woi-k so hard as 
 Ned. Dick has an cgi^. It is a hen's egg. Bess 
 has her wax doll. They are not dull or sad ; they 
 are fflad. 
 
 The cat has on its neck a pink hand with a hell. The 
 bell can-not drop off. Bess put on the band and the bell. 
 The cat must not get the egg. It will sup milk un-til it is 
 fat. It has thick fur. 
 
 Dick will lock the mill ; and will not hurt the duck on 
 the pond. He got six eggs from the duck's nest. The 
 eggs of the hen are not so big. 
 
 There is not a puff of wind. The p(jnd is like glass. 
 
 See on page 21 hints for teaching the pupils to read 
 such a lesson. 
 
 NoTic— Revi«>\v may ]w ciiiiicd furtlier hy a .sfrifs of lussons 
 arranged thus : — 
 
 RKVIKW LESSONS, 
 
 A series of sentences, arranged in pai-agraphs, and giving 
 exercise in monosyllables ending in f>, preceded l)y <(, e, i, 
 0, a ; such words as Ta/>, ivt'b, rih, rob, tub, in new groups 
 and sentences. 
 
 A similar exercise involving monosyllables in d final, 
 sucli as sad, hd, hid, ,snr/, inwi, in n(>\\ groups and 
 sentences. 
 
 Similar exercises in </, ni, v, />, ^ ,'■. final— building on 
 
 j each letter, preceded by a sh(»rt vowel, woi-ds leading to 
 
 sentences and paragraphs. 
 3 
 
34 
 
 .MKTIIOI) KOII rEA(MI\(; ni(»\|<' !{K.\I)IX(!. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment 
 
 NKW CLASS OF WORDS IX SECOND STA(;K. 
 
 Those words will involve such combiuation.s as ch, s/i, th, 
 
 v;h, and tiy ; each pair of letters representing l)ut otie 
 
 souiu/, and that sound unlike tlu^ sound of either letter of 
 
 the pair. 
 
 TYPE PI .., 
 
 To teach the pupils to read w intelligence and expres- 
 sion, the group of words : -The chin— cA being a new com- 
 bination to express a single sound. 
 
 1. Review The, and, as usual, place it in a column, thus: — 
 
 The I 
 
 Note. — Review of the letter 71 is unnecessary. Review of and 
 /t, individualhf, would be a fatal mistake, bec:ause there is no relation 
 or coiniection between the sounds of c and /( individually, and the 
 s(Muid of r/(. In ch <^here is a very slight trace of tiie sound of /t ; 
 but not sutHciently clear to the pupils. 
 
 2. Lead the pupils to S2ieak the word chin. 
 
 1. The pupils pronounce the word chin, then more and 
 nioi-e slowly until they discover there are three sounds 
 in the word. 
 
 2. The usual drill is given in articulating the sounds by 
 nundjer. 
 
 3. The pupils ai-e called on to place on the B.B. the letter 
 representing the third sound. 
 
 4. The teacher removes this letter — n — as in preceding 
 plans. 
 
 5. Similai-ly the letter i is placed on the B.B. by the 
 pupils and " removed " by the teacher to its place with 
 n, thus, in. 
 
 6. The teacher says : — "I shall now put on the B.B. what 
 tells us to say the first sound in chin. Say that first 
 sound again." (The pupils articulate the sound, and 
 
.MKTIIOI) I'OII TKACllIXii I'MoXlc KKADINC. 
 
 :V 
 
 s ch, s/t, th, 
 ig bub otie 
 er letter of 
 
 nd expres- 
 new com- 
 
 n, tlins; — 
 
 ew of c and 
 
 MO relation 
 
 h'> and the 
 
 iound of h ; 
 
 iiore and 
 
 ee sounds 
 
 ounds by 
 ■he letter 
 
 receding 
 
 by the 
 !ice with 
 
 B. what 
 lat first 
 tid, and 
 
 Practical 
 Exercises. 
 
 the t.'Hchcr n.ntinucs thus):— "I uiu soirv we havr no 
 now .single hater that will tell us to say the first sound; 
 •so, we are obliged to use two letters, looked upon, how- 
 ever, as one picture." The teacher places ch in the 
 " work-shop" of the B.B., thu.s, 7>, impresses on tiie 
 pu])ils tlie fact that it is to be regarded as one letter, 
 representing one .sound. Th<' pupils will ueed thorough 
 drill (m this important i)oint, until thcv readilv associate 
 with rh, the first sound in the word chin. 
 
 7. The word chin is i)laced in the second column, thus : 
 
 the j chin 
 
 8. The group of words— Th,. diin— is n..w placed on the 
 ]5.B , and tiie pupils are called to say the group, with 
 e.xpression. 
 
 As in preceding plans. 
 
 This plan will serve as a type for lessons on ch as in 
 7nuch, sh as in nhni and .M, th as in thin and thaii, pith 
 and n-ifh, n-h as in vhip, and n(j as in soiuf. The two 
 sounds of ^// -one as in thin, a "In-eath" .sound, tlie other 
 as ill than, a " voice" .soutul-will make the only ditliculty 
 here. With these and similarly formed words,' the word 
 method is the oidy helper. 
 
 iU':viE\v LJ<:.ss()x.s. 
 
 An appropriate concluding s(>ries of review lessons in- 
 volving the short .sounds .,f th,, v.»w,.ls. an,I the new 
 consonnnt annhinntions, may b- ])resented Jiere. The.se 
 lessons are as follows : — 
 
 1. Sentences an,l j)aragr;iphs m;ide up of words iinolving 
 the use of a .short, using before ,.r afl,'r, or b..f,)re ;ind 
 after, the .short vowel, any of the consonants, uv con- 
 aonunt conihincitionx. found in i)recedin«'- les,s,»ns 
 
 '1. Sentences and paragraphs giving words similarly foi-med 
 on short e. 
 
36 
 
 METHOD FOR TEACHING PHONIC KEADING. 
 
 .'?. Sentences and pai'H<5ni[>h.s giving words similarly formed 
 on slioi't i. 
 
 4. Sentences and paragraphs giving words similarly foimed 
 on short o. 
 
 5. Sentences and paragraphs giving words similarly formed 
 on short u. 
 
 The lessons developed thus far, appropriately belong to 
 "Part I." of the "First Book." The succeeding plans 
 refer to lessons properly belonging to "Part II." 
 
 This is a convenient place to examine the elementary 
 sounds of the English language. 
 
 The English language has about forty elementary 
 sounds ; consequently, our alphabet of twenty-six letters 
 must do the duty of representing all these sounds. How 
 this is done is shown in the following table : 
 
 Vowel Sounds 
 
 1. The sound of a as in tape. 
 
 2. 
 
 
 a 
 
 II 
 
 tap. 
 
 3. 
 
 
 n 
 
 M 
 
 tar. 
 
 4. 
 
 
 a 
 
 II 
 
 tall. 
 
 6. 
 
 
 e 
 
 U 
 
 mete. 
 
 6. 
 
 
 e 
 
 II 
 
 met. 
 
 7. 
 
 
 i 
 
 II 
 
 ripe. 
 
 8. 
 
 
 • 
 
 II 
 
 rip. 
 
 9. 
 
 
 (> 
 
 11 
 
 hope. 
 
 10. 
 
 
 
 
 II 
 
 hop. 
 
 11. 
 
 
 11 
 
 II 
 
 tube. 
 
 12. 
 
 
 u 
 
 II 
 
 tub. 
 
 13. 
 
 
 u 
 
 II 
 
 rule. 
 
 14. 
 
 
 XV 
 
 II 
 
 ivet. 
 
 15. 
 
 
 y 
 
 M 
 
 yet. 
 
 16. 
 
 
 oa 
 
 II 
 
 bound 
 
 17. 
 
 
 oi 
 
 11 
 
 boil. 
 
irlj' foniief] 
 
 irly foi ined 
 
 'Jy formed 
 
 belong to 
 i»g plans 
 
 lementary 
 
 ementary 
 ix letters 
 Is. How 
 
 METHOD FOR TEACHIN'C^, PHONIC KEADINfJ. 87 
 
 Beginning a word, lo = oo rapidly pronounced. 
 
 II II y = C(^ II 
 
 Ending a word, w = ii. 
 II ?/ = '• 
 
 Consonant Sounds :— - 
 
 Some of the consonant sounds may l)e given in pairs ; 
 one of each pair expressing what is called a bn;(ifh sound ; 
 tlie other, a voice sound. In the following table, the breath 
 .sounds are put first. 
 
 ( 
 
 18. The sound of ;; as in pet. 
 
 19. 
 f20. 
 121. 
 f22. 
 \23. 
 |24. 
 \26. 
 
 r26. 
 
 \27. 
 J28. 
 \29. 
 J 30. 
 (31. 
 |32. 
 [33. 
 
 II 
 II 
 II 
 II 
 II 
 II 
 II 
 II 
 11 
 II 
 II 
 II 
 II 
 II 
 II 
 
 b 
 t 
 
 d 
 f 
 
 V 
 
 th 
 th 
 
 r{k) 
 
 
 eh 
 
 sh 
 
 bet. 
 ten. 
 deii. 
 fat. 
 rat. 
 th ink. 
 ill en. 
 
 cob and kid. 
 (jot. 
 chest, 
 jest, 
 seal, 
 zeal, 
 show. 
 a::nre. 
 
 Consonant Sounds wot pairing : — 
 
 34. The sound of I as in b't. 
 
 35. 
 36. 
 37. 
 38. 
 39. 
 40. 
 
 1)1 
 n 
 r 
 
 h 
 tch 
 
 met. 
 
 net. 
 
 rat. 
 
 sou (J. 
 
 hot. 
 what. 
 
i 
 
 :i8 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 mi-:th()I) F(jii 'jEA<;niN(i phonic; itKADixd. 
 
 Tlie names of tlie letters sliould l)e taught at this stage, 
 l)ecauso the i)ui)ils sh(»uld now bo'tniiued to spell the word 
 hy tKiniiiifj the letters. 
 
 PAKT IT. 
 
 INTH()I)U(J1\(; 'I'HK THIRD STA(;K IX rHONIC READINC). 
 
 Ill ' i'- stage are presented words involving the long 
 sounds of the vowels, such as (/fottc, Jirrf, Vuic, ro/tr, tnhe. 
 On these words are built sentences antl pai'agraphs, as in 
 the preceding lessons. 
 
 El .11 1^ 'ii tl'is stage, the pupils meet the first serious 
 diftieulty i . , .^.lic reading. Take, for example, the vowel 
 a. Up to the ynff-ent, the pupils have associated with it 
 Its short -" I'd. it is necessary to teach them that. 
 
 under certai.i co.v'iti- 
 
 has another sound. Fortu- 
 
 nately the ortliograj)hy of our language helps effectively to 
 settle the question as to when a represents «, and when d. 
 In the word pan, a is short; add the final «', aWewt— pane — 
 iind the sound of a is long. The key-note of the lessons in 
 this stage will, thei-efore, he the influence which final e 
 silent has on the preceding a owel. It is easily learned V)y 
 the pupil, mIio will soon be able to make, in reading, the 
 distinction between such words as pan and pane, wet and 
 uiete, 'pill antl 2)ui(>, rob and ro})e, tub and tub''. 
 
 TYPE VLAX OF A LESSOX TO TEACH THE PUPILS TO 
 RECOOXTZE WORDS IXVOLVIXG THE LOXCi SOUXDS 
 OF THE VOWELS. 
 
 To teach the pupils to read wiUi intelligence and expres- 
 sion the group of words : — The pane — a having a new 
 sound. 
 
 1. Keview the letters a. p and n, b}' i)lacing them in the 
 " woi'k-shop " of the li.I>., tmd calling on the pupils to 
 give the sounds. Then place them in coknnns, thus : — 
 
 ?! 
 
METHOD von TEACHING PHONIC READING. 
 
 39 
 
 Develop- 
 ment. 
 
 a 
 
 n 
 '1. Bring from the pupils the spoken woid ])ane. 
 
 1. The pupils are asked to pronounce the word so as to 
 show how many sounds it contains. It has three 
 sounds. 
 
 2. The pupils, as usual, are drilled in giving the sounds 
 by nund)er, in any oi'der. 
 
 3. Certain pupils are asked to put in the " work-shop " of 
 the B.B. the letter which tells us to say the first sound ; 
 p is so placed, and is " removed " by the teacher to 
 another place on the B.B. 
 
 4. Similarly n is placed on the B.B. by the pupils, and 
 removed by the teacher to its position near^; — thus, 
 2? 11. 
 
 5. The pupils are asked to pronounce the word as a 
 whole, and to articulate the second sound. 
 
 G. The teacher says : " We have no ne?v letter to tell us 
 to say this sound ; we must, therefore, use an old one, 
 with something to sIkjw that the old letter has the 
 new sound." 
 
 NoTK. — There are two ways of dealing with the new conditions. 
 The teacher may put between p and n, tlie letter a, and ask tlii' 
 pupils to read the word tluis formed. Tiiey will call it }ki)i. The 
 teacher asks, "What do we want to say?" Tiiey will answer 
 "pane." The teacher then tells the pupils that to make a word 
 saying jtaue, we use the letters p, a and ii, with a litter at tlie end— 
 this letter saying nothing, but showing that the second letter tells 
 us to say a instead of a — thus, fa/it'. A good drill should he 
 given in pronouncing the tivo words — p(tn, then ' is added, and the 
 pupils are asked, "What does the word in its new Unm- />a;it' — 
 tell us to say ?" 
 
 The other plan, and possibly the better one, is that 
 which follows : 
 
40 
 
 METHOD FOR TEAfMriNG PHONIC READING. 
 
 Practical 
 Exercises. 
 
 The teacher puts in tlie '' work -shop " of tlie B.B. the 
 letter a, with c following at a little distance, and marked 
 thus : — a c ; and tells the pupils that when they see these 
 two letters, with one between, the tirst one tells us to say 
 a. Then the combination is " removed " to p n, a being 
 placed between these two letters, and e at the end marked 
 thus c— the whole word appearing as paw. 
 
 Note. — Thorough drill is necessary here. Diill the pupils, first, 
 in giving the sound of a, always looking towards final e silent ; and 
 then in giving the whole word panp. 
 
 7. The group of words — The pane — is now placed on the 
 B.B. and is read, expressively, by the pupils. 
 
 Oral: — The teacher may put on the B.B. a number of 
 words like the following, and ask the pupils, individually 
 and collectively, to pronounce the words correctly and 
 briskly ; — babe, spade, safe, lake, gale, game, viane, taj)e, 
 hare, base, Kate, 7vave, gaze. Quick word recognition and 
 word naming are the important points here. 
 
 Note. — In the first diill, the wortls niaj' have e marked as silent, 
 tluis ^: in the second drill, the words should he written in the 
 ordinary way. 
 
 After this drill, pairs of words may be made, contrasting 
 the long and the short sound ; and the pupils may be asked 
 to pronounce each word of the pairs, clearly bringing out 
 the distinction, thus : — Bab and babe, mad and made, dam 
 and dame, van and vane, tap and tape, fat and fate. 
 
 Written : — The pupils are asked to write several times 
 in tiieir note-books — as " desk work " — the group — The 
 pane. 
 
 This plan will serve as a type for plans to present to the 
 pupils the long sound of e as in here, the long sound of i as 
 in bite, the long sound of o as in rope, and the long sound 
 of 11 as in mute. 
 
MKTHOD FOR TEArHINTJ PHONIC HEADINO. 
 
 41 
 
 5 B.B. the 
 nd marked 
 ^ see these 
 3 us to say 
 n, a being 
 nd marked 
 
 pupils, first, 
 silent ; and 
 
 ced on the 
 
 number of 
 idividually 
 'ectly and 
 lane, tape, 
 lition and 
 
 pd as silent, 
 tten in the 
 
 ontrasting 
 
 Y be asked 
 
 nging out 
 
 nade, dam 
 
 Bral times 
 oup — The 
 
 ent to the 
 nd of i as 
 )ng sound 
 
 I 
 
 1 
 I 
 
 I 
 
 Sometimes the final e silent comes immediately after the 
 vowel which it " makes " long, thus : — //>, Aor', du*. This 
 should present no difficulty to teacher or pupil. There is 
 no consonant between the long vowel and the final « silent; 
 but the absence of this consonant affects neither vowel. 
 
 TYPE LE8S0N IXTRODUCINCi THP] LONiJ SOUNDS OF 
 
 THE V0WEL8. 
 
 a, with itn loufj sound before final e silent ; c, with its soft sound be/ore 
 
 final e Kili'iit. 
 
 babe 
 
 safe 
 
 lame 
 
 base 
 
 shade 
 
 face 
 
 lake 
 
 tame 
 
 gate 
 
 gale 
 
 Grace 
 
 make 
 
 Dave 
 
 Kate 
 
 bare 
 
 pace 
 
 fade 
 
 take 
 
 lane 
 
 cave 
 
 race 
 
 made 
 
 shake 
 
 mane 
 
 late 
 
 spade 
 
 tide 
 
 i-ai'e 
 
 have 
 
 rate 
 
 wade 
 
 game 
 
 hare 
 
 
 
42 
 
 MKTIKH) FOR TEACIIINTJ I'HoXIC RKADING. 
 
 M'o/v/.s to 
 lin tdiiij/it 
 (iH leholcs. 
 
 J,'()()d 
 
 house 
 
 flowt^rs 
 
 liorso 
 
 }•«'" 
 saw 
 
 says 
 
 out 
 
 ])i'eak!:3 
 
 Ben Smith has a bi<,' farni which stretch-es 
 from the top of the liill to tlie lake. It is good 
 land, and from it lie will take a rich crop. At 
 the base of the liill is the house; and a lane 
 runs from it to the lake. At the hack of the 
 house, and a-Kmg the laiu! are ti'oes, the braiu'li-es 
 of which make a shade fr(»iii tie hot sun. The 
 sun makes the flowers fade. 
 
 The horse is in the yard. You will see him 
 rush throu<,di the gale, shake his mane, and 
 start at a brisk pace down the lane. 
 
 Grace, Kate and the babe have just left the 
 lane, and are in the grass plot, ({race is fond of the bal)e 
 and will take care that it is safe fiom harm. They often 
 go to the lake when there is not a gale, to dip their bare 
 feet in the wa-ter, or wade, or race on the sand. Then 
 they rest and Kate tells a tale. 
 
 In the face of the hill is a cave which Ben made with 
 his spade. He saw a lame hare run into the cave. Ben 
 says he will bring out his dog, Dave, and catch the hare. 
 But lie must not be late, for the hare will hide in the cave. 
 On the hill there are game ; but they are not tame. 
 
 In the gar-den Ben has some rare plants and flowers. 
 He gave them much care ; and had a sale of them, late 
 last fall. 
 
 He has a hot-house where some of the plants are car-ed 
 for in the win-ter ; but they are tak-en out in spring and 
 put in the clay. He is careful to I'ake the beds and pare 
 the bor-ders. 
 
 The frost of win-ter often breaks the panes of glass in 
 the hot-house, so they nuist be mended in the spring. 
 
MKTIKJl) roll TI:A( IIIN'ci I'lIoNIC UEADIXd. 
 
 43 
 
 stretcli-ps 
 It is good 
 ci-op. At 
 likI a lano 
 ack of tli«> 
 ; ))raiu'Ii-(*.s 
 sun. The 
 
 ill seo liiiTi 
 iiano, and 
 
 st left the 
 t' tho }ml)e 
 'hey of-ten 
 their bare 
 id. Then 
 
 nado with 
 ive. Ben 
 
 the hare. 
 
 the cave, 
 le. 
 
 il flowers, 
 hem, late 
 
 \re car-ed 
 
 pring and 
 
 and pare 
 
 P iiflass in 
 
 ing. 
 
 The plan of conducting a "reading lesson" on this storv 
 will 1)(; similar to that suggested on page 21 and the 
 following piigi.'s. 
 
 Jmmcdiately after teaching the pupils to recogni/e tin' 
 long sound of a, us in jxnn', we can conveniently introduce 
 the ''soft" sounds of c and </. Suitable words for this 
 purpose are Jaco and I'tif/r. 
 
 The plan for teaching the pupils to recognize the written 
 word/atv3 will, to a certain extent, be similar to that for 
 the word pane. The word /ace has three sounds— the usual 
 sound of/, the long sound of a, and the ''soft " sound of c. 
 The pupils know how it is shown that a has the long sound. 
 Final r, silent does this. And final e silent not only 
 "makes" the a long, but the c soft. Thus, together with 
 teaching the pupils that we use an old letter a to represent 
 the second sound in/ace— and final e silent tells us that a 
 stands for this sound — we show them that we use another 
 old letter — c— to represent the third sound. This letter c 
 has now a new sound, which, as well as long a, is marked 
 by fhial e silent. 
 
 The word 7'age will be dealt with in a similar manner. 
 It has three sounds — the second and third Ijeing repre- 
 sented by familiar letters, whose new sounds are marked 
 as injace, b}^ final e silent. 
 
 A drill may now be give;i on pairs of words like the 
 following : — /rtc, fan> ; Mac, marc; (jag, gage; rag, rage; 
 sag, sage ; rvag, irage. 
 
 After the lesson or lessons on the long .sound of a are 
 disposed of, the following lessons will come in order: 
 
 I. To present to the pupils words involving the lonf 
 sound of e, (^\) when e or ee is joined to a singh; constmant, 
 o)' two or more consnnants, as l)e, he, we, hee, fee, lee see 
 flee, (ilri- spvee ; (2) when the sound dei 
 
 d dej)ends (»n final e 
 
 SI 
 
 lent, 
 
 IS Ikere, mete. 
 
44 
 
 MKTIIOI) I'OII TKAnilNr. I'MoXir RKAIUNC. 
 
 Topic 
 
 II. To pi'osent to tlio puj)ils woj-ds ijivol\ini( the long 
 houikI (tf I, ( 1 ) when i is joined lo a single consctiiiint, hh ///,• 
 (2) when i\w sound depends on final r. silent, with or with- 
 out an intcTvening consonant, as //V, pit', iif, ride, Infr, sirr 
 
 in. To pnvsent to tlu; pupils wofds inv(»lvin<^ the ion 
 sound of o, (I) when <> is joined to on(! or moi'e consonants, 
 as (/o, //(>, )iOy so, F/u ; (2) when the sound depends on final 
 e silent, with or without an intervening consonant, asyoe, 
 hoe, sloe, toe, woe, home, 7'ode, sorr, note. 
 
 IV. To present to the pupils words involving the long 
 sound of'v/, when the sound (h'p(Mids on final e silent, with 
 or without an intervening consonant, as <hh-^ hue, blue, glue, 
 flute, vinte, ])i(re. 
 
 NoTK. In T, II and HI, wc toiicli the ])upils tliat when e or cr, i, 
 or o ends a word anil is tlio only vowel in that word, tlio single or 
 doul)Ie letter repi-esents the "long" sound of r, i or i>, respective!; 
 Plans for the other long sounds nu'ntioned in I, II, III and IV, W' 
 be similar to that begun on i)age SS. 7'o is an exception. 
 
 NKW SOUNDS OF ^. 
 The next series of lessons deals with the sounds of a other 
 than the short sound as in t<(p, and the long suund as in 
 tape. Plans have already been given for teaching these types. 
 
 The sounds of a now to he presented are : one sound 
 already known, but to be learned in a new combination — 
 the long sound of a as in ra'ni and day ; the sound found 
 in such words as adm, far, fatlwr ; and the sound found in 
 such words as hall, bald, h(dt, haul, jxitv, luiuk, chalk. 
 
 TYPE PLAN OF A LFSSON TO TKACH THE PUPILS TO 
 RECO(JNIZK WORDS INVOLVIN<; THE LONtJ SOUND 
 OF ^, AS IN MAID, WAIF, FAIL, AIM, FAIN, AIR, 
 GAIT. 
 
 To teach the ])upils to re;ul witii intcdligence and expres- 
 sion the grou}) of words The ])ail- a having the "long" 
 .sound, under a new cond)ination. 
 
METHOD FOR TKA( HIN'O I'lloXIC HEADIXlJ. 
 
 45 
 
 the long 
 .Mb, Jis ///,• 
 l» or witli- 
 
 hitr^ sirf 
 
 5 the Ion 
 m.sonants, 
 Is on final 
 nt, as /be, 
 
 the long 
 ont, witji 
 Wne, (/hie, 
 
 1 e or er, i, 
 t! singlo or 
 ^pt'ctivt'l' 
 (I IV, w^ 
 
 'f a other 
 nd as in 
 ?.se types. 
 
 le sound 
 nation — 
 1(1 found 
 found in 
 k. 
 
 ^ILS TO 
 SOUND 
 
 expres- 
 " long" 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 1- i:.'vi..\v III.. letters <^ / .-iMd /., MS in plan <.n page 3S, 
 hy plai-inir thciii in lh(( " work sln.p "' <.f ll„' 11.15., and 
 calling on the j.upils to give the sounds. T.ring from 
 the i)upils the twu .sounds of a-a and a. Then place 
 the letters in eolunins for i-evi<'\v, as usual, thus : 
 
 a 
 
 2. Tiring from the pupils the spoken word ^miY— the vessel 
 in which we carry watei- or milk. 
 
 1. The pupils are a.sked to pronounee the word, so as to 
 show clearly its thi-ee sounds. 
 
 2. Tho pupils, as usual, are di-illed in giving the sounds 
 by number, in any order. 
 
 3. The letters telling us to say the first and third sounds 
 {ire placed by the pupils in the "work-shop" of the 
 B.IJ. (See 3rd and -\ h steps of the plan on i)age 39.) 
 
 4. The tcHclicr places ;; and I in their position for the 
 word, leaving space for tico letters between them, 
 thus, p I. 
 
 5. The teacher now a.sks the pupils to say the word as a 
 whole, and to say the second sound— a. 
 
 G. The pupils ,ire asked to place on the B.B. the letter 
 which tells us to say the second sound in pail. As 
 this is the long sound of «— already learned in such 
 words as jnde—ihe pu])ils Mill ai once put down a. 
 
 7. The teacher now places the a with }> nnd /, thus, pa I, 
 leaving a space between a and /. 
 
 8. He questions the pupils as to what .sound this « is to 
 represent, and asks them to suggest some plan by 
 which we '-make" a tell us to say this .sound. They 
 will suggest the final e silent. 
 
46 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Practical 
 Exercises. 
 
 U. Tlio teacher tells them that is one wtiy of doing it; l)ut 
 there is .-uiother way. Jnst(^acl of putting; e silent at 
 the end of the word, we put i immediately after a, 
 marking the i as silent, thus, pat/. The silent i close 
 to the a, like silent e at the end, nuirks the a as "long." 
 
 10. The pupils are now asked to say the whole word— /W 
 — written thus; then written with unmarked i, thus — 
 j)aU, and to read, expressively, the group - -A pail. 
 
 11. A drill may be given on the words pail and /)a/e, show- 
 ing that these words are pronounced alike — a being 
 *' long " in eacli — in one through final e silent ; in the 
 other, through the immediate i silent ; but the words 
 differ in meaning — pcde referring to the absence of 
 color ; 2)aU, a vessel for carrying water or milk. A 
 further drill may be given on pairs of words, thus : — 
 made and maid, sale and sail, game and oitn, lane and 
 lain, fare and fair, gate and gait, care being taken to 
 show the difference in meaning. 
 
 As in preceding plans. 
 
 TYPE LESSON 
 
 for a with its lung sotmd, depending on xilent i immediately following. 
 
 fail 
 hail 
 mail 
 
 nail 
 pail 
 rail 
 
 sail 
 aim 
 
 gain 
 
 main 
 
 rain 
 
 air 
 
 fair 
 pair 
 bait 
 
 gait 
 wait 
 
METHOD FOR TEACHING PHONIC READING. 
 
 47 
 
 %' it; Imt 
 • silent at 
 y after a, 
 ■nt i close 
 IS "long." 
 
 ord~pail 
 i, thus — 
 p.ail. 
 
 ^fe, show- 
 -a heins 
 j; in the 
 be words 
 sence of 
 lilk. A 
 thus : — 
 'one and 
 baken to 
 
 owing. 
 
 lit 
 
 lit 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 Words to 
 he latiijht 
 asivJioles. 
 
 old 
 boots 
 come 
 wild 
 
 Tom and Jack are off to fish and shoot. A 
 note from an old school-mate came by mail 
 ask-ing them to go. As it is a long tramp to 
 the lake, and it is Tom's aim to gain time, they 
 were up with the sun. They had to get bait 
 and a lunch. Each wore a pair of strong boots ; 
 and as the day was fair, and the air fresh and 
 crisp, they went at a brisk gait. We hope there 
 
 will be no rain or hail. They have with them rods, guns, 
 
 and a pail to put the fish in. 
 
 In jump-ing a-cross a fence they broke down a rail. 
 They will nail it up when they come back. 
 
 Un-less the wind fail, they may go out in the skiff for a 
 sail. 
 
 Fish-ing will take up the main part of the time ; bu* if 
 they wait till dark they may shoot some wild duck. 
 
 For plan of conducting a "reading lesson" on this story, 
 see page 21 and following pages. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECOGNIZE WORDS INVOLVING THE LONG SOUND 
 OF ^, AS IN GA r, PL A Y, SPRA Y. 
 
 To teach the pupils to read, with intelligence and expres- 
 sion, the group — The day — a having the long sound depend- 
 ing on immediate y silent. 
 
 1. If the teacher thinks it necessary, the pupils may 
 review the letter d and its sound. 
 
 2. The teacher brings from the pupils the spoken word day. 
 
 1. The pupils orally analyse the word, finding it has two 
 sounds. 
 
 2. The first of these sounds they can represent on the B.B., 
 by putting there the letter d, which is "removed" by 
 the teacher to an a])propriate place for the new word, 
 thus— ()? . 
 
48 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Practical 
 Exercises. 
 
 3. Tlio teacher asks for the second sound. The pupils 
 giv(^ the long sound of (i. 
 
 4. The teaclier asks the pupils to place on the B.B. the 
 letter representing this sound, Thoy will put there, a. 
 The teacher asks for the two wa3's of showing that this 
 has the long sound — Ijy final e silent, or l)y immediate 
 i silent. A word illustration of each should be put on 
 B.B., thus — yame, hair, 
 
 5. The teacher now tells the pupils that there is a third 
 way of marking a as long. This new way is to put y 
 close to the a, the y being silent (the teacher writes 
 ay, with a diagonal stroke through y). This form is 
 written several times on the B.B., then the usual form, 
 ay, until the pupils associate the long sound of a with 
 this combination. 
 
 6. Ay, with cancelled y, is now placed with d ; the pupils 
 are asked to say the word as a whole, written thus ; 
 then in the usual form — day — and to read the group — 
 The day. 
 
 7. Good oral drill may now be given on a number of 
 words of this kind : — bay, day, gay, hay, lay, way, nay, 
 pray, ray, say, tvay, pJay, spray. 
 
 As in preceding lessons. 
 
 Note. ^ — A formal "lesson'' or story involving words of this kind 
 is not considered necessary here. 
 
 This may be an appropriate place to show the effect of y 
 silent, on e immediately preceding. In words ending in ey, 
 e has the long sound of a, and y is, as usual, silent. For 
 example — bey, dey, (jrey, prey, thoy, whey. These will be 
 taught by oral analysis, and written and oral synthesis, as 
 in preceding plan. 
 
 Key is an exception, which must be taught as a whole 
 word. 
 
e pupils 
 
 B.B. the 
 there, a. 
 :hat this 
 lined late 
 ) put on 
 
 a third 
 o put y 
 V writes 
 
 form is 
 al form, 
 ' a with 
 
 e pupils 
 n thus ; 
 '•roup — 
 
 nber of 
 '.y, nay, 
 
 lis kind 
 
 ct of y 
 
 in ey, 
 
 For 
 
 i^ill be 
 
 sis, as 
 
 wliola 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 49 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 The next sound of a to 1)0 presented is anotlicr "l(>ii<;" 
 sound. Tills is really the so-called "siiort" sound of <t, 
 prolonged. Thus, in the word fat, the sound of a is "cut 
 short," as if the ^oice failed after barely makiiii;- the sound. 
 In the words alt, far and pa/m, we have just the same 
 vowel sound, but the voice is allowed to pro/oufj the utter- 
 ance. The sound may be called the broad, prolonged sound. 
 
 This sound of a depends on I silent, followed by m, as in 
 hahn, calm, ])ahn, 2)salm; or on r final, with or without 
 intervening letters, as in bar, car, far, mar, par, tar, star, 
 father, r a titer. 
 
 In such words as barb, bard, barm, barn, harp, cart, a 
 may be regarded as "short," although, undoulitedly, r has 
 the effect of slightly prolonging the souml of a. War is 
 an exception to this influence of r, .and must be taught as 
 a wh.ole word. 
 
 Notp:. — After this explanation, it will not he necessaiy to give 
 plans for eacli of the foregoing conihinatioiis. A j)Ian for tlic sountl 
 of a as in palm, follows ; and the intelligt'iit teacher, with this as a 
 type, will be able to make plans for the other examples. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECOGNIZE WORDS INVOLVING THE BROAD, PRO- 
 LONGED SOUND OF A, AS IN AH, BALM, CALM, 
 PALM, PSALM. 
 
 To teach the pupils to read, with intelligence and expres- 
 sion, the group — The palm — n having its broad, prolonged 
 sound, depending on silent /, followed by m. 
 
 1. The pupils may review jw and m, with their sounds. 
 
 Note. — As / is silent in the word to be presented, it is not well 
 to notice it in this review. 
 
 2. The teacher brings from the puj)ils the; sj)oken word 
 palm — the name of a tree or shrub, or of a part of the 
 hand. 
 
50 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Develop- 
 ment. 
 
 ^\ 
 
 1. The pupils orally analyse tho word, limliiig it has ihree 
 sounds. 
 
 '2. Tho first and third sounds they can represent on the 
 B.B. The teacher asks them to do so, and they put o!i 
 B.B. the letters ^) and ni, which are " removed " by the 
 teacher to the place they Avill occupy in the word, a 
 space for two letters being left between, thus, p m. 
 
 3. The teacher now asks the pupils to say the whole word 
 — pa/m — and to say the second sound. The pupils 
 should I'eceive good drill in articulating this sound, 
 ■with special care for the jyvolonged utterance. 
 
 4. The teacher asks the pupils to put on the B.B. the 
 letter which tells us to say this sound. They will, very 
 likely, put a there, which may be accepted without 
 comment, for the present. 
 
 T). The pupils are (questioned as to the already known 
 sounds of this letter. This may be done by putting on 
 the B.B. the words, mat, (/ate, hair, gay, and calling on 
 the pupils to sound the second letter in each word. 
 They are questioned as to the sound we now wish to 
 represent — the second sound in ^^a/m. The pupils 
 again say this second sound. 
 
 6. The teacher tells them that their putting a on the B.B. 
 to stand for the second sound in j^n^m is quite correct ; 
 but that to make it tell us to say this particular sound, 
 we write by its side the letter I, which, though silent, 
 marks, when followed by m, the broad, prolonged sound 
 of a. 
 
 7. The teacher now places a and I between p and 7/?, 
 (drawing a diagonal stroke through I), and calls on the 
 pupils to say the word. Then the word is written in its 
 usual form — jialm — the pupils pronouncing as before. 
 
 8. Finally, the group — The palm — is written on the B.B., 
 
METHOD FOR TEACHING PHONIC READING. 
 
 61 
 
 L lias three 
 
 tnt on the 
 'ley put on 
 d " by the 
 e word, a 
 tins, p in. 
 
 hole word 
 'he pupils 
 lis sound, 
 
 B.B. the 
 will, very 
 1 without 
 
 ly known 
 utting on 
 jailing on 
 Lch word. 
 ' wish to 
 le pupils 
 
 the B.B. 
 
 correct ; 
 ar sound, 
 [h silent, 
 ed sound 
 
 7n, 
 
 and 
 
 Is on the 
 ten in its 
 before. 
 
 .he B.B., 
 
 Practical 
 Exercises. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 the i)iipils reading the group intelligt'iit ly and ex- 
 pressively. 
 
 9. A drill may now be given on the words, IjuIih, culm, 
 2)ahn, psahn. 
 
 As in preceding plans. 
 
 The next sound of a to be presented is the deep throat 
 sound (made with wide open mouth, and as far back in the 
 throat as possi))le), found in such words as ball, bald, halt, 
 haul, fault, paw, hawk, shaicl, chalk, talk, stalk, walk. 
 
 In some of these words, I again plays an important part. 
 Tn the words given in the last plan, I followed by in was 
 silent. We now find words — a still representing the vowel 
 sound — in which I is sounded; and, with another /, or tl, 
 or t, or with preceding silent /( or w, "gives " to a the deep 
 throat sound, as ball, bald, halt, haid, shan^l. 
 
 In paiv and hawk, we have the throat sound of a, depend- 
 ing on silent ?c, without I. 
 
 Chalk and similar words are exceptional. Again / is 
 silent; and k with silent I preceding, has the effect of 
 " giving " a the deep throat sound. 
 
 Note. — As in the case of the combination found in such words as 
 halm, far, father, a plan for but one of the combinations now under 
 consideration will be given here. As l)cfore, tlie intelligent teaciier 
 will be able to make plans for the others. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECOtiNIZE WORDS IXVOLVINC THE DEEP THROA'I' 
 SOUND OF J, AS IN BALL, CALL, FALL, HALL, 
 PALL, TALL, WALL. 
 
 To teach the pupils to read, witii intelligence and ex- 
 pression, the group of words — The ball — a having the deep, 
 throat sound. 
 
 1. The teacher will give the pupils a drill on the sounds 
 of the letters b, I and //. 
 
52 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 '2. n<i will then l^i'iii:^ from tlin pupils llin spokfn word 
 
 Develop- 
 ment. 
 
 1. The pupils are asked to pronounce the Mord so as to 
 show clearly its three sounds. 
 
 2. As usual, the pupils are di-illed in giving the sounds by 
 number, in any order. 
 
 3. The teacher asks a pupil or pupils to place on the B.B. 
 the letter which tells us to say the first sound. The 
 pupils will jjlace b on the B.B. It is " removed " by the 
 teacher as in preceding lessons, thus — b . 
 
 4. The teacher asks a pupil or pupils to place on the B.B. 
 
 the letter which tells us to say the third sound. 
 
 Note.— The pupils will vevy likely place a single / on the B.B., 
 although some may put //. If single / is placed on the B.B. by the 
 pupils, the teacher approves of it, but asks them whether they 
 remember any other way of sho\\ing that sound. If they have for- 
 gotten, the teacher writes the word hell on the B.B. , leads the pupils 
 to analyze the woid— three sounils-and to tell liow the sounds are 
 represented — the fiist l)y h, the second by e, and the third by //, or 
 two l\l. 
 
 5. After deciding with the pupils that U represents the 
 third sound, the teacher " lemoves " the combination to 
 its place near b, leaving space for another letter, thus 
 —b II. 
 
 6. The teacher now asks tlie pupils to say the whole word 
 ball, and to say the second sound. The pupils should 
 receive good drill in articulating this sound, with 
 special attention to the wide open mouth, and the 
 making of a throat sound. 
 
 NoTK. — As this sound of a is so unlike nil its preceding sounds, it 
 may not be wise to give the pupils a trial at placing on the B.B. a 
 representing letter. 
 
 7. The teacher tells the pupils that we have no new letter 
 to represent this sound. We are obliged to use an old 
 
METHOD FOR TEACHING PHOXIC READING. 
 
 53 
 
 >()k('ii word 
 
 'd so as to 
 s sounds by 
 
 n the B.B. 
 
 und. The 
 ed " by the 
 
 11 the B.B. 
 id. 
 
 11 the B.B., 
 B.B. by the 
 icthcr they 
 ay have for- 
 Ls the pupils 
 ! sounds are 
 ird by //, or 
 
 isents the 
 i nation to 
 itter, thus 
 
 tiole word 
 
 ils should 
 
 lid, with 
 
 and the 
 
 sounds, it 
 the B.B. a 
 
 ew letter 
 se an old 
 
 Practical 
 Exercises. 
 
 one— a; and it tells us to say the second .sound in hall^ 
 when 11 conies immediately after. The teaelier writes 
 on the B.B. — «7/— f(jrtuiiately a significant word— and 
 asks pupils to pronounce the word several times. 
 
 8. The teacher now places a between h and //, thus, hall; 
 and calls on the pupils to say the word ns a whole. 
 (Jood drill should be given in saying the word. 
 
 9. Fijially, the group—The ball— is written on the B.B., 
 the pupils reading the group, intelligently and ex- 
 pressively. 
 
 10. The teacher will now place -n the B.B. a number of 
 similar wor<ls, such as all, hall, call, fall, gall, hall, pall, 
 tall, vail, stall ; and will give the pupil a good drill in 
 quick word-recogni tion. 
 
 As in preceding plans. 
 
 As an additional practical exercise the teacher may put 
 on the B.B. such words as hald, scald, half, malt, salt, Walt, 
 for oral drill, telling the pupils that Id and It have, on a, 
 an effect similar to that produced by II. 
 
 LOX(J AND SHORT SOlTXDS OF I<J IN NEW 
 COMBINATIONS. 
 
 The pupils have, by this time, learned the effect of final 
 e silent on the pi-eceding vowel-- which is thus made "long." 
 They can readily pronounce such woids as h(d>r, hnc, pine, 
 rohe, tahe. 
 
 We now review the long sound of e, when it is alone 
 or "doubled" at the end of a word, as in he, he, iiie, we, 
 she, h e, free ; then present ee in a new position, and e in 
 two new combinations — ea as in lea/', ie. as injirld. 
 
 The following jiints will enable the teacher to make 
 plans after the models set down in the preceding {)ages. 
 
54 
 
 METHOD FOR TEACHING PHONIC HEADING. 
 
 E. 
 
 Jii the words he, ho, me, ive and sho, the pupils, on ana- 
 lysing the spoken woi-d, find two .sounds — the consonant 
 sound (sh represents a single sounds, and the long .sound of r. 
 The pupils are able to place the con.sonant on the B.I>. in each 
 case; and the teacher reminds them, if they have forgotten, 
 thnt in such words a single e added, gives the .second .sound — 
 the long .sound of e. The words are written on the B.B. 
 and the pupils are thoroughly drilled in pronouncing them. 
 
 FE. 
 
 Word.s like bee, see, flee, free, glee, sjoree, may be dealt 
 with siinilai'ly. In bee, we have a con.sonant .jound which 
 the pui>ils know how to represent on the B.B., and the long 
 .sound of e, which, as the teacher reminds the pupils, is repre- 
 sented by tn'o e's instead of one, thus— ee. To help the 
 pupils to unrlorstand this, the teacher may remind them 
 of //, ss, and similar com])inations. A comparison of the 
 words be and bee will also help. 
 
 In /lee, free and (jlee, we have two consonant sounds, and 
 the long sound of e. The pupils can put the consonants 
 on the Bll, and, from the preceding instruction, will also 
 be able to add ee as representing the final .sound. 
 
 In spree^ we have three consonant sounds and the long 
 .sound of e. The pupils are able to })ut down the conso- 
 nants and the "double «." 
 
 All these words are now placed on the B.B., and the 
 pupils are thoroughly exercised in ciuick word recognition 
 and pronouncing. 
 
 In I he word ineet, we have three sounds— the usual 
 sounds of m and ^, and the long sound of e, marked by ee. 
 P'l-om what tlu^ ])U]>il has done in the p)(H'<>ding lessons, he 
 can, when aske*!, ie})resent on the 1>. B. the first .sound by 
 m ; the second by ee ; and the third by t. 
 
METHOD FOR TEACHING PHONIC READING. 
 
 55 
 
 «, on ana- 
 consoiiuiit 
 ^ound of e. 
 I>. in each 
 forgotten, 
 1 sound — 
 the B.B. 
 ing tlioni. 
 
 be dealt 
 nd which 
 
 tlie long 
 , is repre- 
 help the 
 ind them 
 n of the 
 
 nds, and 
 isonant.s 
 vill also 
 
 lie lonff 
 conso- 
 
 nd the 
 f'nition 
 
 usual 
 
 hy ee, 
 
 ms, lie 
 
 nd by 
 
 Another way to deal with words like meet is this. The 
 I)upils, as usual, analyse the word, discovering three sounds. 
 They will put m and t on the B.B. as representing the first 
 and third sounds. The second .sound is the lonj; sound of 
 e. The pupils know that this long sound of e may be 
 shown by putting e between j?i and <, and another e (this 
 one silent) at the end — the word being written thus — })iete^ 
 and then pronounced. The teacher then tells them that 
 instead of writing the word thus — mete — we take e from 
 the end, and — the letter remaining silent — put it before t 
 instead of after it. Silent before t, it has still its old 
 influence on the other e, in making it long. 
 
 Perhaps the first method of dealing with the sound of ^^, 
 will bring the combination and sound more readily and 
 more simply to the minds of the pupils. 
 
 A number of these words should now be placed on the 
 B.B. and thoroughly reviewed by the pupils, thus: heed, 
 beef, tveek, feel, teem, green, deep, street, trees, breeze. 
 
 FA. 
 
 In such words as each, leaf, meal, cream, leap, dear, east, 
 ■ivheat, we have a new combination for the long sound of e. 
 
 First, the pupils should have a good review on words 
 involving all the combinations already presented for the 
 long sound of e, such as here, mete, be, she, bee, feet. A large 
 number of such words should be placed on the B.B., and 
 the pupils thoroughly drilled in (juick word recognition 
 and pronouncing. 
 
 Now take the word leaf as a type word. On oral 
 analysis the pupils find it has three .sounds — the usual 
 .sound of / at the beginning, the long sound of e, and fiaally 
 the usual sound of^i 
 
 The special p<»lnt of a lesson on teaching the i)upils to 
 recognize this and words ha\ing the same vowel couibina- 
 
56 
 
 METHOD FOR TEACIFTNO PHONIC READINQ. 
 
 tion, is to show tlie pupils that th(3 lon^ sound of e. in this 
 word is marked in a new way. Instead of the final e silent, 
 or e or double e sounded at the end of the word, or ee 
 "closed in" hy consonants, we have e "made" long by 
 immediate a silent. 
 
 NoTK. - If the toachor tliinks well of it, lie iimy call attention to 
 sueli words as ah\ lutil, moil, bait, wlieie the a i.s long, depending 
 on a silent vowel innnediately following. 
 
 The worfls iilete, meet and meat \ni\y now be compared. 
 Each has the long sound of e, but has a different manner 
 of marking this long sound. 
 
 A number of words involving the long sound of e as in 
 ea, should now be placed on the B.B., and thoroughly 
 reviewed by the pu])i]s. thus: leaf, peak, meal, deals, cream, 
 beans, heap, dear, peas, east, neat, wheat. 
 
 We now meet another of the difficulties in the way of a 
 purely phonic system of word pronouncing. The large 
 majority of words involving the combination ea have the e 
 "long" and the a, silent. And this is in accordance with 
 the analogies of the language. 
 
 There are, however, words involving the same combina- 
 tion, in which the e is short, though followed by silent a. 
 We find this in such words as bread, dead, dread, head, 
 spread, vnstead. 
 
 Again we find th.it in other words involving the same 
 combination the e is silent, a .sounded and " long," as in 
 the words bear, pear, swear, great. 
 
 To add to the complications, we have words involving 
 the same combination, which at one time is pronounced as 
 in dear, fear, at another as in bread, head, and at another 
 as in bear, (jrent. Such words are lead and read, each 
 having two pronunciations, like dear find head; and tear, 
 which has two pronunciations, like dear and hear. 
 
METHOD FOR TKACIIING PHONIC READING. 
 
 57 
 
 of e in this 
 lal e silent, 
 vord, or ge 
 >" long by 
 
 attention to 
 J, dei)ending 
 
 compared, 
 nt manner 
 
 of e as in 
 ;horoughly 
 cds^ cream ^ 
 
 5 way of a 
 
 Tlie large 
 
 avo the a 
 
 ance with 
 
 combina- 
 silent a. 
 ad, head, 
 
 the same 
 i" as in 
 
 nvolving 
 uneetl as 
 another 
 ^d, each 
 nd tear, 
 
 These words are comparatively few, and the pupils will 
 more easily learn them as whole words. 
 
 IE. 
 
 In the words ;;iece, thief, brief, field, chief yield, grief we 
 have a new combination for the long sound of e. 
 
 As ])efore, the pupils should review words involving all 
 the combinations already presented for the long sound of e, 
 such as here, mete, be, she, bee, feet, seat. A large number 
 of similar words should be placed on the B.Ii, to give the 
 pupils an exercise in the quick recognition and pronouncing 
 of these words. 
 
 Now take the word field as a type word. It has four 
 sounds — first, the sound of /; second, the long sound of e; 
 tiiird, the sound of / ; and, fourth, the sound of d. 
 
 The pupils, when called on to do so, can put on the B.B. 
 the letters f I and d, representing the first, third and 
 fourth sounds. The teacher arranges these for the word, 
 leaving space for two letters between y and I, thus—;/ Id. 
 
 And when asked to put in the "work-shop" of the B.B. 
 the letter which tells us to say the second sound, the pupils 
 will put e there. 
 
 The teacher will tell the pupils that although we have 
 had many ways of marking this sound of e, we have still 
 another way, thus, te. We place i before e, i being silent. 
 Good drill is given on this combination, first in this form, 
 ie, then in usual form, ie. 
 
 The combination is now placed in the word, thus— /f>/^, 
 and the pupils are called on to pronounce it — first written 
 as it is here, then in the usual form — field. 
 
 Next, a number of words involving ie should be placed 
 on the B.B , and, as before, be used to train the pupils in 
 quick recognition and pronouncing. 
 
58 
 
 METHOD FOR TEACHING PHONIC READINU. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 We have no monosyllables to show that ei represents the 
 
 .«iaine soimd us i*;— that whether i come before or aftor e, i 
 
 is silent and e long. But wo have this illustrated in such 
 
 words as </n-ceit, per-ceive, re-ceive. In the last two woi'ds 
 
 we have a tloublo influence over e: i silent and final e silent. 
 
 NoTK.— The word feint is an exception — ei representing tho long 
 sound of (I. 
 
 LON(i SOUND OF / IN NKW COMBINATIONS, AND 
 KKl'KESENTKI) liV ANOTHER LETTER. 
 
 NoTK. — As in tlu) case of final e joined to a consonant or con- 
 HonantH (see page 54), review i similarly placed (see page 44, II, 1 
 and "Note"). 
 
 We now come to the long sound of ?, (1) when it is 
 followed by yh silent, as in hiyh, nigh, stghj light, might, 
 n Ujht, fright ; (2) when it is followed by Id or nd, both 
 consonants being sounded, as in mild, wlfd, child, bind, 
 Jind, mind, he-hind, rind ; (3) when it is represented by y, 
 as in hy, my, cry, buy, bye, dye. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECO(JNIZE WORDS INVOLVING THE LONO SOUND 
 OF /, AS IN HIGH AND LIGHT. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the group of words — The high wall — the word high 
 presenting the new combination for long i — igh — gh being 
 silent. 
 
 1. Place on the B.B. the words The and n-all, and exerci"='' 
 the pupils in pronouncing these words. Thon p' 
 them in a column, thus : — 
 
 The 
 
 wall. 
 
 2, Bring from the pupils the spoken word high. 
 
 1. The pupils are asked to analyse the word high, and 
 they find it has two sounds. 
 
 I 
 
 L 
 
3.senis the 
 • after e, i 
 d in such 
 rwo Words 
 il e silent, 
 ig thu long 
 
 S, AXl) 
 
 ,nt or con- 
 [e 44, II, 1 
 
 hen it is 
 hi^ might, 
 lid, both 
 Ud, bind, 
 ted byy, 
 
 'IL8 TO 
 SOUND 
 
 expres- 
 :)rd hifjh 
 yh being 
 
 exerci'"' 
 
 /h, and 
 
 METHOD FOJl TEACHING PHONIC UEADINO. 
 
 59 
 
 ■ 
 
 Practical 
 Exercises. 
 
 2. Thoy an; tlien asked to place on the B.Ii. tlie letters 
 representir>g these two sounds. The pupils will place 
 h and t there. 
 
 '>\. The teacher " removes " h to its place iov the word to 
 be formed later. 
 
 4. The attenticm of the pupils is now called to i, which 
 the}' have placed on the B.B.. They are asked for the 
 means of marking this letter as having the long sound 
 — by final e, with or without a preceding consonant. 
 The words hie and hide, placed on the B.B., will helj) 
 to revive the pupils' knowledge of this old plan of 
 marking. 
 
 5. The teacher tells the pupils that we have another way 
 of marking the i as hav ing the long sound. We write 
 yh after tiie i — r/h being silent. (The teacher writes 
 i(/h with a stroke through (/h.) The pupils should be 
 thoroughly drilled in recognizing this combination as 
 marking the long sound of i. 
 
 C. The teacher now places igh by h (the stroke still 
 through (jh), and the pupils are called on to say the 
 word, first, in this form ; then in the usual form — high, 
 on which the pupils sliould have good drill. 
 
 7. The teacher places on the B.B. the group— The high 
 wall — and exercises the pupils, first in promiscuous 
 word naming, then in the expressive utterance of the 
 whole group. 
 
 As in preceding lessons. 
 
 It is not necessary to give a plan in detail for such 
 words as light, night. In the word light there are three 
 sounds, the sound of I, the long sound of i, represented, as 
 already learned, by igh, gh l)eing silent, and the sound of t. 
 The pupils can easily represent in this manner the three 
 sounds. 
 
60 
 
 METHOD B'OR TEACHING PHONIC READING. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 A number of words, giving exercise in recognizing this 
 combination, should now Vje placed on the B.B. thus: — 
 high, niyh, sigh, fight, flight, fright^ light, might, night, 
 sight, slight, tight. Afterwards these should be "woven" 
 into a "lesson" or "story" for exercise in expressive 
 reading. 
 
 ILD, IND. 
 
 TYPE PLAN OF A LKSSON TO TEACH THE PUPILS TO 
 RECOGNIZE W0RU8 INVOLVING THE LONG 80UND 
 OF / AS IN MILD AND BIND. 
 
 To teach the pupils to read with intelligence and expres- 
 sion, the group of words — The day is mild — the word mild 
 presenting the long sound of i before Id sounded. 
 
 1. Place on the B.B. the words, The, day and is. Drill 
 the pupils in pronouncing these words, and then place 
 them in a column, thus : — 
 
 The 
 
 day 
 
 ts. 
 2. Bring from the pupils the spoken word mild. 
 
 1. The pupils are asked to analyse the word. They find 
 it has four sounds. 
 
 2. They are asked to put on the B.B. the letters repre- 
 senting these four sounds : and will put there, for first 
 sound, m; for second, i; for third, /; and for fourth, d. 
 
 3. The teacher "removes" ?h, I, and d, writing them 
 thus — m Id, in another place on B.B. 
 
 4. The attention of the pupils is now called to i, which 
 remains, for the time being, in tlie " work-shop " of 
 the B.B. They are questioned as to the sound it is to 
 represent, and what means we had in the past to make 
 
 
METHOD FOR TEACHING PHONIC READING. 
 
 61 
 
 nizing this 
 B. tlius : — 
 ght, night, 
 3 "woven" 
 expressive 
 
 UPILS TO 
 ^TG SOUND 
 
 nd expres- 
 word 7nild 
 
 is. Drill 
 then place 
 
 They find 
 
 ers repre- 
 B, for first 
 fourth, d. 
 
 ing them 
 
 ) t, which 
 shop" of 
 id it is to 
 b to make 
 
 Practical 
 Exercises. 
 
 it represent this sound. 
 
 Tl 
 
 i(? 
 
 Topic. 
 
 words hi<\ hidr, and 
 high, placed on the B.Jl, will help in this review. 
 
 5. The teacher tells the pupils that we have another way 
 of inai-king the i as haying the long sound. When Id 
 comes after the i, hi is sounded, and " makes " i have 
 the long sound. The pupils should, as usual, receive 
 thorough drill on this. 
 
 T). The teacher now places i between m and Id, already on 
 the B.B., thus — ?/w7t/, and calls on the pupils to say the 
 word. Good drill should be given on the word. 
 7. The teacher places on the B.B. the group— The day is 
 mild— and deals with it as in preceding lessons. 
 As in preceding lessons. 
 
 For words of which hind is the type a plan in detail is 
 not necessary. The word bhid has four sounds : the first 
 represented by h, the third by n, the fourth by d, and the 
 second by i, "made" long by the following nd, both 
 consonants being sounded. 
 
 A drill on word recognition and word naminjr. usin^ 
 such words as child, mild, ivihl, bind, find, hind, kind, mind, 
 he-hind, rind, grind; and a "lesson" or "story" involving 
 the use of these words should follow. 
 
 The word wind may be referred to as having i sometimes 
 "short" and sometimes "long." There seems to be no 
 settled rule respecting the pronunciation of this word. 
 
 r (representing the long sound of i). 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECOONIZE WORDS IXVOLVIN(; THE LON(J SOUND 
 OF /, AS REPRESENTED BY Y, IN SUCH WORDS AS 
 BY, CRY, BUY, DYE. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the group of words -The sky is dark— the word sky 
 presenting y having the long sound of i. 
 
62 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 1. Place on ilie B. H. tlu> words TJu\ is uiid b/((rk, and 
 give the usual exorcise in word recognition and word 
 naming. Arrange them in a column, thus : — 
 
 The 
 
 IS 
 
 black. 
 
 2. Bring from' the pupils the spoken word sky. 
 
 1. Th 
 
 ih 
 
 ne pupils are asked to analyse the word ski/ ; and 
 they find it has tliree sounds. 
 
 2. They are asked to place on the B.B. letters represent- 
 ing these sounds. They will place s to represent the 
 first sound, k to represent the second, and i to represent 
 the third. 
 
 3. The teacher removes s and k to the proper place for 
 forming the word, thus — sk . 
 
 4. The attention of the pupils is now called to i, which is 
 in the "work-shop" of the B.B., and they are told 
 that this letter does represent the third sound in ski/. 
 
 NoTK. — It is a question whether, after the last statement by the 
 teacher, it is advisable to write down the group of letters — ski— on 
 the B.B. and to ask the pupils to pronounce tliis combination. 
 They have already learned Hi. The use of tliis form— sl-j— even 
 with its advantage from the standpoint of phonics, may confuse in 
 the correct spelling, later, so it may be well to avoid this plan. 
 
 But we use instead of i, another letter, i/, which has, 
 when coming at the end of a word, just the same sound as i. 
 
 5. The teacher now places y with s and k, thus — sky — 
 and calls on the pupils to say the word. Good drill 
 should be given. 
 
 6. The teacher places on the B.B. the group — The sky is 
 dark — and gives the usual exercise, first, in proinis- 
 
METHOD FOR TEACHING PHONIC HEADING. 
 
 63 
 
 ^Idck, and 
 and woid 
 
 'ky ; and 
 
 3present- 
 sent the 
 epresent 
 
 place for 
 
 which is 
 ire told 
 sky, 
 
 t by the 
 ski — on 
 
 )inati()n. 
 i— even 
 
 nfuse in 
 
 xn. 
 
 3h has, 
 d as i. 
 
 ski/ — 
 |1 drill 
 
 sky is 
 roniis- 
 
 Fractlcal 
 EzerclBeB. 
 
 cuous word naming, then in tlie expressive reading of 
 the sentence. 
 
 As in preceding lessons. 
 
 A number of type words should now be placed on the 
 B.B. for the usual drill in quick word recognition and pro- 
 nouncing, thus — by, my, shy, f,y, ply, sly, cry, pry, try, sty, 
 why. 
 
 For the words hiiy, bye, dye and rye, plans in detail are 
 not necessary here. In the word buy, silent ii comes 
 between b and y, making the pronunciation as if the word 
 were written by. The similarity in pronunciation, with 
 the difference in spelling and meaning, should be impressed 
 on the pupils. 
 
 In the word bye, we have the same two sounds as in by 
 — sounds represented by the same two letters, 6 and y, the 
 final e being silent. In the words dye and rye, we have 
 two sounds — the second in each case being represented by 
 y followed by final e silent. 
 
 Now, a "lesson" or "story" involving the use of all 
 these words should be given. 
 
 THE LONG SOUND OF IN NEW COMBINATIONS. 
 
 Note. — As in the case of final e joined to a consonant or con- 
 sonants (see page 54), review o similarly placed (see page 44, III, 1 
 and "Note"). 
 
 We now come to the long sound of o. ( 1 ) When it is 
 
 followed by immediate a silent, as in load, moan, coat ; 
 
 (2) when it is followed by Id, both consonants being 
 
 sounded, as in old, cold, told ; (3) when it is followed by 
 
 silent w, as in low, mow, grow, shoiv, own, known. 
 
 OA. 
 
 The hints given on page 55, for words involving the long 
 sound of e depending on immediate a silent, will exactly 
 
64 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Topic. 
 
 Introduc- 
 
 tiOIL 
 
 Develop- 
 ment. 
 
 'suit the circumstances in (1). The word load has tlu'ee 
 sounds, the sound repr€\sented by /; the long sound of o, 
 represented by o depending on immediate a silent ; and the 
 sound represented by d. A plan in detail is not necessary 
 for this combination. 
 
 OLD. 
 
 The plan given on pages 60 and 61, for words involving 
 the long sound of i depending on Id sounded, are applicable 
 in (2). The word old has three sounds — the last repre- 
 sented by c?, the second by Z, and the first by o, which has 
 its long sound, because it is followed by Id, each consonant 
 being sounded. 
 
 OW. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECOGNIZE WORDS INVOLVING THE LONG SOUND 
 OF 0, AS IN BLOW, SHOW, GROWTH. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the sentence — The crow is in the tree — the word crow 
 presenting the long sound of o depending on immediate iv 
 silent. 
 
 1. Place, "one by one," in the work-shop of the B.B., and 
 exercise the pupils in pronouncing, the words. The, is, 
 in, tree. Then place them in a column thus : — 
 
 The 
 
 is 
 
 in 
 
 tree. 
 
 2. Bring ^'rom the pupils the spoken word crow. 
 
 1. Ask the pupils to analyse the word. They find it has 
 three sounds. 
 
METHOD FOR TEACHING PHONIC READING. 
 
 65 
 
 las three 
 jiid of o, 
 ; and the 
 Qecessaiy 
 
 involving 
 pplicable 
 st repre- 
 '^hich has 
 onsonant 
 
 TILS TO 
 SOUND 
 
 1 expres- 
 3rd crow 
 ediate iv 
 
 ►.B., and 
 2^he, is, 
 
 2. Ask the pupils to place on the B.?.. the h'ttors icpn-- 
 senting the first and second sounds. The pupils will 
 place there, c and r. 
 
 3. «* Remove " these letters to the proper place for the 
 word, thus — rr 
 
 4. Now ask the pupils to place on B.B. the letter repre- 
 senting the second sound. They will place there the 
 letter o. 
 
 5. Question the pupils as to the sound this letter is intended 
 to represent, and the ways in which its long sound was 
 marked in the past— by its place at the end of a word, 
 by its place in a word which ends with e silent, by 
 immediate a silent, and by immediate Id sounded. The 
 following words placed on the B.B. will help the pupils 
 to recall these ways — no, hoe, mope, boat, hold. 
 
 6. Now tell the pupils that we have another way of 
 making the long sound of o— by writing w after o - w 
 K^ing silent, but " making " the o long. Place in the 
 "work-shop" of the B.B. the combination oiv, with a 
 stroke through iv ; and give the pupils a good drill on 
 the sound and combination for that sound. 
 
 7. Next place oiv by cr, making the word crow {w still 
 being written with a stroke through it to show its 
 "silence") ; call on the pupils to say the word. Then 
 write the word in the usual ionw — train — and 
 thoroughly exercise the pupils in recognizing and 
 pronouncing. 
 
 8. Now place on the B.B. the sentence— The crow is in 
 the tree — and exercise the pupils, as usual, in promis- 
 cuous word-naming; in promiscuous grou{)-reading— 
 The crow— is in the tree ; and then in the expressive 
 
 reading of the whole sentence. 
 
 i it has 
 
 A number of words involving this sound of o— as 
 represented by ow — should now be placed on the B.B., 
 
66 
 
 METHOD FOR TEAOIIINO PHONIC READING. 
 
 Practical 
 Exercises. 
 
 .111(1 used to ^'ive tlie pupils Hiorough exercise in word- 
 reco^iiition and pronouncing, thus : crow, low, blow, 
 Jlorv, (jlow, (jroiv, knoiv, mow, row, sow, show, slow, snow, 
 oivii, blown, growth, known, throw. 
 
 As in preceding lessons. 
 
 These and similar words should now be placed in a 
 " lesson " or *' story," for expressive reading. Specimen 
 lessons are given on pages 42 and 47. 
 
 We now meet another instance of the inconsistency of 
 our pronunciation. In the word grow, ow is a combination 
 representing the long sound of o depending on immediate ti; 
 silent. In the word noiv, the combination ow represents 
 one of the elementary sounds of the language (see page 36), 
 the sound of ou as in sound, which has four sounds ; the 
 first represented by s ; the second by ou (compare ch, sh 
 and tit) ; the third by n ; and the fourth by d. 
 
 The words in which otv is sounded as ou should be taught 
 as whole words. 
 
 NEW COMBINATIONS FOR SOUNDS OF U. 
 
 We now Ittive to deal with the following sounds of u: 
 (1) the long sound of u when the letter ends, and is the 
 only vowel in the word — as in gnu, IIu (familiar words of 
 this kind are rare); (2) the long sound when preceded by 
 e silent, or followed by i silent, as in feud, suit, jntr-snit, 
 suitable (other rare combinations) ; (3) the long sound re- 
 presented by efv, as in bleio, few, mew, new, yew ; (4) the 
 rounded, lip sound (lips protruded), represented by u after 
 r, as in brute, crude, rude, 2>r^tne, ride, ruse ; by ew after r, 
 as in brefv, creiv, drew ; and by oo as in boom,, coop, mood, 
 moon ; (5) the shortened form of the sound represented in 
 (4), this shortened sound being found in such words as 
 full and book. 
 
 
METHOD FOR TEACHING IMIONIC UEADINU. 
 
 G7 
 
 Note.— The roundeil, lip .sound, which is most frtMiuenlly ivpie- 
 Koiitcd hy tho single letter and combinations mentioned in (4), are 
 sometimes represented by on, as in covj), re-coup, group, ,^nup. As 
 these sliow exceptions to the analogical sound of ou, they are referred 
 to, later, under ou. 
 
 U final and only vowel (long sound). 
 
 As e, i and o, joined to a consonant or consonants, have 
 the long sound, thus— Ae, Hi, no, so w joined to a conson- 
 ant or consonants has its long sound. Words of this kind 
 are rare and unfamiliar. Uu, as an exclamation ; and ijnu, 
 the name of an animal, are illustrations. 
 
 On analysing the word IIu, the pupils find there are 
 two sounds; and can represent the lirst by h and the 
 second by ii. The teacher puts the two letters together ; 
 and tells the pupils that %, in this position, has its long 
 sound. In gnu, there are two sounds— the sound of n 
 and the long sound of u — g being silent. (See pages 54, 
 58 and 63). 
 
 Note.— When a occupies a similar position it has either the short 
 sound as in map, or the prolongation of this sound as in /ar— thus, 
 Ha ! ma, pa, 
 
 LONG SOUND OF U DEPENDING ON PRECEDING E 
 SILENT OR ON IMMEDIATE / SILENT. 
 
 Wc have very few words presenting these combinations. 
 The monosyllables ff'.iid, suit, with derivatives from the 
 latter, as pursuit and suitahlc, are illustrations. The plan 
 for ai (see page 44), for ie (see page 52), and for oa (see 
 page 64) will serve as types for eu — u long, e silent, and 
 for ui — 7A long, and i silent. 
 
68 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 U L()N(!, llKlMtKSENTKD liY A NEW COMIUNATION, EW. 
 
 TYPK PLAN OF A LKSSON TO TEACH THE PUPILS TO 
 KECOtJNIZE WORDS INVOLVING THE LONG SOUND 
 OF U AS REPRESENTED IJY EW, IN SUCH WORDS 
 AS BLE\\\ FEW, MEW. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the .sentence — The dew is on the graBs—deiv being the 
 word involving the long sound of ti, as repre.sented ))y ew. 
 
 1. Place, "one hy one," in the work -shop of the B.B., and 
 exercise the pupils in pronouncing, the words, The, is, 
 on, grass. Then place them in a column, thus : — 
 
 The 
 
 is 
 
 on 
 
 grass. 
 
 2. Bring from the pupils the spoken word de^v. 
 
 1. Ask the ]»upils to analyse the word. Ihey find it has 
 two sounds. 
 
 2. Ask the pupils to place on the B.B. the letter repre- 
 senting the first sound. Tliey will place there the 
 letter d. 
 
 3. Remove this letter to its proper place for the word, 
 thus — d . 
 
 4. A.sk the pupils to place on the B.B. the letter repre- 
 senting the second sound. They will place there the 
 letter w. 
 
 5. Tell the pupils that this is a correct representation, but 
 that we have another way of representing the long 
 sound of u — a combination in which u does not appear 
 — the combinvation ew. Write ew several times in the 
 
[ON, EW. 
 
 PILS TO 
 
 \ SOUND 
 
 WORDS 
 
 i expres- 
 
 >eing the 
 
 by e7v. 
 
 J.B., and 
 The, is, 
 
 METHOD FOR TEACIIIXO PHONIC READING. 
 
 ()9 
 
 d it has 
 
 r repre- 
 ere the 
 
 e word, 
 
 r repre- 
 lere the 
 
 ion, but 
 
 le long 
 
 appear 
 
 J in the 
 
 Practical 
 Exercises. 
 
 work-sliop of the B.B., and drill the pui)ils in associ- 
 ating with it its sound, the long sound of u. 
 
 6. Now write ffv by il, which is already in its place, thus — 
 dew; and call on the pupils to say the w(»rtl. Give 
 thorough exercise in recognition and pronunciation. 
 
 7. Now place on the B.B. the .sentence— The dew is on the 
 grass— and, as usual, exercise the pupils in promiscuous 
 word-naming; in promiscuous group-reading : The dew 
 — is on the grass ; and in the expressive reading of the 
 whole sentence. 
 
 8. Write on the B.B. a number of words involving this 
 combination for the long sound of ?/, such as blew, dew, 
 few, ^flew, hew, mew, new, peiv, stew, yeic, and exercise 
 
 the pupils in quick recognition and pronunciation. 
 
 As in preceding lessons. 
 
 Now should come a "lesson" or "story" into which as 
 many as possible of these words will be woven. The 
 " lesson " should be read expressively. 
 
 THE ROUNDED, LTP SOUND OF U, REPRESENTED BY 
 U AS IN RULE, BY EW AS IN BREW, AND BY 00 
 AS IN NOON. 
 
 We find that u followed by final e silent, and ew have 
 not escaped the inconsistency of pronunciation. In the 
 words cube and use, we have the ordinary sound of it 
 depending on final e silent. Compare cub and cube, ics 
 and use. 
 
 But in the words brute, crude, rnde, prune, rule, ruse, we 
 have the rounded, lip sound, like the .sound of oo as in boot, 
 although u is followcnl l)y final e silent.. 
 
 Again, in the words bre?r, crew, drew, gre-v, sfre?r, threw, 
 ew has not the long .sound of u as in dew, few, hetv, ;>^<'', but 
 the rounded, lip sound, as in rule. 
 
70 
 
 METHOD Foil TEACHING PHONIC READING. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 In the last two cases, however, the pupils may easily lie 
 led to know when ic and efo have the long sound of ti ; and 
 when the rounded, lip sound. Preceded by any letter 
 other than r, m with final e silent, and ew, have the long 
 sound of It ; preceded by r, they have the rounded, li}) 
 sound. Compare dew and dreiv, getv (gew-gaws) and (/rew, 
 stew and strewj suit ixvi6. fruit, hue and true. 
 
 " Lessons " or " stories " involving the use of these 
 words should be given, after good drill on word-naming 
 from lists of these words placed on the B.B. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECO(iNIZE WORDS INVOLVING THE ROUNDED, LIP 
 SOUND OF U, AS IN BUDE, RULE. 
 
 To teach the pupils to read with intelligence and expres- 
 sion, the sentence— Boys must not be rude — rude being the 
 word involving the new sound of u. 
 
 1. Review the words cure, pure, mnte,Jlute, huge, calling 
 on the pupils to give the sound of u found in these 
 words, and to tell the means of knowing that n has 
 this sound — the long sound of u depending on final e 
 silent. 
 
 2. Review the words Boys, vuist, not, he, by placing them 
 "one by one" in the work -shop of the B.B., and exer- 
 cising the pupils in rapid word-naming. Then place 
 them in a column, thus : — 
 
 Boys 
 must 
 not 
 he 
 
 3. Bring from the pupils the spoken word rude. 
 
Develop- 
 ment. 
 
 liese 
 
 METHOD FOU TEACHING I'HoNIC 1{|:aI)IN<;. 7] 
 
 1. Ask tlie pupils to .•malysc the word ruth'. Tlicy find 
 it has three jsoiinds. 
 
 2. Ask the pupils to put on the IJ.IJ. (he Jrit.Ms r.presont- 
 ing the first and third sounds. The i)upils NviJl place 
 there the r and d. 
 
 3. Keniove these letters to another place on (he 15 T,., to 
 form the word, thus— r d . 
 
 4. Now call on the pupils to say the second sound in the 
 v^ord rnde. As this is a new sound, a thorough drill 
 in clear and distinct articulation shoidd l)e given. 
 Special attention should l)e called to the method of 
 making the sound. It is a rounded, lip sound— the 
 lips being protruded in making it. Unless the lips are 
 rounded and protruded, the sound cainiot be correctly 
 made. 
 
 5. Now tell the pupils that, although this is a new sound, 
 we have not a new letter for it. A\'(> use an old letter 
 u; but to make it "say" this sound we must put r 
 before it, and e silent at the end of the word. 
 
 6. Write the word rude in the work-shop of the B.B., 
 thus~n/ii^, calling special attention to r before the u, 
 and e silent at the end of the word. Tell the pupils 
 that when we have these two things in such a word, u 
 has the rounded, lip sound. Give a thorough explana- 
 tion and a thorough drill, so as to impress these facts 
 on the minds of the pupils. Tlum write the word in 
 the usual iovm— rude—and call on the pupils to 
 pronounce. 
 
 7. Write on the B.B. a number of words of this type, 
 such as brnte, crude, prune, rnd.p, ride, ruse, and exercise 
 the pupils in rapid word-recognition and pronunciaticm. 
 
 8. Now place on the B.B. the sentence— Boys must not 
 be rude— and exercise the pupils in promiscuous word- 
 
72 
 
 MKTHOI) I'UU TKACIIlNiJ I'lloNKJ HEAl>!X(jl. 
 
 Practical 
 Exercises. 
 
 Topic. 
 
 Introduc 
 tion. 
 
 iifiminj; ; prouusciious <^i'oup roadinj;, Pjoys — mu.st nf)t 
 he iU(io ; Hiid ill th(! i!X[)r('ssivo r(!adiiig of tlio whole 
 sciitonce. 
 
 As ill prccodiii"^ Icsson.s. 
 
 As a furtlior practical excrciHO, the pupils may be asked 
 to proiiounco contrasted words, thus : — lute and Lnift; nude 
 and rude, tune and ^/ruiic, vtte and ruse, bringing out the 
 (effect of r. 
 
 A "lesson" or "storv" involviii'' the use of these words 
 should now be given, and the pupils exercised in expressive 
 
 reading. 
 
 TYri-: PLAN OF A T.ESSON TO TKACH THE PUPILS TO 
 UKCOdNIZK WOliDS INVOIA'IXd THK KOUNDKI), LIP 
 SOUND OF U, KKPRKSKNTEl) BV EW, AS IN BIx'Eh , 
 CREW, DREW. 
 
 To teach the pupils to read with intelligence and expres- 
 sion the sentence — The lioat had a crew of six — the word 
 crew involving the rounded, lip sound of ?*, as represented 
 by CH} following r. 
 
 1. Review the words blew, th'ir, fete, Jleir, hew, vieiv, tteio, 
 yew, calling on the pupils to give the long sound of u to 
 the combination era. 
 
 '2. lie view the words, l^he, boat, had, a, of, six, by placing 
 thein "one by one" in the work-shop of the B.B., and 
 exercising the pupils in rapid word naming. Then 
 place thera in a column, thus : — 
 
 The 
 boat 
 had 
 a 
 
 of 
 
 six. 
 
METHOD FOR TEACHINT} PHONIC UKADINT!. 
 
 73 
 
 Develop- 
 ment. 
 
 3. Tiring from the pupils tlic spoki'ii word anv. 
 
 1. Ask the pupils to analyse the woid crfiv. They will 
 find it has three sounds. 
 
 2. Ask the pupils to put on the T>. U. the letters repre- 
 senting the first and seeond sounds. The pupils will 
 })laee there c and r. 
 
 3. Eeniove these letters to another place on the B.B., to 
 form the word, thus — rr 
 
 1. Call on the pupils to .say the third sound in rreir, and 
 to tell how it is formed. It is again the rounded, lip 
 sound of It, made in a special manner. Give good drill 
 on articulation. 
 
 f). Ask the pupils to put on the B.B. a letter which will 
 represent this sound. Having learned that ?/, as in 
 ricife and rtde, has this sound, the pupils will probably 
 put down u. 
 
 6. Tell the pupils that k. does .sometimes represent this 
 sound — for example, rude, ride, etc. (placed on the 
 B.B.); but that we use an old combination, ew, for this 
 purpose. And to make ew "say" this sound, we must, 
 as in the case of u, have r before it. 
 
 7. Now place ew by cr, thus — crew. Call the attention 
 of the pupils to r and then to ew, telling the pupils 
 that r "makes" etv "say" the rounded, lip sound. 
 Give thorough drill on this, and on saying the word 
 as a whole. 
 
 8. Write on the B.B. a number of words of this type, such 
 as b7'eio, creio, drew, grew, strew, threw, and exercise the 
 pui)ils in rapid word-recognition and pronunciation. 
 
 I). Now place on the 1>. 15. the sentence The boat had a 
 crew of six — and exercise the pupils in promiscuous 
 word naming ; promiscuous grouping. The boat — had a 
 
74 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 Practical 
 Exercises. 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 crew — of six; The boat — ha<l a crew of six; und in 
 the expressive reading of the whole sentence. 
 
 As in preceding lessons. 
 
 As a further practical exercise, the pupils may be a.sked 
 to pronounce contrasted words, thus : — hlew and brefv, 
 clew and crew, dew and drew^Jiew and grew, stew and strew, 
 bringing out the effect of r. 
 
 Now should come the usual '-lesson" or "story" to 
 illustrate the use of all the words of which the type is 
 given in the last plan. 
 
 PLAN OF A LESSON TO TEACH THE PUT'ILS TO RKCOfJ- 
 NIZE WORDS lNVOLVIN(; THE ROUNDED, LIP SOUND 
 OF U, REPRESENTED BY 00 AS IN COO, TOO, BOOT, 
 COOT, HOOT, ROOT. 
 
 To teach the pupils to read with intelligence and 
 expression, the sentence — The root is part of a plant — 
 root beifig the word involving the rounded, lip sound of i(, 
 represented by oo. 
 
 Note. — For this plan, a word ending with a consonant is selected, 
 rather than one ending in oo, although a plan for coo or too. wouhl 
 be simpler. The vowel sound is tlie same in all, and I'^presented in 
 exactl}' the same way. In coo, we have a consonant .sound, followed 
 by the vowel sound ; in root, we have a consonant sound, followed 
 l)y the same vo\\el sound, followed b\' another consonant sound. 
 So the teacher may select coo or root for this plan, at his discretion. 
 
 1. Keview the rounded, lip sound of ti as found in rude 
 and drew. 
 
 '1. Kevie'v the words, The, is, jmrt, of, a, plant, as in the 
 "introduction" for the last two plans; and place 
 thus : — 
 
 The of 
 
 is (I. 
 
 part plmd 
 
 
iiwl i 
 
 in 
 
 
 Develop- 
 ment. 
 
 be asked 
 
 
 id bre7v, 
 
 
 id strew, 
 
 
 ory" to 
 
 
 type is 
 
 
 RKCOG- 
 
 
 SOUNI) 
 
 
 , BOOT, 
 
 
 ice and 
 
 , 
 
 plant — 
 
 ( 
 
 id of n, 
 
 
 selected, 
 
 
 0. would 
 
 
 entcd in 
 
 
 followed 
 
 
 followed 
 
 
 ) sound. 
 
 
 >cretion. 
 
 
 n rude 
 
 in the 
 1 j)lace 
 
 METHOD FOR TEACHING PHONIC READING. 
 
 3. Bring from the pupils the spoken word root. 
 
 75 
 
 1. Ask tlie pupils to analyse the word root. They find it 
 has three sounds. 
 
 2. Ask the pupils to put on the B.B. the letters represent- 
 ing the first and third sounds. The pupils will place 
 there r and t. 
 
 3. Remove these letters to another place on the B.B., to 
 form the word, thus : — r t. 
 
 4. Call on the pupils to say the second sound ; and to tell 
 )iow it is formed. 
 
 5. Ask the pupils to put on the B.B. a letter or letters to 
 represent this sound. They should be ahle to place 
 tli.ere u or ew, or both. The words rude and drew may 
 be referred to as illustrating representations of this 
 sound. 
 
 6. Tell the pupils that they are correct in putting down u 
 and ew ; but that we ha\e still another way of repre- 
 senting this rounded, lip sound — by oo. Put this com- 
 bination several times on the B.B., and teach tli(i 
 pupils to associate with it the rounded, lip sound, 
 learned before. 
 
 7 Now place oo between r and t, thus — root, and ask the 
 pupils to pronounce the word. Drill on this pronuncia- 
 tion. 
 
 8. Write on the B.B. a numlier of words of this type, 
 such as hoom, cool, doom, (jlooin, vioon, 2^00! , roof, shoot, 
 stoop, and exercise the pupils in rapid word recognition 
 and pronunciation. 
 
 9. Now place on the B.B. the sentence — The root is part 
 of a plant — and o.xercise the pupils in promiscuous 
 word-naming; promiscuous group-reading: The root — is 
 part — of a ])Iant, : The root— is pai't of a plant : and 
 in the expressive reading of the whole sentence. 
 
76 
 
 METFIOD FOR TEACHING PHONIC READING. 
 
 Practical 
 Exercises. 
 
 Topic 
 
 latroduc- 
 tioii 
 
 As in preceding lessons. 
 
 The usual "lesson" or "story" will follow, giving in 
 sentences and paragraphs the words suggested by the 
 preceding plan. 
 
 Anomalies in pronunciation meet us once more. ^^ 
 analogical .sound of oo is the rounded, lip sound as in hooi. 
 poor ; but in some words involving the use of oo^ as in some 
 involving the use of ?/, we have a shortened form of this 
 sound, thus : — hook, foot, took, v)ool ; nnd /nil, jjull. 
 
 To add to the diHiculties, we have oo in rhor and Jloor, 
 ?'epresenting o long, as we have u in cnll, dull, yull, mull 
 and null, representing u short. 
 
 The fro.juent pronunciation h(>ai-d for door and Jloor — 
 sounding oo as in poor — shows the analogy in the sound of 
 this combination. 
 
 Such words as cnll, dnll, etc., may be taught under short 
 u, ; and all the other ftM'ms,^^//, ^;?/i/, book, foot, etc., should 
 be taught as whole words. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 REC(hrXIZE WORDS INVor.VINd THE SOUND OF 01 
 AND OY, AS IN OIL, J(f/N, lidY. 
 
 NoTi:. From instructirms aiul lesi^on given on pages 44 and 62, 
 tlie pupils have learned that, at the end nf a woid, i and y have t)ie 
 same sound, thuw. ///', hif. \ ])lan for ])rts<'nting «?* will, ther f^rc, 
 he sutfieietit. A plan for oy will be similar, needing only the cange 
 of a letter throughout. 
 
 To teach the pupils to read with intelligence and expres- 
 sion, the sentence — The water will soon boil— boil being 
 the word involving the new sound represented by oi. 
 
 1. Place the words. Tlif, imter, will, sooti, •'one by one," 
 in the \\(»rlc-sli(»|t of the H,I>., and exercise the pupils 
 ni rapid recMgnitinn and pronunciation. Then place 
 t!ie woi'd- in a «(»bHnn. thus: — 
 
METHOD FOR TEACHING PHONIC READIN<J. 
 
 77 
 
 giving in 
 J hy tlie 
 
 .s in boo>. 
 
 s in some 
 
 n of this 
 I 
 
 tul Jloor, 
 ull, mull 
 
 \ floor — 
 sound of 
 
 ler short 
 ., should 
 
 'ILS nx) 
 > OF 01 
 
 and 62, 
 liave tJie 
 ler -fore, 
 e c„ange 
 
 expres- 
 ' beiiiL' 
 
 ' one," 
 
 pupils 
 
 place 
 
 Develop- 
 ment. 
 
 The 
 
 water 
 
 will 
 
 soon 
 
 2. Bring from the })upils the spoken word ho'd. 
 
 1. Ask the pupils to analyse the Mord loll. They find it 
 has three sounds. 
 
 2. ±- 
 
 i\sk the pupils to put on the B.B. the letters represent- 
 ing the first and third sounds. The pup-Is will place 
 there b and I. 
 
 Note.— Should any pupil put //, tell him this is coiTect, hut that 
 in the present word we use hut on I. 
 
 3. Remove the.sc letters to another place on tlie B.B., to 
 form the word, thus, h I, 
 
 4. Now call on the pupils to .sound the word as a whole, 
 and to repeat tlie second sound. As this is a new 
 sound, give the pupils thorough drill in articulation. 
 
 5. Tell the pupils that, although this is a new sound, we 
 liiive not a new letter to represent it. We are obliged 
 to use, not one, but two old letters. The two letters 
 have, however, but one .-^ound. Referen^^e to ch, sh, th, 
 and ng, with word illustrations, such as chop, iuuch. 
 shot, dish, thin, bath, sin;/, song, will make this kind of 
 representation clear. (Sec page 34). 
 
 6. Place o«, several times, in the work-.shop of the B.B., 
 and thoroughly drill the pupils in associating the sound 
 with the combination. If considered necessary oi- 
 helpful, a curved line may be placed over the two 
 letters, thus — oi. 
 
 7. Now place oi between b and /, already on the B.B., 
 completing the word, thus — boil ; and call on the pupils 
 to say the word as a whole. 
 
78 
 
 METHOD FOR TEACHING PHONIC HEADING. 
 
 Practical 
 Exercises. 
 
 S. Write on the B.B. ;i iiuihIht of woids of this type, 
 such as, oil, coil, soil, toil, join,, joint, point, voice, hoist, 
 moist ; ami exeicisc the pupils in rapitl word recogni- 
 tion and pronunciation. 
 
 9. Phice on the B.B. the sentence — The water will soon 
 boil — and exercise the pupils in promiscuous word- 
 naming ; promiscuous group-reading — The water — will 
 soon boil; and in the expressive reading of the whole 
 sentence. 
 
 As in preceding lessons. 
 
 Then follows the usual "lesson" or "story" referred to 
 in preceding plans. 
 
 The plan for teaching the pupils to recognize words 
 involving the sound of oy as in hoy, may easily be made 
 from last plan. 
 
 Take as the "working word," hoy, and the "working" 
 sentence — The boy came to school. 
 
 Analysis of the word boy will show that it has two 
 sounds ; the first, represented by h ; the second, which is 
 the sound already learned liS represented by oi, is now 
 represented by oy. As in the case of oi, good drill should 
 be given in associating the sound with oy. And it may be 
 again impressed on the pupils that, at the end of a word, 
 i and y have the same sound. 
 
 Then, as in last and preceding plans, put on B.B. a num- 
 ber of words of this type, such as, hoy, coy, cloy, joy, Hoy, 
 toy, Troy, an-noy, en-joy, and give good exercise, as before, 
 in rapid word -recognition and pronunciation. 
 
 Lastly, put down the sentence The boy came to school ; 
 and deal with it as in preceding plans. 
 
 Then should come the usual "lesson" or "story" as in 
 preceding plans. 
 
 \ 
 
METHOD FOR TEACHING PHONIC IlEADINn. 
 
 79 
 
 I 'lis type, 
 >i-ce, hoixt, 
 I I'ecogni- 
 
 will soon 
 us word- 
 ter — wiJl 
 'e wliole 
 
 erred to 
 
 ' words 
 e made 
 
 >rking" 
 
 -s two 
 Jiicli is 
 is now 
 should 
 (lay be 
 word, 
 
 num- 
 efore, 
 
 hool ; 
 
 as in 
 
 Topic. 
 
 Introduc- 
 tion. 
 
 Develop- 
 ment. 
 
 TYPE PLAN OF A LESSON TO TEACH THE PUPILS TO 
 RECOdNIZE WORDS INVOLVINU THE SOUND OF OU 
 AND OW, AS IN THOU, OUT, LOUD, COW, TOWN. 
 
 To teach the pupils to read with intelHgence and expres- 
 sion, the sentence — The earth is round — ronnd being the 
 word involving the new sound represented by ou. 
 
 NoTK.— Tlie word round, ratlicr tlian tJiou or out, i.s selected a.s 
 the "working" word — round having more sounds. 
 
 1. Place the words, The, earth, is, "one by one" in the 
 work-shop of the B.B,; and, as usual, exercise the pupils 
 in rapid word-recognition and pronunciation. Then 
 place the words in a column, thus: — 
 
 The 
 earth 
 
 2. Bring from the pupils the spoken word round. 
 
 1. Ask the pupils to analyse the word round. They find 
 it has four sounds. 
 
 2. Ask the pupils to put on the B.B. the letters repre- 
 senting the first, third, and fourtli sounds. The pupils 
 will place there, r, n and (/. 
 
 3. Remove these letters to another place on the B.B, to 
 form the word, thus — r nd. 
 
 4. Now call on the pupils to sound the word as a whole, 
 and to repeat the second sound. As this is a new 
 sound, give the pupils thorough drill iu articulation. 
 
 5. Tell the pupils that, although this is a new sound, we 
 have not a new letier to represent it. We are obliged 
 to use, not one, but tico old letters. The two letteis 
 have, however, but one sound. (See development 5 
 in plan for on, page 77). 
 
80 
 
 METHOD FOR TEACHING PHONIC KEADINC. 
 
 Practical 
 Exercises. 
 
 0. Place on sovoral tiino.s in tlin workshop of tlio ?>.?>., 
 and «,ave tlin pujtils thorougli drill in asHociatin;j; the 
 sound with the combination. IT considered necossary, 
 or helpful, a curved line may l>e placed over the two 
 letters, thus — oil. 
 
 7. Now place ou Ijetween r and nd, already on the board, 
 i\\WH — rounds and call on the i)upils to say the word as 
 a whole. 
 
 8. Write on the B.B. a number of words of this type, 
 such as loud, clofid, proud, hound, /omul, round, ground, 
 sound, our, out, thou, housp, shout, stout ; and exercise 
 the pupils in rapid word-recognition and pronunciati<in. 
 
 9. Place on the B.B. the sentence — The earth is round — 
 and exercise the pupils in promiscuous word-namin<,': 
 promiscuous group-reading : The earth — is round ; and 
 in the expressive reading of the whole sentence. 
 
 As in preceding lessons. 
 
 Now will come the usual "lesson" or " story." 
 
 This plan will suggest a plan to teach the pupils to 
 recognize words involving the sound of oiv, as in note, hrou\ 
 down, crowd. 
 
 Taki .IS the "working" word down, and the "working" 
 sentenc -He ran down the hill. 
 
 Analysis of the word dotvn will show that it has three 
 sounds : the first, represented by d ; the second, which is 
 the sound already learned as represented by ou, is now 
 represented by orv ; and the third by n. As in the case 
 of ou, good drill should be given in associating the sound 
 with ow. The similarity of the .sounds may be shown by 
 the words noun ami re-7iown, cow and count, how and hoiis^. 
 
 As in the last and preceding plans, a number of words 
 involving the sound of ow like on should be jiaced on the 
 B.B., and good drill given in rapid word-recognition and 
 
METHOD FOR TEACHING PHONIC IlEADINO. 
 
 81 
 
 lio 
 liid 
 
 ])roiiunciati(>n, tlins : — coir, how, 7101c, hroi<\ hrtum, rroirii, 
 down, town. 
 
 Then put down tlie sentence — He ran down the liill ; 
 and (leal with it as in preceding plans. 
 
 Then place the words in a " lesson " or " story " for 
 expressive reading. 
 
 The anomalies of pronunciation accompany us to the end. 
 
 On page 67 reference was made to the fact that on has, 
 sometimes, the rounded, lip sound usually associated with 
 00. Examples of this, as given there, are coup, re-conj), 
 group, soup. 
 
 In the words yb'Jn* and ^>o?(r, we have a new departure — 
 the long sound of o followed by inniiediate a silent, although 
 in the word sour, we follow the anahjgy. 
 
 While ou in thou follows the analogy, on in jiou ai.d 
 youth represents the long sound of u. 
 
 The word wouud is pronounced in two ways, with different 
 meaning — one pronunciation involving the analogical sound 
 of at — the meaning then being "twisted" or "rolled 
 round"; the other, involving the rounded, lip sound, the 
 meaning being "to injure" in a certain way, or an "injury" 
 in a certain way. 
 
 All these are exceptional pronunciations and the words 
 must be taught as wholes. 
 
 On page 04 a plan is given for teaching words in which 
 010 represents the long sound of as in hloic ; and at the 
 end of \\vi- plan it is suggested that such words as cow, how, 
 nofv, be taught as whole words. As the sound which o?v 
 has in coiv, is the analogical sound, th(> teacher may take 
 this as the rule, the other as the exception to be dealt with 
 fro*n the standpoint of whole words; or vice versa. 
 
INDEX. 
 
 I'AOK. 
 
 a short, as in cat l 
 
 «, as ill JJa, 111(1, p<i . . . . (;7 
 
 a long, aa in jnuie ;{s 
 
 a, as \n fur, father . . . .4(1 
 
 "('••. 4!) 
 
 ai, as in pail, 44. 
 
 ((/(/, as in b((l<i r,^ 
 
 alk, as in c/ialk -,i 
 
 n//, as in hall . . . . . . -,i 
 
 aim, as in palm 49 
 
 alt, as ill halt 53 
 
 ail, as ill /((«?<^ .-jj 
 
 nj«, as in paw, haivk . , . ,51 
 
 ai/, as in (/r?// ... 47 
 
 ^ .' : .■ 7 
 
 c hard ^ 
 
 f soil 4'j 
 
 <^'* ;u 
 
 c^' 80 
 
 <^ . . . . 
 
 / 
 
 e short, as in hen j) 
 
 e long, as in here 40 
 
 e long, as in he 54 
 
 ea, as in leaf. 55 
 
 ea, as in bread ^y 
 
 ea, as in bear 5(3 
 
 ee, as in/fe/ ,54 
 
 ei, as in feint -,,(^ 
 
 eu, as in/eH(/ (jy 
 
 eiv, as in i/tw (j^ 
 
 ew, as in fc?-f>M; 7.> 
 
 pv/, as in orefj and />•//. . , 
 / 
 
 jr . . ." 
 
 a hard 
 
 (J soft 
 
 4,S 
 
 28 
 
 / 
 
 43 
 
 .'/:/ 
 
 I'AOK. 
 
 ' siioft, as ni pi(j I -, 
 
 i long, as in bite 40 
 
 '" long, as in /lir 41 
 
 i long, as in J/i 5^ 
 
 ie, as in piece ,-,7 
 
 i'jh, as in hii/h 
 iUl, as in icHd 
 util, as in hiitd 
 j .... 
 k . . . . 
 I . . . . 
 
 r)8 
 
 (iO 
 GO 
 
 7 
 10 
 
 / 
 28 
 
 4 
 
 35 
 
 83 
 
 II 
 
 ■))i 
 
 n 
 
 »[/ 
 
 short, as in du;/ js 
 
 u long, as in roj/e 40 
 
 long, as in hae 41 
 
 o long, as in //o 63 
 
 oa, as ill boat (j3 
 
 oi, as in oil 7(j 
 
 uld, as in bold ()4 
 
 00, as in noon 74 
 
 00, as ill book 7(j 
 
 00, as in dour 7(j 
 
 on, as ill c»»< 79 
 
 oil, as in group (J7 
 
 o/', as in four ,SI 
 
 on, as in >iiiiit/i si 
 
 0(r, as in blow (j4 
 
 f'"', as in cow 80 
 
 01/, as in bni/ 7f^ 
 
 P 7 
 
 '/ 17 
 
84 
 
 1M>K\. 
 
 •'^^"iiiiils. Tai,!,. ,,f |.;| 
 
 cniciilaiv 
 
 /// 
 
 " .slldl't , 
 
 " liiiiK, as ill niKt,- 
 
 I'.AOK. 
 
 lis 
 
 '•^^ 111 tjidi |sj 
 
 " long, us ill // 
 
 10 
 
 »'i -IS ill rid,: 
 II, .IS \u/„ll , 
 "'", as ill suit. 
 
 ii-h 
 
 .'/, as 111 i/i t 
 
 •'">-'• ••'•^ '" <fn<- n .'/, ns ill 1, 11 
 
 <>/ 
 
 TAflK, 
 
 <l) 
 
 IS 
 10 
 
I'AOK. 
 
 13 
 
 34 
 
 18 
 
 19 
 
 (il 
 
 19