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PHONICS IN READING
A Manual
HALIBURTON
DALLAS
B.F. JOHNSON PUBLISHING COMPANY
RICHMOND
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PHONICS IN READING
A MANUAL
By .
M. W. HALIBURTON
Supervisor of Primary Work in the State Normal S:hool,
Farmville, Va.

B. F. JOHNSON PUBLISHING CO.
ATLANTA
RICHMOND
DALLAS

Phonics in Reading
A MANUAL
-
BY
M. W. HALIBURTON
List Price - - 40 Cents
DRILL BOOK
[To accompany Manual]
List Price - - 18 Cents
PLAYMATES-A PRIMER
List Price - - 25 Cents
GRADED CLASSICS READERS
BY
M. W. HALIBURTON and F. T. NORVELL
First Reader .
Second Reader.
Third Reader
Fourth Reader .
Fifth Reader .
LIST PRICE
30 Cents
35 Cents
40 Cents
45 Cents
50 Cents
.
.
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.
Copyright, 1968,
By M. W. HALIBURTON.
All rights reserved.
PLIED PRINTING
TRADES LALONCOUNCIL
DICHMONE
13-7.-H.P.
PREFACE
It has been affirmed that “the teacher who cannot analyze
spoken words into their separate sounds, who cannot analyze
written or printed words into parts corresponding to these
spoken sounds and associate each sound with its symbol,
in short, one who does not know phonics-should not under-
take to teach beginners to read.” We have been hearing
such assertions for a long time. Years ago Dr. Francis
Parker in his plea for the use of phonics in reading said:
- The greatest obstacle I have found in the teaching of read-
ing is the inability of teachers to do the work that should be
done in phonics." This statement is corroborated by
primary teachers themselves. Many of them say frankly
that, not having been taught phonics in their own school
days, they are unable to use them in their teaching. But
this is no excuse; for every teacher can qualify herself to use
phonics in her work.
In order to aid teachers in mastering phonics for them-
selves and to show them how to apply this knowledge in
teaching reading, this little book has been prepared.
CONTENTS
de
PS ]
CHI
ON
ELEMENTARY SOUNDS ....
Drill on Consonant Sounds......
Drill on Vowel Sounds.............
Drill on Easily-Confused Sounds......
STEPS IN TEACHING PHONICS.
Analysis of Spoken Words..
The Sounds and Forms of Letters..........
Analysis of Written and Printed Words.....
The Names of Letters.....................
USE OF THE DRILL BOOK......
General Directions ......
Special Directions
PHONICS APPLIED TO READING.................
The Word Method and Phonics. ............
Review of Phonic Facts....................
DRILL BOOK
Phonics in Reading
ELEMENTARY SOUNDS
In order that the teacher may successfully use
phonics in teaching reading, a knowledge of the elemen-
tary sounds of our language is essential. For this
reason, if the teacher is not familiar with these sounds,
she should master them. thoroighly before attempting
to use phonics in the classroom.
DRILL ON THE CONSONANT SOUNDS
To learn the consonant sounds, speak three or
four times in succession any word whose initial
sound is the consonant sound to be mastered. Make
an effort each time to give the initial sound
distinctly and yet to speak the word naturally.
Notice carefully what the initial sound is. Then start
to pronounce the word again, but this time do not utter
more of it than the first sound. For instance, to
obtain the sound of b, pronounce two or three times
in succession the word box or ball. Start to pro-
nounce the same word again, but stop after the first
sound has been made. This initial sound is the sound
of b. Try to obtain the same sound by pronouncing
PHONICS IN READING
two or three times a word that ends with b, as cab.
Notice the final sound. In this way you can obtain the
correct sound of this letter.
To obtain the sound of d, practice as above on the
word day, and then on the word head,
To obtain the sound of f, take for practice the words
fan and stiff.
To obtain the sound of g, practice on the words go
and rag.
To obtain the sound of h, practice on the word hay.
To obtain the sound of j, practice on the word Joe.
To obtain the sound of k, practice on the words kite
and book.
To obtain the sound of l, practice on the words lad
and bell.
To obtain the sound of m, practice on the words me
and am.
To obtain the sound of n, practice on the words no
and man.
To obtain the sound of p, practice on the words pan
and cap.
To obtain the sound of r, practice on the words ray
and bar.
To obtain the sound of s, practice on the words see
and miss.
To obtain the sound of t, practice on the words toe
and mat.
ELEMENTARY SOUNDS
To obtain the sound of v, practice on the words vane
and rove.
To obtain the sound of w, practice on the word we.
To obtain the sound of y, practice on the word yet.
To obtain the sound of 2, practice on the words zone
and buzz.
To obtain the sound of ch, practice on the words
chill and rich.
To obtain the sound of sh, practice on the words
shell and bush.
To obtain the flat sound of th, practice on the words
that and with.
To obtain sharp sound of th, practice on the words
thin and both.
To obtain the sound of wh, practice on the word
when. (In the words when, white, while, etc., the h,
is sounded first, just as if the words were written hweiz,
hwite, etc.) :
The hard sound of c is like that of k, as may be ascer
tained by practicing on such words as cat, cow, cane.
etc. (The soft sound of c is developed in “ Specia'
Direction ” for the use of the Drill Book.)
· The letter q, having no sound of its own, is not con-
sidered an elementary sound. It is always joined with
the letter u to represent a sound—the sound of k and
w combined. To obtain the sound of qu, practice on
such words as queen, quill, quail, etc.
n
TUU
10
PHONICS IN READING
The letter w has no elementary sound; it represents
the combined sound of k and s. To obtain the sound
of x, practice on such words as box, fox, wax, six, etc.
Notice the last sound uttered in speaking these words;
it is the sound of x.
DRILL ON THE VOWEL SOUNDS
All who know the names of the letters a, e, i, o, u,
know the long sounds of these vowels, for the names of
these letters are their long sounds. Practice upon
these is unnecessary for the teacher. When y is a
vowel, its long sound is the same as that of long 1,—that
is, its sound is the name of the letter i.
The short sounds of the vowels are to be found in the
following words:
The sound of a in at, or in bat
The sound of e in egg, or in net
The sound of i in it, or in bit
The sound of o in odd, or in not
The sound of u in up, or in nut
When y is a vowel, its short sound is the same as
that of short i,-that is, the sound that i has in it, bit,
etc.
The teacher should practice on these short vowel
sounds.
ELEMENTARY SOUNDS
: 11
The remaining elementary vowel sounds are:
The broad sound of a heard in fall.
The circumflex sound of a heard in care.
The Italian sound of a heard in father.
The short Italian a heard in grass.
The circumflex sound of e heard in fern.
The long sound of oo heard in moon.
The short sound of oo heard in book.
The sound of ou heard in out.
The sound of oi heard in oil.
DRILL ON EASILY-CONFUSED SOUNDS
The teacher should be able to make all the elemen-
tary sounds with perfect correctness. There is dan-
ger that the sound of b will sometimes be given for p,
the sound of t for d, etc. For this reason, teachers
should carefully practice upon the sounds of letters in
pairs, as given below.
Practice alternately b and p. Notice that in making
the sound of b you place the lips in the same position
as for p, but you force the voice out, separating the
lips slightly. Notice that you use breath in p and
voice in b. Contrast the words pipe and bite.
Practice alternately d and t. Notice the difference
between the breath sound of t and the voice sound of d.
Be careful that no voice is allowed to escape in uttering
the sound of t and that no vowel sound is connected
PHONICS IN READING
with the consonant sound, such as tur for t. Contrast
dime and time.
Alternate the sound of k and hard ċ (c as heard in
cat) with the sound of g. Notice that in making the
sound of k and of hard c, which are precisely the same,
you force breath out, but that there is no voice in this
sound. In inaking the sound of g, you force voice out.
Contrast Kate and gate.
Practice the sound of f alternately with the sound
of v. Notice the use of the breath in making the sound
of f; notice also that there is no voice. In making the
sound of v, you force voice out. Contrast the words
vine and fine.
Alternate the sound of j with the sound of y. Both
are voice sounds; but, in making the sound of y, notice
what a short, light sound it is. It is made by having
the voice come through the smallest possible passage
between the tongue and palate. It is exactly the same
sound as that which we make when we give the name
of the letter e, prolonging it somewhat. Contrast yet
and jet.
Practice alternately the sounds of m and n. In con-
nection with m, be careful to make no vowel sound,
such as em or mu. The sound of n is often given incor-
rectly as if it were un or en. Contrast man and Nan.
Practice alternately the sounds of l and r. Notice
that in making the sound of l you force voice over the
ELEMENTARY SOUNDS
13
sides of the tongue. To make the sound of r you force
voice out. Contrast right and light.
Practice alternately the sounds of sand z. To make
the sound of s, you force breath out. Children should
not be allowed to prolong this sound. To make the
sound of 2, you force voice out. Contrast gaze and
base.
Practice carefully the sound of w and wh. To make
e sound of w, the lips must be placed as if for whist-
ling and the voice forced through, giving the sound of
o as in do. To make the sound of wh correctly, it must
be given as hw. Contrast whim and wind.
Practice the two sounds of th. In such words as
thin, death, etc., you force breath out. To make the
sound of th as heard in such words as then, this, etc.,
you force voice out.
Practice the sound of X. Notice that it is the
same as the sound of ks. Sound k and s together,
letting the sound of k glide into that of s.
Sa
PHONICS IN READING
STEPS IN TEACHING PHONICS
In teaching phonics the order of the initial work may
be indicated as follows:
(a) Analyzing spoken words into their elementary
sounds.
(6) Associating the elementary sounds represented
by single letters with their written or printed sym-
bols,—that is, with the single letters.
(c) Analyzing written and printed words into parts
that correspond to the sounds into which these words
are separated when spoken.
(d) Associating the sounds and forms of letters
with their names.
ANALYSIS OF SPOKEN WORDS
EXERCISE 1
The teacher should give as part of her earliest work
with the children sentences which she wishes them to
repeat; as, “ The book is on the desk,” 66 The sun is
shining through the window," " The pictures are on
the wall," " The chalk is in the box," etc. This is
the beginning of formal language work. It is also the
point at which slow pronunciation may begin.
STEPS IN TEACHING PHONICS
15
After the children have begun to repeat sentences
freely and readily, the teacher one day, without any
intimation as to why she is doing it, speaks one of the
words of the sentence very slowly but in a perfectly
natural way, as “The flowers are in the va se.” The
children will probably repeat the sentence readily
enough, but will not speak the word vase slowly. The
teacher gives another sentence in which she does not
pronounce any word slowly. But in the third sentence
she may pronounce one of the words slowly, as, “ The
pen is on my desk,” etc.
This exercise should be repeated often enough to
accustom the children to the idea that words are some-
times spoken slowly. The efforts of the teacher should
be to speak the words not only slowly but as naturally
as if she were speaking in the usual way. She may
follow this with a story in which some of the words are
spoken slowly.
EXERCISE 11
TEACHER: Children, look at this picture.* Tom
may tell me one thing he sees in it. Agnes may tell
what she sees. Mary, what do you see?
PUPIL: I see a big dog.
I see a little boy.
I see the ocean.
*See frontispiece of Drill Book.
16
PHONICS IN READING
ea
TEACHER: You may look at the picture, Ned, and
tell me what you think has happened.
PUPIL: I think the boy fell into the water. I think
the big dog pulled him out.
TEACHER: I am going to tell you a story about this
picture:
Once there was a little boy. His name was Tom.
Tom lived near the sea. He had a fine large dog
The dog's name was Ned. Tom and Ned loved each
other very much. One day Tom was playing on the
sh o re. He ran too near the sea and fell into the
water. He screamed at the top of his v oi ce. Then
he went down, down. He would have been drowned
if it had not been for Ned. Ned heard him cry. He
came running, and into the water he went with a great
1 ea p.
Just then Tom came up to the top of the water.
Ned caught hold of his coat. He held it fast with
his tee th. Then he sw am with Tom to the land.
He had saved his d ea r little master's life.
As many exercises of this kind may be given as the
teacher thinks necessary. Other stories may be told
in this way without the use of a picture.
lle.
EXERCISE III
In the foregoing exercises the children's attention
was not called to the slow pronunciation of some of the
STEPS IN TËACHİNG PHONICS
17
words. In the following exercise their attention may
be directed to the slowly spoken words:
TEACHER: Children, you know people do not always
talk in the same way. Some speak rapidly, others speak
more slowly. See if you can understand me when I
speak some words very slowly. If you understand
the words which I speak in that way, you may call them
out quickly and softly.
TEACHER: I am rubbing my ch ee k.*
PUFILS: Cheek.
TEACHER: I am touching my no se.
PUPILS: Nose.
TEACHER: I am rubbing my chin.
PUPILS: Chin.
TEACHER: I am touching my lip.
PUPILS: Lip.
TEACHER: I am rubbing my br ow.
PUPILS: Brow.
TEACHER: Perhaps you understood my slowly
spoken words because I was touching the parts of my
face which I named so slowly. I shall not show you
this time what I mean. If you understand me you
need not speak. Just do what I ask and show me in
that way that you understand me. Now listen closely
and act quickly.
*The teacher performs the act each time she speaks.
18
ÞÃONICS IN READING
TEACHER:
Smooth your hair.
Touch your mouth.
Stretch out your arm.
Touch your neck.
Rub your thr oa t.
Lift your foot.
Bend your knee.
Show your tee th.
Touch your lip.
Stand on one leg.
EXERCISE IV
TEACHER: To-day you may do what I ask you to do
if you understand me. Listen.
Tom may run.
Will may ma ke a bow.
A nn.ie may skip.
· Ben may hop.
Ja ne may sitin my ch air.
Ka te may stand by my desk.
Elizabeth may bring me that box.
Some one may find a b oo k.
Some one may open the door.
You may all clap your hands.
You may all rise.
You may all sit.
Katherine, you may shut the door.
STEPS IN TEACHING PHONICS
19
19
EXERCISE V
In the following exercises the teacher should not
require any child to pronounce slowly if he finds it
difficult to do so; but she should praise the effort that
any one of the class makes toward doing what is asked
of him.
TEACHER: Children, I wish you to pronounce slowly
the names of the objects when you bring me what I ask
for. .
I will ask Tom to bring me my pen.
TOM: Here is your pen.
Mary, bring me that box.
MARY: Here is the box.
TEACHER: Will, bring me your hat.
WILL: This is my hat.
TEACHER: Bring me that fa n.
Get the b a ll.
Bring me the cup.
Get the do 11.
Get the top.
Bring me a lea f.
Bring me a nut.
EXERCISE VI
TEACHER: I am going to tell you of some things I
saw to-day. When I ask you a question and you
20
PHONICS IN READING
:
answer it, I wish you to pronounce slowly the words
that I pronounced slowly.
This morning I saw a boy with a b a ll. What did
he have?
PUPILS: A b a ll.
TEACHER: Another boy had a top. What did he
have?
(Pupils answer as above, speaking slowly the words
the teacher spoke slowly.)
TEACHER: I saw a big girl with a b oo k.
I saw a little girl with a doll.
The doll wore a ha t. .
I saw a pretty b ir d.
It was in a tree.
It had a nest.
I saw it fly.
I heard it sing.
As many of these oral exercises may be given as may
seem necessary. Others along this line will doubtless
suggest themselves to the teacher. She should per-
severe until the children can give words in two or three
separate sounds.
EXERCISE VII
A more mechanical form of oral exercise than any
of the preceding will be found necessary in order to
give the children the power to analyze readily spoken
STEPS IN TEACHING PHONICS
.
21
words into their elementary sounds. The groups of
words given below are to be taught one column at a
time until the children have acquired considerable skill
in analyzing them into their elementary sounds.
The children should be required to do this work thor-
oughly. They should stand or sit quite near the
teacher, near enough to watch every movement of her
lips and catch the most delicate sound she makes in
sounding the words. If there is a large number of
children in a class, they may be drilled in groups.
day
gay
hay
nic
knee
may
pay
ray
say
way
bee
he
key -
Lee
pea
see
tea
lay
jay
we
by
go
no
die
row
nigh
pie
rye
sigh
toe
bow
high
so
lie
hoe
tow
my
tie
Joe
woe
caw
boy
jaw
dew
few
mew
new
pew
iaw
соу
joy
Roy
COW
how
bot
now
VOW
paw
saw
toy
22
PHONICS IN READING
The order in which the work with the words on the
preceding page should be done is as follows:
(a) The teacher pronounces distinctly the first
word of the column without separating it into sounds.
The children pronounce it after her in concert. The
teacher should be sure that they all hear it accurately
and pronounce it correctly. All the words of the
column are pronounced as wholes in this way.
(6) The teacher begins again with the first word
of the column, this time sounding it,that is, giving it
in two parts—thus, d ay. In like manner each of the
other words is separated into its two elementary
sounds. As the teacher gives the last sound of each
word, she pauses and waits for the children to tell her
what the word is; the children then speak the word
as a whole.
(c) Finally the teacher gives all the words of the
column again, this time pronouncing each word as a
whole and requiring the children to separate it into
its elementary sounds. This may be done in concert.
At first it may be necessary for the teacher to lead in
the concert-sounding of these words; but each child
should be tested individually as to his ability to sepa-
rate them into sounds.
Each of the words given on page 21 is composed of
only two sounds. Of course they are not to be shown
to the children. They are for the ear only.
STEPS IN TEACHING PHONICS
23
23
EXERCISE VIII
The words given below may be treated in the same
manner as those in Exercise VII,—that is, separated
into two sounds.
bag
bat
cat
fat
rag
bad
had
lad
mad
sad
tag
sag
wag
dam
ham
jam
ram
Sam
hat
mat
cap
can
Dan
fan
bed
fed
Ben
den
hen
men
lap
nap
sap
tap
led
ran
Ned
red
pan
pen
dip
big
hip
dig
bet
get
let
met
pet
bid
did
hid
kid
lid
lip
rip
fig
pig
wig
sip
cot
dot
dim
him
rim
Tim
Jim
Bob
cob
job
bun
fun
got
gun
run
rob
hot
not
sob
sun
%4
PHONICS IN READING
EXERCISE IX
The next step is to separate each word given under
Exercise VIII into its three elementary sounds; as,
bat, cat, etc.
It is necessary that the child learn to separate a word
into each of its elementary sounds, but care must be
taken not to distort the pronunciation by too long
a pause after each sound. These pauses should be
very brief.
The order of conducting this exercise is as follows:
The teacher pronounces the word as a whole and
then separates it into its three elementary sounds,
being careful to speak the word as naturally as possi-
ble, yet slowly. The child immediately imitates the
teacher, pronouncing the word and then sounding it.
The teacher should be on the alert to correct unnatural
pronunciation, such as drawling the vowel or making
any unduly prolonged pause. If there is a tendency to:
distort pronunciation, the teacher may repeat each
word, this time giving it in two sounds only, as, b at,
cat, etc., and require the pupils to do the same.
THE SOUNDS AND FORMS OF LETTERS
As soon as the teacher has done the work outlined in
Exercises I to IX, she should begin daily drills on the
script forms of the letters, associating these forms
with their sounds.
STEPS IN TEACHING PHONICS
25
The consonants should be taught first; but the script
form and the short sound of the vowel a may be taught,
if the teacher so desires, as soon as the letters f, m, p,
r, b, c, h, t, and v have been thoroughly learned by the
pupils.
The manner of teaching the letter f, as given below,
is to be used as a guide for teaching the other letters
of the alphabet.
DRILLS ON SOUNDS AND FORMS
11
1. In teaching the sound of f, the teacher says,
" Children, I wish to see if you can tell me the sound
with which these words begin. Listen as I pronounce
them: fan, fox; fun, fish, fig, fell, fall, foot.
The effort of the teacher in pronouncing each of
these words should be to give the initial sound dis-
tinctly and yet speak the word naturally. The children
· will probably not be able at first to indicate the initial
sounds of the words. The teacher may say, “I will
help you. I shall start to say fan, but I shall not say
it all.” She gives the first sound of the word,—that
is, the sound of f-and asks the children to start to
say fan and stop with the first sound, just as she did.
She then says, "Now I shall start to say another of
the words that I gave you." She makes the sound of
f and asks some child to tell what word he thinks she
is trying to say. He will probably give one of the
26
PHONICS IN READING
words, such as fox or fun, which the teacher pro-
nounced at the beginning of this drill. If he gives any
one of those words, her purpose will have been accom-
plished. The teacher then assents to the word given
by the child and pronounces it, prolonging the initial
sound before giving the whole word, thus: f ox, f un,
fish, fig, foot, f all, etc.
When all or most of the words that the teacher gave
have been taught in this way, she should ask, “ How
many of you can think of some word I haven't given
which begins with this sound-f?" After a few exer-
cises, the children will become surprisingly quick at
suggesting familiar words that have not been men-
tioned, but which begin with the required sound.
Before closing the lesson, the teacher holds up a card
of stiff manilla paper or cardboard upon which the
letter f is shown in plain large vertical script. She
tells the children that this is the letter we make first
when we write a word that begins with the sound f.
She writes the letter several times on the blackboard
in large vertical script, giving the sound each time she
makes the letter. The children follow the movement
of her crayon, pointing the forefinger of the right hand.
They are then sent to the blackboard to make the
letter. They should give the sound each time they
make the letter.
2. In teaching the letter m, use such familiar words
STEPS IN TEACHING PHONICS
27
11
as moon, m an, m ilk, m oney; m other, Monday, m eat,
mush, etc. (In these drills words in which vowels
follow the initial letter should always be used.) The
card containing the script letter m should be shown
and the children should make m on the board and
sound it. The letter f should be shown again and
sounded from the card.
3. In teaching the letter p, use such words as pen,
pet, pigeon, pig, pansy, people, pocket, etc. The
children write the letter on the board and sound it.
The teacher shows a card containing p. Reviews f
and m on the cards.
4. In teaching r, use familiar words like rose, r ope,
rock, ring, r ain, red, riding, etc. Make the letter
on the blackboard; show it on a card. Review f, m,
and p on cards.
5. In teaching b, use the words bird, b ell, b ox,
b aby, b all, b ush, etc. Make the letter on the black-
board; show it on a card. Review f, m, p, r on cards.
6. In teaching c, use the words candy, cart, coal,
cap, etc. Make the letter on the blackboard; show it
on a card. Review f, m, p, r, b on cards.
7. In teaching t, use the words tent, t in, t urkey,
top, tub, toad, etc. Make the letter on the black-
board; show it on a card. Review f, m, p, r, b, t.
8. In teaching v, use the words v ane, v ine, v elvet,
v ase, etc. Review f, m, p, r, t, b, c.
28
PHONICS IN READING
9. In teaching h, use the words home, h at, h oney,
hill, etc. Review f, m., p, ?, t, b, c,v.
10. In teaching the short sound of a, the teacher
may write the letter, giving its sound. The children
write the letter several times and sound it. The teacher
shows a card containing the letter a. Review f, m, p,
r, t, b, c,v, h.
The remainder of the letters may be taught in the
same way as the letter a, provided there is not time for
all the details given under the drill on f.
The order in which the letters are given is governed
by the order of the words in the Drill Book. Accord-
ing to the words to be found in that book, the
letters should be given in the following order: (1)
f, m, p, r, t, b, b, c, v, and a (short sound). (2) 1,9, n,
and s. (3) d. (4) w. (5) x. (6)e (short sound).
(7) į (short sound) and k. (8) j, oond u (short
sounds).
Y, 2, qu, ch, sh, wh, and th may be taught by showing
them on the cards. Qu, ch, etc., are combinations of
letters (each representing a single sound) which are
to be taught in the same manner as single letters.
TRANSITION FROM SCRIPT TO PRINT
The printed form of all the letters are taught by
degrees. The printed form of a letter should be on
one side of a card and the script form on the other side.
STEPS IN TEACHING PHONICS
29
As often as possible during each day, there should be
a quick review of all the letters that have been taught.
The teacher should show the script forni and then the
printed form of the letter; the child should give the
sound as soon as the teacher calls upon him. The class
may sometimes be allowed to give the sounds in con-
cert, though it is usually better to have one child at a .
time give the sounds rapidly. If the teacher has not
the cards, she can show script and printed forms of
the letters on the blackboard. The cards, however,
are not only great time-savers but also a considerable
aid to rapid recognition of letter forms,
ANALYSIS OF WRITTEN AND PRINTED
WORDS
The list of words given in Exercise VIII (page 23)
should be used as the basis of work in analyzing writ-
ten words into their elementary sounds. This work
may be taken up as soon as the pupil knows by sight
and sound the letters f, m, p, r, t, 6, 1, C, v, and short a.
The order of this work is as follows:
1. The teacher uses each of the words of the first
group in a sentence, as, “ A bat can fly."
2. She says, “I shall say bat slowly;" she then
gives each of the elementary sounds-bat.
3. The teacher says, “ I wish you to say bat slowly,
just as I did.” The children sound the word—bat.
o
30
PHONICS IN READING
nou
LCO
4. The teacher says, “ Now Mr. Chalk will say the
word slowly.” She writes the word, giving the sound
of each letter as she writes it, but joining the letters in
the usual manner.
5. The children pronounce as wholes the words that
she has written on the blackboard. This may be done
in concert.
In order to have the pupils pronounce in concert,
they should be required to look in silence at each word
as long as the teacher's pointer remains beneath it and
to pronounce it as a whole the instant the pointer is
removed.
The teacher may write as many monosyllables con-
taining the short sound of a as she deems necessary to
have the children sound. She may then write mono-
syllables containing short sound of e, i, o, and u.
These words may be taken from the Drill Book or
they may be selected from the reading lessons which,
during all this time, have been progressing as a sepa-
rate line of work from that which has been described.
This reading work is discussed on pages 61-65.
THE NAMES OF LETTERS
When the forms and short sounds of the vowels are
known, the names of these letters may be taught. The
teacher, showing a, asks, “What does this letter say?"
The child, knowing none but the short sound, gives that.
STEPS IN TEACHING PHONICS
The teacher says, “ Yes, that is what this letter says.
Should you like to know this letter's name? It is a'
(giving the name or long sound of the vowel). The
names of the other vowels are taught in the same way.
For some time the child thinks of these long sounds of
the vowels only as the names of the letters.
It must be remembered that not until the sounds of
all the letters have been thoroughly mastered by the
pupil should there be any special effort to teach the
should be done before any special effort is made to
teach the names of the consonants. Of course, some of
them may be learned incidentally. .
As soon as the children know the forms and sounds
of all the letters perfectly, they should be taught that
the letters to which we give such loud sounds,—that is,
Az e, i, o, and u—are called vowels and that all the
other letters are called consonants. The letters w and
y may be considered as consonants at this stage of the
work. Nothing need may be said of their functions as
vowels.
By the end of the first year the child should be able
to give the sounds and names of letters in accordance
with the outline on the next page.
32
PHONICS IN READING
YA
8 no seu sonder en ogen
a (giving name) says a (giving short sound of a).
os os so
sound of b).
os «c).
os o soc so so sod).
short sound of e).
sound of f).
hard sound of g as in go).
he w sound of h).
short sound of i.
sound of j).
k os ro - k).
[ .rs
66 661).
m 66 65 66 m).
" " n).
short sound of 0).
66 pc
sound of 2).
66 kw or
so os qu).
os n os - Osp).
66
65 66 67).
66 6s 16 t .66 s6 s61).
short sound of u).
sound of v).
16 oo (i 66 6 66w).
66 66 66 ks 66 65 66x).
so “sy as in yet).
- co 66 2 66 66 662).
The teacher should make sure that by the end of the
second year every child can give the letters of the
alphabet in their regular order.
noooogosto nos ad v Šão Que
É
es
O&& sa 38
to
a
3
W
.
so
USE OF THE DRILL BOOK
33
USE OF THE DRILL BOOK
GENERAL DIRECTIONS
The order of the first work in using the Drill Book
is as follows:
1. The teacher writes on the blackboard the words
in each drill and pronounces them as wholes.
2. The children find in the Drill Book the words
written on the blackboard and pronounce them.
3. The teacher sounds the words on the blackboard;
the children, imitating her, sound the same words.
4. The children look again at the words in the Drill
Book and sound them.
5. The children pronounce as wholes the words in
the Drill Book.
It is not necessary, even if there were time for such
detailed work, that all the words of Section I of the
Drill Book be given according to the above directions.
After the child has become somewhat accustomed to
using the book, he may go forward in the work much
more rapidly than at first. It will not be necessary
or desirable for the teacher to continue to write all the
words on the blackboard. As soon as possible, the
child should depend upon the book without the use of
the blackboard. With a little assistance from the
34
PHONICS IN READING
teacher, he will soon be able to master for himself the
words in each drill.
For example, suppose the words in drill 34, page 11,
are to be taught. The teacher asks some child to
sound one of the familiar words of the drill, such as
Jack or back. The childs sounds it. The teacher may
tap the board as each sound is given by the child; she
then asks:
How many sounds? (Three) Yes, there are three
sounds. Let us see how many letters there are in the
word. (She writes the word.) How many letters?
(Four) What does the first letter say? The second
letter? The next two letters? Yes, so you see in this
word and others like it, it takes both of these letters
(pointing to c and k) to say c (giving the sound).
The word thus sounded and written serves as a key
to the other words. With this key-word the children
can sound the remaining words in the drill. They then
give the words as wholes.
As will be seen in the “ Special Directions,” begin-
ning on page 37, the child may learn to express in his
own words what he has learned from a certain drill.
These directions, however, are for the teacher's guid-
ance. They are not to be given to the children. It
must be remembered that "rules should be taught to
children only when they can formulate them from what
they have already learned, and when they can formu-
mu
USE OF THE DRILL BOOK
35
late them by themselves or with very little help from
the teacher."
These directions are based on rules for pronuncia-
tion found in most dictionaries. There we read: “ In
words of one syllable that end in e the preceding vowel
is long, as in take, mete, pine, hope, tube." No one
expects a child to memorize and repeat this rule; but
after observing and repeating lists of words analogous
to those cited above, it is easy and natural for him to
learn to say: "E at the end of the words like take
makes a tell its name;" "e at the end of words like
mete makes the first e tell its name;" We at the end of
words like pine makes i tell its name;" etc.
Another rule given in the dictionary is: “ When
a is the only vowel and final letter of an accented syl-
lable it is long, as in a ble, ta ble, pa per, etc." It is
sufficient for the purpose, if children are able to formu-
late for themselves something like the following: “A
by itself in a syllable tells its name;" or "a at the end
of most syllables tells its name." But whether they
formulate such a rule or not, it is great gain both in
reading and in spelling if they know these facts. The
simplified rules which should be developed in connec-
tion with the various drills are given under “ Special
Directions.” Educators say that the use of diacritics
with little children is ruinous to the spelling mind.
Rules for pronunciation are not, if taught as we try to
teach them by phonic drills.
36
IN READING
Y
PHONICS Articulation may be defined as “the utterance of
the elementary sounds of a language and of their com-
binations." Enunciation is "the manner of uttering
words.” Pronunciation is "the utterance of words
in accordance with the laws of accent, sound,
etc.” Faults in articulation, enunciation, and pro-
nunciation may be remedied “by careful practice in
the utterance of the elementary sounds and by a close
observance of phonetic analysis of words." Since this
is true and since good reading without correct articula-
tion, enunciation, and pronunciation is impossible, the
necessity for drill in phonics is evident. Daily atten-
tion must be given to the child's manner of speaking
as well as to his habits of reading, and his knowledge
of phonics must be applied here as well as in formal
drills in the sounding of short words and afterwards
in the sounding of long words."
In spelling words of more than one syllable, there
should be a distinct pause after each syllable. In
sounding such words, each syllable. should be treated
, as a phonic element,—that is, the first syllable should
be given followed by a pause, then the next syllable.
After the last syllable has been spoken, the whole word
should be pronounced in the usual manner. To illus-
trate, sound and pronounce these words as printed:
pal ace palace va ca tion vacation
neck lace necklace mi gra tion migration
pack age package Jan u a ry January
USE OF THE DRILL BOOK
ny
The child soon sees that the accent determines in
large measure the pronunciation of such words. In
the third year, or in the latter part of the second year,
he should have some practice in writing words for the
purpose of placing the accent mark.
Exercises in the oral syllabication of words, such as
have been described, are not only great aids to spelling
but are also of wonderful benefit to oral speech. Just
as skill in playing upon the piano depends upon exercis-
ing the muscles of the fingers, so clearness and beauty
of articulation and enunciation depends upon exercis-
ing the muscles which control the organs of speech.
The muscular skill which produces fuency and force
in speech can be given to children by drilling them in
sounding and syllabifying words of two, three, or more
syllables.
SPECIAL DIRECTIONS
SECTION 1
4-6*.-Many people, without being aware of it, fail
to make a distinction between the short sound of e and
the short sound of i. Likewise, they give the short a
sound in words containing the short e sound-that is,
they say bag for beg, etc.
* See corresponding numbers in the Drill Book.
38
PHONICS IN READING
7-8.-Many people who give the proper sound to
short o in not, hot, etc., fail to give it in dog, hog,
fog, cost, lost, etc. O has the same sound in all these
words. Do not give the sound of aw to any word con-
taining short o.
10.-See that the sound of d is always given dis-
tinctly in band, hand, etc.; also that the sounds of s
and t are both given distinctly in rest, gust, etc.
11.-Teach the children that in short words like bell,
tell, bill, the double l is pronounced as if there were
only one l. Treat other double final consonants in the
same way.
12.–Teach the children that double s at the end of
of words has its sharp sound. O in moss, loss, etc.,
has the same sound as in not.
13.-The children learn to say, "Y at the end of
short words says i (name of letter i), as in my." They
learn that e at the end of words of two letters says e
(name of letter), and that o at the end of most words
of two letters says o (name of letter), as in he and
in go.
14_17.—The children learn that s at the end of
some monosyllables has its soft sound (the sound of
z); at the end of others, it has its sharp sound. Let
the children from actual drill find the difference in the
sounds of s as given in different words.
18-19.-Note the effect of final e on the preceding
USE OF THE DRILL BOOK
39
vowel—that it makes the vowel long. The children
learn to say, “E at the end of a short word makes a
tell its name.” Teach the child to know that a, e, i, o,
and u are vowels; that y is sometimes a vowel, which
they will learn later on. They should also learn as
early as possible to tell when a vowel has its long sound
(name-sound) and when it has its short sound.
20.-The children learn that final e makes the pre-
ceding vowel long. They say, “E at the end of a short
word makes o tell its name, as in note.”
21.-E at the end of monosyllables makes the pre-
ceding i long in sound. The children learn to say, “E
at the end of a short word makes į tell its name."
22.-The children learn to say, “E at the end of
these words makes u tell its name, as in mute." "E
at the end of these words makes the first e long, as in
mete."
29.-The letter u is not always sounded correctly
even by those who are generally careful of pronuncia-
tion. U in such words as mute, fume, etc., has the
sound of you. This same sound of u should always be
given after j, 1, t, d, 1, 2, th, ch, and sh, as in June, le
lute, tube, duke, etc. Give careful attention to the pro-
nunciation of such words.
30.-Se at the end of most words has the same sound
as ze. The children learn to say, "Se at the end of
most words says 2" (sound of z).
40
PHONICS IN READING
31.-G at the end of a word has its hard sound, as
in rag. Ge at the end of a word has the soft sound of
9, as in rage. The children learn that“ge at the end
of a word says j” (sound of ;).
32.-Note that ce at the end of words has the sound
of s. The children learn to say, “Ce at the end of a
word says s" (sharp sound of s). · In a few words se
at the end has this sound of s.
33.—The children learn to say, “O e at the end of
short words says o (name of letter), as in toe.” “Ie
and ye at the end of short words says į (name of let
ter i), as in tie and dye.” “E at the end of words
like type, style, etc., makes y say ¿” (name of letter i).
34–35.-Note that the k sound is made by ck after
a short vowel, as in back, neck, etc. The k sound is not
made by ck after a long vowel; it is made by k followed
by e, as in lake, make, etc. In spelling, such rules are
helpful, but the child needs only to notice here that
“ck at the end of a word says k” (sound of k).
36.-Ch has the same sound at the beginning of a
word that it has at the end. The children imagine that
it is the same sound as that made by the train, ch! ch!
37.–The children learn to say, “Tch makes the ch
(giving sound) sound in some words.” Later on it will
be helpful in spelling to remember that tch is never
used for the ch sound when there are two vowels pre-
ceding it, as in crou:h, screech, etc.
USE OF THE DRILL BOOK
38–39.-Sh has the same sound at the beginning
and at the end of a word. The children think of it as
the same sound the teacher makes when she wishes to
quiet a noise, sh! sh! sh!
40.—Drill on sh as one sound and r as another sound
until the children can give the two sounds in the word
distinctly. Later on have them give shr as one sound.
Wh must be sounded as if it were written hw.
41.-Have the children give th as one sound and r
as another sound until they can give the two sounds in
the word distinctly. Later on have them give thr as
one sound.
42–44.—Drill on the flat sound of th, as heard in
then. The children learn to say, “ Double e says e
(name of letter) as in deep." Be careful to have this
same sound of double e given before r, as in beer, cheer,
etc. Many people fail to give this sound correctly.
45–46.-Double o has two sounds. The children
learn to say,“ Double o says 00 (giving sound), as in
moon." Be careful to have this long sound of double
o given in room, coop, broom, etc.
47.-Drill on short sound of double o. The children
learn to say, “ Double o in a few words says 0o (giving
sound), as in book."
48–49.—The children learn to say, “A i says a
(long sound of a), as in rain.”
50–51.-The children learn that ay has the sound
VI
SO
42
PHONICS IN READING
of long a, just as ai has. They learn to say, “Ay says
a, as in May."
52–54.—The children learn that in nearly all words
ea has the sound of long e, as in meat. Be careful to
have this long sound of ea before r, as in rear, near,
etc. Many people fail to give this sound correctly.
55–56.—The children learn to say, “Ea in a few
words says e (giving short sound of e), as in head."
" A w says aw, as in saw.”
57–58.-Note that au has the same sound as aw.
Oa has the same sound as long 0. The children learn
to say, “ O a says 0, as in boat.”'
59. To get the sound of oi, start to say oil; give all
but the l sound. To get the sound oy, start to say
oyster; say all of the word but the part represented by
ster. The children learn to say, “O i says oi (giving
sound), as in oil." "In a few words, this sound is
made by oy, as in boy.”
60–61.– To get the sound of ou start to say out;
say all of it except the part represented by t. The
children learn to say, “Ou says ou (giving sound), as
in out."
62.—The children learn that the sound of ow in cow
is the same as that of ou in out. They learn to say,
“O w in some words says ow (giving sound), as in
cow.”
63.-Note that ow in most words has the sound of
USE OF THE DRILL BOOK
long 0, as in snow. The children learn to say, “ In
many words o w says ow (giving sound), as in snow.”
64.—Note that ew has two sounds. Generally it is
like long u, as in dew. The children say, “Ew says u
(name of letter), as in dew.” Be careful that this
sound of ew (like u) is given after 1, as in blew, flew. V
65.-R affects the sounds of many of our letters.
The children learn to say, "After r, ew says 00 (same
sound as oo in moon), as in brew."
66–68.—A vowel preceding the letter r in the same
syllable should not be sounded separately unless it is
followed by another r or by a vowel. The two letters,
as a general rule, should be given as one sound. The
children learn to say, “Ar says ar, as in arm.”
69.–The word are is taught as a sight word,—that
is, it is taught as a whole word. Of such words as
hare, rare, etc, the children learn to say, “Are as
part of a word says are (same sound as air), as in
hare." They should compare such words with others
that are spelled without the final e, as bar and far com-
pared with bare and fare.
170.—The children learn to say, "Air says air, as in
hair.”
171.-Note that a followed by Im has the Italian a
sound. Say nothing of l being silent. Children may
learn to say, “Alm says alm, as in calm.”
72.-Note that a followed by If and lv has the Italian y
44
PHONICS IN READING
a sound. Say nothing of silent letters. Teach alf and
alve as alm vas taught.
73.—Note that a followed by un has the Italian a
sound. The children learn to say, “A un says aun,
as in haunt." (Aun sliould sound exactly like on in
pond.)
2 74–75.—The sound of er is nearly the same as that
of ur in urge. E, i, and y before a generally have the
same sound. The children say, “Er says er, as in
her." "Ir says ir, as in sir."
76.-Note that the sound of or is not the same as
that of ar. The children learn that or has the sound
heard in corn, horn, etc.
77.—Ur has the same or nearly the same sound as er.
78.-Note that in several words ear before n, l, d,
and th has the sound of er in her. The children say,
" In some words e ar says er.”
79.-Note the effect of preceding w upon or. The
children learn to say, “W before or makes or say ur"
(same sound as in fur).
80.—The short Italian a is one of the most beautiful
sounds in the English language as well as one of the
most difficult to give, unless one has practiced its use
from childhood. It is a sound between the a as heard
in are and the a heard in am. To become accustomed
to the use of this sound, pronounce are, noticing the
first sound made; then pronounce am. Now start to
USE OF THE DRILL BOOK
45
say are and merge the first sound of it into that of a
in am. Be careful to make the sound merge into short
a. Note that a has this intermediate sound before ss,
sk, st, ff and th. (Words in which w comes before the
11 are exceptions). Drill on the short Italian a before
sk and st.
81.-Drill on short Italian a before ss and sp.
82.-Drill on short Italian a before ft, ff, and th.
83.-Note that in a few words the sound of short
Italian a is heard before nt, nce, and ch. Drill on these
words.
84.—Note that a usually has the sound of short a
when it is preceded by w or wh and not followed by r.
Qu before a generally affects it as w does. (The words
water and want are exceptions to the rule; the a in
these two words has the sound of a in fall.) The
children learn to say, “W before a makes it sound like
o in not."
.85.-Note the effect of preceding w upon ar. Qu
has the same effect. The children learn to say, “TV
before a r makes it sound like or in horn, born, and
corn.”
86.-Note that a is broad when followed by double
1 (except in the word shall); also when followed by lt.
The children learn to give all as one sound and alt as
one sound.
PHONICS IN READING
Wo
87.-Note that a has its broad sound before Ik and
ld. The children learn to give alk as one sound (like
awk) and ald as one sound, as in bald.
88.—The children learn to give eigh as one sound
(name of letter a), aught as one sound, and ought as
one sound.
89.-The children learn to give initial wr as one
sound (sound of r) and kn ás one sound (sound of n).
The children learn to say "W r says go!(giving sound
of r). “Kn says n” (giving sound of n).
90–91.--The children learn to give as one sound
each of the combinations, ang, ing, ong, and ung In
this way they get the correct sound of ng. Eng should
be given distinctly in length and strength.
Drill should be given on common words ending in ing
in order to train the child not to give the sound of in
for ing in such words as playing, running, etc.
92–93.-The children learn to give as one sound
ank, ink, and unk. In this way they get the correct
sound of nk.
94.-Note that i is generally long when followed by
gh, ld, and nd. Teach igh as one sound. The children
say, “Igh says i (name of letter), as in high."
95.-Teach ild as one sound and ind as one sound.
The children learn to say, “Ild says ild, as in wild.”
"Ind says ind, as in kind.”
USE OF THE DRILL BOOK
96.—Teach old as one sound, oll as one sound, and
olt as one sound.
97.—Note that in many words ie has the sound of
long e. The children learn to say, "I e in many words
says e, as in field.”
98.—Note that dge at the end of a word has the same
sound as final ge,—that is, the sound of j; dg is used
after a short vowel to prevent final e from making the
preceding vowel long. This knowledge is helpful in
spelling, but all the child needs in the present drill
work is to know that“dge at the end of words says j”
(sound of letter).
99.—Note that final e in these words is separated
from the preceding vowel by more than one consonant;
therefore, the preceding vowel is not long, as it is in
face and rage. This is helpful in spelling. The child
needs here only to give as one sound each of the com-
binations en, in, on, and un.
100.—The children soon learn that q has no sound
of its own. They learn to say, “Qu says kw” (giving
blended sound of k and w).
101. In the words of this drill, have the child at
first give s as one sound and qu as another sound.
When he can do this, have him give squ as one sound.
103-109.-These exercises are reviews of sounds,
already learned. They are used here for drill on the
blends bl, cl, fl, gl, pl, si, br, cr, dr, gr, pr, tr, sk, ss, sp,
PHONICS IN READING
st, sw, spl, spr, str, scr, nd, mp, sm, su, tw, sts, sks, and
cks. When two or more consonants sounds are pro-
nounced together as nearly as possible with one
impulse of the voice, the resulting sound is called a
blend.
In teaching the blend bl, have the child sound the
word black, giving as one sound and I as.
another; then let him give the word again with bl as
one sound. Then have him give all of the words
containing bl as he gave black the second time. In the
same way treat clot and the words under it, as well as
all the lists of blends that follow. Give special atten
tion to words ending in sts, as casts, fasts, etc. This
ending is a difficult sound to give distinctly unless it
is practiced.
110—128.—There are some words which, when
grouped according to similarity of sound and symbol,
form small classes; these groups are regular enough in
sound to be easily analyzed phonetically, if the teacher
does not wish to teach them as wholes, that is, as
sight words.
110.-Note that o often has the sound of short u
before n, making on sound like un. Ove in love, dove,
etc., may be given as one sound.
111.-In a few words ea has the sound of long a, as
in break, great, etc. (Do not allow great to be pro-
nounced gret.)
2 SO
USE OF THE DRILL BOOK
112.-In a few words ear has the sound of air, as
bear.
113.-In a few words ey has the sound of long a, as
in they.
114.-There are a few words in which the letters
ange occur as one sound, as in change, strange, etc.
115.-Eign may be treated as one sound, as in reign.
116.—Teach initial gn as one sound—that of n, as
in gnat.
117.—Ull, as well as ul, may be treated as one sound,
as in full, careful, fretful, etc.
118.-In teaching the words in this drill, nothing need
be said of silent b unless the teacher wishes to teach
the silent letter and use the one mark of elision, thus,
lama. There is no objection to using the elision mark
in a word provided there are no other markings. Mb,
however, may be taught as one sound—that of m.
119.--Note that in some words ui has the sound of
long double o, as in moon.
120.-The few words in which aste occur may be
treated as having only two sounds, as h aste, b aste.
121.-Final gue sounds like hard g, as in rag, stag,
etc. ; it also gives the long sound to preceding vowels.
122.—The words containing the combinations if, ef,
cl, and ep can be sounded more clearly and distinctly
if these combinations are each given as one sound.
PHONICS IN READING
00
123.-At the beginning of words, gu has the sound
of g hard, as in guess.
124.-Such words as mother should be given in three
sounds, and then pronounced as wholes ; thus, m oth er,
mother; br oth er, brother. The children learn to say,
“oth says oth, as in mother."
125.—Note that c before e, as well as before i and
y, has its soft sound (like s). Sc before e has the soft
sound of c.
126.-G before e, į, and y generally has its soft
sound—that of j.
127.-Note that in unaccented syllables ai usually
sounds like short i, as in curtain. When a word of two
syllables is to be analyzed, explain to the child what a
syllable is. Tell him that every syllable must have one
or more vowels in it.
128.—In words of more than one syllable, a has its
broad sound when followed by one l. This is also true
of most monosyllables. The children learn to say, “A
before l has the sound of a, as in always and salt."
129_130.—Many of the words usually regarded as
entirely unphonetic may be easily analyzed by the use
of the mark of elision. As may be seen at a glance,
o may be marked in the first eleven of the words in this
drill, u in the next two, e in the next four, etc. These
words may then be easily analyzed into their sounds.
131-134.—The number of words that a child must
USE OF THE DRILL BOOK
51
learn as wholes is not so great as is generally supposed.
The lists on page 34 contain the most common of them.
The child may be taught to regard these words as
"phonic outlaws,” since they do not obey the laws of
phonic analysis.
SECTION 11
135—214.—These exercises are intended as drills in
sounding words of more than one syllable and in enun-
ciating words distinctly. The child sounds the letters
in one syllable and pronounces that syllable; then he
sounds the letters of the next syllable and pronounces
it; and finally he pronounces the whole word; or he
may treat each syllable as a phonetic element,—that
is, give each syllable as a whole.
135–138.-When a child fails to see at first glance
that the vowel in the first syllable is long, as in bas es,
remind him that this word is made from base. Tell
him that es has the sound of ez. Be careful to get the
correct sound of a in such words as masses, glasses,
etc., and of o in mosses, tosses, etc.
139.- If we were teaching the spelling of the words
in this drill, we should remind the child that to make
cries from cry, we change y into į and add es. Here
we need simply teach that'ie says i” (name of the let-
ter ;). The child may as well learn here; however,
the rule for changing y into i and adding es.
140—141.-Tell the child that in some words ed has
52
PHONICS IN READING
VIVI
the sound of d, as in played, and that in such words ed
is not pronounced as a separate syllable.
142.-Have such words as handle and handled pro-
nounced as two syllables. Tell the child that dle says
dl and that dled says dld.
143.--In such words as dimmed, the two m's are
sounded together as one m and the word is pronounced
as one syllable.
144.—In such words as canned, the two n's are
sounded as one.
145.-In sounding such words as furred, sound the
two r's as one.
146.-In sounding such words as ribbed, sound the
two b's as one.
147_151.-After p, h, x, k, and f, ed has the sound
of t. Tell the child that after these letters ed some-
times has the sound of t. In such words as hopped,
stopped, etc., the two p's are sounded as one. When
ed has the sound of t, it is not pronounced as a sepa-
rate syllable.
152–153.—When the child makes such vords as
glided from glide, it is important that he should give
the first syllable of each word its correct vowel sound.
Tell him that in some words e d says ed, as in glided.
In such words as bedded and petted, have both d's and
both t's sounded distinctly when the syllables are
sounded.
USE OF THE DRILL BOOK
53
154.-Call the child's attention to the fact that we
drop e from name when we make naming, but that the
vowel in the first syllable is still long in sound. In
sounding all such words, attention should be called to
this principle.
155.-The children learn to say, "Y at the end of
words of more than one syllable says į" (short sound
of i), as in funny. After some practice in sounding
each letter, the combinations ly, my, by, dy, etc., may
be given as single sounds. Note that a vowel may
be made long by accent. A vowel constituting a syl-
lable (as a in able and i in idle) or ending an accented
syllable (as ta in table) is almost always long. In this
drill, the child need only learn that the vowels a, e, i,
0, and u at the end of syllables “ tell their names.”
He has learned long ago that “y at the end of short
words says į” (long i), but he does not as yet think of
y as a vowel.
156.–Tell the children that in such words as lady,
baby, etc. y is changed to ie to make the short sound of
į before es.
157.-Final le has the sound of l, and ble has the
sound of ll, as in table; ple has the sound of pl, as in
apple; gle has the sound of gl, as in giggle, etc. These
sounds are different from the blended sounds of bl in
black, pl in plate, gl in glide, etc.
158.--Note that in some unaccented syllable there is
.
54
PHONICS IN READING
no distinct vowel sound. This indistinct sound is
known as an obscure sound. It is somewhat like short
. It is better, for the effect on spelling as well as on
the distinctness of enunciation, to give these drills in
the following way:
In sounding the last syllable of words ending in er,
like paper, give to er its usual sound, as in her; to
words ending in or, give to or the sound heard in corn;
to words ending in ar, give to ar the sound heard in
farm; then when the word is pronounced as a whole,
suppress the sound of the last vowel until it sounds in
every case nearly like ur.
159.—In sounding the syllables of these words, give
to a in the second syllables its short sound. In pro-
nouncing the whole word, suppress the last a until it
can scarcely be heard.
160.-In sounding the syllables of these words, give
to a its long sound. In pronouncing the words as
wholes, suppress the first a until it sounds nearly like
short u.
161.-Do not give ar, er, or, and ir as one sound,
when these combinations are followed by a syllable
which begins with an r or with a vowel. In such words
they lose their dull sounds as heard in arm, ferni, corn,
and bird. Give to each vowel its regular short sound,
and then to both r's the sound of r as heard in carry,
Berry, sorry, mirror, hurry.
USE OF THE DRILL BOOK
55
162.-Note that in marries and married ie has the
sound that y has in marry and marryiny.
163. In sounding the last syllables of the words in
this drill, give to ow the sound of long 0; and in pro-
nouncing the words as wholes, be careful that they do
not sound as if they ended in er.
164.-Ng and nk are more easily sounded when they
are given with the preceding vowel, as in sing, sank,
etc.; but in the words in this drill, these letters cannot
be given together in that way; the n before g must be
treated as a single elementary sound that has the sound
of both n and g; n before k must be treated as if it had
both the sound of both n and k. Then the following g
or the k of the last syllable must also be sounded. The
children learn to say of such a word as finger, “We
sound this word as if it had two g's in it, but we know
it has only one.'' Of ankles, they say, “We sound this
word as if it had two k's in it, but we know it has only
one."
165.-Teach ure as one sound. Before ure, the let-
ters t, d, and n have distinct sounds.
166.-Teach ul as one sound. See Drill 117.
167.-Note that a before a vowel or before a silent
h and a vowel, as in the first eight words of the drill,
has the sound of gz. In the last eight words, a sounds
like ks,—that is, it has its regular sound.
168.—Be careful to give the regular hard sound of
56
PHONICS IN READING
c and the sound of t very strictly in pronouncing these
words.
169.—When the l of one syllable is followed by I
in another syllable the two l's are not sounded to-
gether; nor does the preceding a have its broad sound,
as in ball, but its regular short sound, as in alley. In
such words final ey has the same sound as final y (the
short sound of i.)
170.–Give to ie and ey the same sound as that of
short i.
171.-Ous has the same sound as us. In drilling
upon words of three syllables, speak of the syllable
that is accented as the syllable we “hit hardest with
the voice” or “the syllable that we make sound the
strongest.”
172.--Sion has the sound of shun.
173.—Tell the children that ion has the same sound
as yun. Words like million, rebellion, etc., are sounded
as if they contained only one l.
174.—Tell the children that tion has the same sound
as sion. In spelling, it is helpful to know that in most
words this shun sound is made by tion after a vowel.
Division and a few others are exceptions.
175.-In sounding the syllables of these words, give
to a in the second syllable its long sound. In pronounc-
ing the word as a whole, suppress the sound of a until
it is scarcely heard.
USE OF THE DRILL BOOK
176.-In sounding the syllables of these words, give
to o in the second syllable its regular short sound. In
pronouncing the words as wholes, suppress the sound
of o in the last syllable until it can scarcely be heard.
177.-In sounding syllables, give to e in the last syl-
lable its regular short sound. In pronouncing whole
words, suppress e to an obscure sound.'
178.—Tell the children that “ten after s and f has
the sound of n." As chasten and hasten are formed
from chaste and haste, the a in these words is long
Note that after s the ending tle has the sound of 1.
179.–Give to final a in words of more than one syl-
lable the sound of short Italian a, as in comma, sofa.
180.—In these words give to e and i in the second
syllable their full regular short sound. Do not make
them obscure in pronouncing the whole words. -
181.–Give to final o in these words the long sound.
In tomato the a may have the long sound or the Italiani
a sound:
182.—Have the child sound every syllable distinctly,
giving to each vowel its long sound when it constitutes
á syllable.
183.--Note that the vowel i generally has its short
sound when it ends a syllable or when it constitutes a
syllable.
184.—Have the syllables in each of these words
sounded distinctly, .
PHONICS IN READING
185.—The child may be led to think of į as the
weakest or the most uncertain of the vowels; often
when we expect it to be long in sound it is short. In
these words i of the second syllable is short, although
the syllable ends in e.
186.—Remind the child that c before e, i, and y has
its soft sound (like s), and that in many words ei
sounds like long e.
187.- Tell the child that ph has the sound of f.
188.–The child has always thought of ch as having
the sound of ch in chin, chip, etc. Tell him that in
some words ch has the sound of k.
189.-Tell the child that in these words ign has the
sound of ine.
190.-Ask the child why the vowels are long in such
words as nicer, wiser, etc. Being separated from the
final vowel by only one consonant, the vowels in the
first syllables are long. This is an aid to spelling; but,
in these exercises, the child needs only to recall that
nicer is made from nice, wiser from wise, etc.
191.-Apply what was learned in the last exercise.
192.—To make the short i sound before the syllables
or, est, and ly, the y is changed to i.
193.–Give ish as one sound.
194.-Give ness as one sound.
195.-Give less as one sound.
OSE OF THE DRILL BOOK
196.-Note that y is changed into i to give the short
sound of i before es and ful.
197.-In fringes, lounges, and plunges, n and g have
the blended sound of these two letters. See Drill 164.
198.—Give the second syllable of each word as one
blended sound.
199.—Note that ior and ier have the sound of yer
and that the vowels in the preceding syllables have
their long sounds.
200.–Tell the child that in a few words tian and
tion sound nearly like chun.
201.-Note that iel and ial sound like yul; that iant
sounds like yant; and that ian sounds like yan.
202.--Note that in certain endings ci, ti, and si have
the sound of sh. Thus, cious has the sound shus.
203.-In these words cian sounds like chan, and cial
like shal.
204.-In these words tious sounds like shus.
• 205.-In these words cient sounds like shent, cion
like shun, and cious like shus.
206.-In these words tian sounds like shan, tient like
shent, tience like shence, and sient like shent.
207.-Remind the child that i, the weak vowel, can-
not be depended upon to tell its name. It has its
short sound in the last syllable of these words.
208.—Remind the child that ci sounds like sh.
60
PHONICS IN READING
209.—Note that.gion and geon have the sound of
jun; that gious sounds like jus, and eon like un.
210.—Note that cle sounds like kle.
211.—Be careful to give to double e in final syllables
the sound of long e.
212.—Note that the accent of each of these words is
on the first syllable.
213.–Give the two r's as one, so that err sounds like
er.
214.-Remind the child that ci has the sound of sh;
that tial sounds like shal.
J
SECTION 111
2154270.—These exercises are intended for drills
in syllabication and rapid pronunciation. .
The child should pronounce the monosyllable as rap-
idly as he can without analyzing them into their sounds.
The words of more than one syllable should be given
one syllable at a time, and then the whole word should
be pronounced with the proper accent; thus,
lad der
ladder;
un der,
under.
PHONICS APPLIED TO READING
61
61
PHONICS APPLIED TO READING
THE WORD METHOD AND PHONICS
The teaching of reading begins the first day of
school, even though the entire recitation period may be
devoted to conversations with the children. The teach-
ing of phonics should also begin the first day of school;
but for some time it should be separate and distinct
from the reading.
The first work in teaching reading is generally done
by what is known as the word method. The child is
first taught by this method the names of about fifteen
or twenty familiar and interesting objects, such as doll,
kitty, cat, hoop, ball, pin, dog, top, fan, box, etc. The
teacher has these objects or their pictures in the class-
room and the name-words are taught as wholes; the
children are taught to know these words at sight.
About the same number of action words are taught, as
roll, toss, bounce, jump, run, hop, open, shut, get, etc.
The action which a word represents accompanies the
word when it is taught. If a teacher wishes to teach
the word hop, she whispers to one of the little learners
what she wishes him to do as soon as she writes a word
on the board. She writes hop and the child shows by
his act what the word means.
PHONICS IN READING
By varying the drill, the teacher can test the children
in different ways: She writes a word on the board
and requires the child to give the idea,—that is, to name
the object or perform the action that the word indi-
cates; she points to some word without pronouncing it
and asks that a sentence be given containing that word;
she pronounces or calls out first one and then another
word of a list on the board and requires the child to
point to the word as quickly as possible; she shows an
object or the picture of an object and requires the child
to point to the word that represents it.
When these thirty or forty words are known by sight,
they are woven into simple sentences for the children
to read. This is known as the word method.
The teacher may prefer to present in written or
printed sentences the words that are to be learned,
first teaching the whole sentence and then the words of
which the sentence is composed. Teachers that adopt
this plan use what is generally known as the sentence
method, though it is merely a variation of the word
method.
In either case the number of words to be memorized
by the child soon becomes too great for this process to
be continued. He needs some cue to guide him some
aid in mastering the multiplicity of word-forms pre-
sented. The sounds of the letters which compose these
words should be taught as soon as possible so as to
PHONICS APPLIED TO READING
63
.
supply this conscious need of the child; in other words,
phonics must soon come to his aid in reading.
As soon as most of the consonants are known by
sound and sight, the work of applying phonics to read-
ing may be introduced very gradually. The first use
the child makes of phonics in learning to read is to
recall a word by means of the initial letter of which he
knows the form and sound. As soon as the short
sounds of the vowels are known, monosyllables con-
taining one vowel with the short sound are easily
mastered by the child. When this use of the short
vowels has continued for some time, he may be told
that letters have names as well as sounds. The effect
of final e upon the preceding vowel-that it makes a
preceding vowel "tell its name”-should be demon-
strated.
In most primers and first readers are found such
words as can, fan, and, am, had, has, at, ran, as, cat,
red, hen, nest, eggs, let, get, pet, stem, in, it, is, did,
sit, hid, pig, him, not, got, dog, box, on, from, run, fun,
sun, nut, but, bud, up, us, etc. If the teacher has faith-
fully performed her duty in teaching the consonants
and the short vowels, the children will be able to sound
and pronounce practically all of these words. Their
ability to get new words for themselves will be greatly
increased after they have learned that final e makes a
single preceding vowel in a monosyllable " tell its
64
PHONICS IN READING
In
VLU
VITU
name." They can then sound and pronounce such
words 'as game, came, name, tame, take, cake, make,
made, spade, cage, gate, Kate, late, mine, fine, hide,
ride, like, time, ripe, home, rope, here, blue, etc., when
these words appear in the reading lessons. Still later,
the phonic drills give them power to sound and pro-
nounce words in which two vowels come together, as ai
in sail, ay in play, oo in moon, ow in bow, oy in boy, etc.
In order that phonics be kept subservient to the real
purpose of the reading lesson,—that is, the getting of the
thought—there must be, before the actual reading be-
gins, a preparatory drill on all the words of the lesson
that are not known to the child. The words may be writ-
are placed the words that are to be drilled upon as
wholes. These are the words that are beyond the
child's power to analyze as yet. In the other column
are the few words that he can analyze. This method
of arranging words is followed in the review lessons
of Graded Classics First Reader (pages 16, 22, etc.)
As will be readily seen, no diacritical marks are neces-
sary. At this stage of the work they are an added
burden to the child, a prolific source of confusion in
reading and of confusion worse confounded in spell-
ing.
• the child before he attempts to read it aloud. If some
PHONICS APPLIED TO READING
65
word has been forgotten by him, and if it is one he
should be able to sound, the teacher should urge him
to “ get it for himself,'that is, to sound it. If in
this silent reading he comes upon a word containing
letters which have more than one sound, he may try
first one sound and then another until he has the word
that “makes good sense" in the sentence.
If the teacher persistently refrains from "telling”
the child any word that he is able to get for himself,
the reading lessons the phonic facts learned from the
exercises in the Drill Book, her pupils will soon become
fluent and independent in reading.
REVIEW OF PHONIC FACTS
In applying phonic facts to reading, the teacher
should not allow a great number of these facts to accu-
mulate in the pupils' minds without frequent reviews.
Every two or three days there should be a review of
all the sounds that have been learned and of the sym-
bols that represent these sounds. Such facts as need
to be reviewed at any one time should be taken from the
Phonic Chart (pages 66-69) and written on the black-
board. The children give the sound when the teacher
· points to the letter or combination of letters which
represent it; then they pronounce the word which con-
tains the sound.
66
PEONICS IN READING .
If the combination of letters pointed to by the teacher
represents two sounds and the child gives the wrong
one, the teacher asks what other sound the combination
has. For instance, if double o in book is to be reviewed
and the child gives the sound of double o in moon,
the teacher asks what other sound double o has; the
child says, “ Double o says oo, as in book.” Or if he
incorrectly gives ow as in now, the teacher asks what
other sound ow has, and the child says, “Ow as in
snow.” Of course, the review should never include
any sound or symbol that the class has not been drilled
upon.
PHONIC CHART
INCO
.. net.
sit.
... not.
... nut.
says (give sound) as in
66 66 66 66 66
66 66 66 66
66 65 66 6 66
66 66 66
with e at the end
66 e 6 66 66 65 66
os e 66 66 66 66
6 és 66 66 666
66 e « « « «
66 e 66 66 66 66
says (give sound) as in
66 66 66 66 66
66 66 66 66 66
66 6 6 6 6
6 6 66 66 66
.........
....
... mete.
nine.
hope.
... cube.
· type.
rose.
rage.
face.
toe.
........ pie.
....
...
......
PHONICS APPLIED TO READING
ye
ck
tch
....8
says (give sound) as
dye.
66 66 66
.... neck.
66 66 66
chop.
66 66 66
catch.
of 66 66
ship.
shrub.
when.
thin.
that.
three.
kеер.
moon.
book.
sail.
play.
meat.
head.
saw.
fault.
loaf.
oil.
ee
00
ca
.............
aw
arus
boy.
OU
0w
.
.
.
.
.
.
.
.
.
.
.
.
.
V
OW
out.
COW.
snow.
new.
farm.
care.
ew
ar
are
αι
hair.
alm
alf
calm
half.
· aunt.
aun
PHONICS IN READING.
com
.. her.
66
66
girl.
says (give sound) as in
66 66 66
66 6. 66
66 66 6
66 65 66
66 66
horn.
fur.
earn.
work.
ball.
UP
ear
wor
all
alt
alk
eigh
wr
salt.
kn
...
..
.
ang
ing
ong
.
....
ung
ank
ink
unk
igh
talk.
eight.
write.
knife.
sang.
sing.
song.
saig.
sank.
drink.
sunk.
high.
child.
kind.
.... roll.
cold.
bolt.
field.
bridge.
caught.
bought.
mother.
lamb.
used.
..............
ild
ind
66
66
...
oll
old
olt
ie
dge
aught
ought
oth
mb
ed
66
66
o6
66
66
66
66
66
66
PHONICS APPLIED TO READING
69
ed
ed
qu
squ
says (give sound) as
66 66 66
66 66 66
66 66
66 66 66
66 66
66 66 66
66 66 66
66 66 66
66 6
..... baked.
needed.
queen.
squeal.
my.
funny.
table.
..... guess.
grateful.
vacation.
diversion.
ask.
.............
gu
ul
..........
...
tion
sion
66
before sk
..................
grass.
..................
66
gasp.
... raft.
staff.
bath.
.. grant.
chance.
wad.
warm.
after
bi
w
.
.
.
.
.
.
. .
.
.
.
. . . . . . . . .
VY
T
I .
DRILL BOOK

SAVED
DRILL BOOK
SECTION I
bat
gap
cat
mat
pat.
rat
yat
rap
fat
hat
cap
map
nap
lap
sap
tap
fad
bad
had
lad
mad
pad
bag
tag
rag
sag
lag
nag
sad
gad
hag
wag
tan
tab
dab
ran
can
Dan
fan
man
tax
Max
wax
ax
cab
pan
Nan
nab
DRILL BOOK
4
.
net
let
bet
pet
Ben
den
fen
hen
pen
men
ten
get
set
wet
met
wen
beg
keg
bid
did
led
red
bed
fed
hid
leg
peg
dim
bit
fit
him
rim
Tim
wit
bob
not
hot
got
cot
dot
jot
cob
pop
top
mop
job
rob
bog
cub
dog
God
sod
hod
nod
cup
рир
sup,
log
tub
hub
rub
hog
up
dug
hum
run
fun
gun
sun
hug
jug
pug
mud
bug
rum
sum
10
best.
band
hand
land
sand
mend
bend
lend
end
dust
gust
lest
nest
rest
rust
11
bill
dull
cuff
bell
dell
fell
fill
gull
hill
will
hull
lull
muff
huff
buff
yell
DRILL BOOK
12
boss
add
puff
ruff
odd
less
mess
hiss
miss
fuss
loss
moss
toss
off
ebb
egg
13
by
fry
be
pry
my
dry
cry
try
me
fly
We .
14
has
cats
as
bats
his
dots
huts
raps
dips
híps
sips
tips
lips
gets
fits
15
fads
lads
hams
jams
rams
yams
cabs
dabs
nabs
tabs
tags
sags
hags
rags
pads
bags
M
DRILL BOOK
16
tens
fibs
bibs
jibs
nibs
buds
tubs
dens
cots
lots
tops
cobs
hens
pens
bugs
hugs
17
bells
dulls
dells
bills
pills
kills
mills
gulls
buffs
cuffs
muffs
yells
hulls
lulls
welis.
puffs
18
fat
fate
hat
hate
pat
pate
bat
rat
rate
mat
mate
fad
fade
mad
made
bate
19
tap
fan
fane
tape
pan
pane
nap
nape
rap
rape
can
man
dam
cane
mane
dame
DRILL BOOK
20
rob
rot
rote
rod
lop
lope
not
note
dot
dote
robe
hop
rode
hope
mop
mope
bit
rid
ride
dim
dime
bite
kit
kite
hid
hide
sit
rip
pin
pine
site
ripe
22
kin
cut
kine
tub
tube
tun
tune
cute
cub
cube
met
mete
pet
Pete
fin
fine
bale
lame
name
same
tame
pane
lane
mane
gale
take
sake
lake
bake
hale
ale
wane
DRILL BOOK
24
rave
cape
tape
rape
bate
late
mate
date
fade
made
wade
jade
gave
pave
gape
save
25
like
bide
hide
ride
fife
rife
wife
life
bile
mile
pile
vile
pike
mine
pine
side
26
fire
time
dime
dire
hire
ire
mire
sire
tire
wire
mite
kite
dive
live
rime
lime
27
bone
hole
tore
bore
core
fore
cone
lone
zone
pole
joke
cove
rove
wove
rode
yoke
DRILL BOOK :
tone
28
mote mode
dote code
rote lobe
vote robe
rope
lope
pope
cope
pone
lone
zone
29
duke
Luke
mute
lute
tune
fume.
mule
cure
pure
sure
lure
tube
cube
June
dune
rule
30
fuse
ruse
nose
pose
rise
daze
maze
gaze
haze
raze
doze
size
prize
muse
use
wise
dog
cage
rag
rage
sag
sage
gag
gage
wag
wage
doge
hug
huge
page
stage
age
DRILL BOOK
11
:
32
face
lace
pace.
race
mice
nice
rice
dice
lice
price
vice
ice
base
case
vase
dose
toe
hoe
tie
pie
dye
lye
type
lyre
doe
rye
Tyre
foe
vie
bye
style
back
pick
| hack
rack
sack
lack
Jack
neck
peck
deck
tick
tack
lick
sick
stick
pack
35
lock
dock
buck
kick
nick
rick
wick
rock
sock
duck
luck
suck
tuck
muck
Puck
mock
.
DRILL BOOK
chap
chip
chop
chat
chin
chime
chill
chick
36
chuck
check
bunch
punch
much
such
filch
belch
catch
patch
ditch
pitch
hitch
witch
itch
etch
fetch
botch
:
notch
Dutch
crutch
clutch
latch
match
38
shad
shade
shape
shake
shin
shine
shun
shop
ship
shod
shot
shore
shed
sham
shame
shock
hush
1111
rash
hash
sash
cash
mash
dash
gash
ash
gush
39
dish
fish
wish
mush
bosh
rush
DRILL BOOK
13
shred
shrift
shrill
shrike
40
shrine whale
shrimp while
shrub whine
shrug whack
white
when
which
whim
41
thump
theft
thick
cloth
hath
myth
thresh
thrush
throne
thrust
thrum
thrice
42
seed
that
this
then
them
than
thus
deep
peep
need
deed
weed
with
heed
reed
lee
eel
43
reel
deem
seem
keen
sheen
ween
bee
fee
see
heel
peel
seek
14
DRILL BOOK
44
cheek
sheep
sheet
thee
three
week
beef
weep
beer
cheer
deer
jeer
beet
feet.
bees
cheese
45
loon
coon
moon
boon
noon
soon
boom
room
fool
roost
roof
woof
coop
COO
moo
tool
46
loop
poor
moor
boor
loose
goose
noose
moose
bloom
gloom
broom
stool
spool
proof
Swoop
stoop
took
rook.
book
cook
look
nook
brook
shook
crook.
hook
wool
soot
foot
good
wood
hood
DRILL BOOK
15
.
48
fail
hail
nail
pail
tail
wail
trail
ail
snail
laid
maid
aid
jail
rail
sail
mail
49
wait
bait
maim
aim
train
rain
drain
grain
brain
main
gain
chain
stain
vain
gait
saint
50
bay
stay
day
hay
jay
way
fay
lay
nay
pay
та у
say
gay
tray
stray
may
51 :
dray
slay
clay
play
pray
gray
bray
fray
flay
spray
sway
sways
drays
slays
clays
plays
DRILL BOOK
bead
lead
read
реа
52
sea
eat
heat
flea leak
leaf bleak
Tea
bleach
reach
preach
teach
peach
beach
each
beam
ream
cream
team
steam
53
dream
stream
seam
lean
clean
beat
cheat
meat
54
zeal
rear
near
hear
ear
shear
tear
fear
year
dear
clear
smear
spear
ease
leave
weave
head
dead
read
bread
· 55
lead hawk
stead caw
dread bawl
spread awl
crawl
sprawl
drawl
yawl
DRILL BOOK
17
56
raw
lawn
fawn
yawn
law
claw
craw
straw
paw
jaw
thaw
slaw
57
goad
maul
haul
Paul
Saul
fault
vault
fraud
sauce
boat
coat
goat
float
load
road
toad
58
loaf
roar
boar
boar
loan
coal
goal
soar
roan
hoar
boast
roast
shoal
oar
groan
boy
boil
coil
foil
soil
toil
coy
59
noise
voice
joint
broil
spoil
joist
hoist
moist
point
joy
toy
Roy
coin
18
DRILL BOOK
1
bout
trout
gout
out
pout
flout
rout
spout
60
sprout
snout
shout
our
sour
scour
round
bound
61
proud
III
found
hound
pound
ground
sound
wound
mound
loud
fount
mount
couch
slouch
foul
count
62
howl
fowl
COW
bow
how
now
row
bow
owl
cowl
crown
clown
brown
drown
growl
gown
snow
show
low
blow
flow
63
slow
crow
glow
mow
tow
bow
stow
jowl
row
Sow
grow
DRILL BOOK
19
64 -
a few
stew
mew
dew
pew
new
blew
flew
65
brew
chew
crew
drew
grew
screw
strew
threw
66
farm
harm
charm
arm
barn
darn
yarn
snari
hark
park
lark
shark
bark
dark
mark
ark
67
start
dart
tar
star
marl
mart
harp
tart
part
art
hart
cart
smart
carp
sharp
yard
68
garb
spark
chart
barb
scar
scarf
march
starch
harsh
hard
lard
arch
stark
park
large
nonch
20
DRILL BOOK
bar
bare
· 69
far
fare
par
pare
star
stare
spar
spare
mar
tar
car
care
mare
tare
hare
scare
dare
share
flare
glare
snare
ware
70
hair
fair
lair
air
71
palm
palms
stair
pair
chair
stairs
calm
balm
alm
alms
qualm
qualms
72
calf
salve
salves
calves
half
halves
73
flaunt
haunt
aunt
daunt
jaunt
taunt
DRILL BOOK
74
her
fern
herd
nerve
pert
jerk
hers
ferns
terms
herds
term
perch
clerk
merge
serge
verge
75
sir
stir
bird
dirt
flirt
shirt
third
girth
birth
first
thirst
whirl
twirl
dirk
chirp
born
corn
horn
lord
thorn
short
sort
fork
cork
stork
horse
nor
north
for
cord.
morn
77
lurch
furl
hurl
fur
cur
curl
church
churn
burn
churns
burns
purr
hurt
surge
urn
turn
22
DRILL BOOK . .
78
pearl
learn
earn
heard
dearth
earth
79
word
work
worm
world
worse
words
ask
bask
cask
flask
mask
task
ask
casks
worth
worst
80
last
blast
fast
mast
cast
vast
lasts
81
mass
lass
glass
class
gasp
rasp
grasp
clasp
hasp
asp
pass
82
daft
raft
waft
shaft
draft
aft er
chaff
quaff
staff
bath
path
lath
paths
graft
aft
gaff
DRILL BOOK
23
can't
sha'nt
slant
grant
ant
chant
trance
glance
branch
blanch
pants
wad
wan
wash
wand
was
watch
wasp
what
83
lance
prance
dance
chance
84
swab
swan
swap
swamp
85
wart
warp
warmth
86
stall
squad
squab
squads
squash
warm
warn
wharf
ward
swarm
war
quart
thwart
Sward
all
ball
call
fall
gall
hall
tall
halt
malt
salt
wall
87
talk
walk
balk
calk
stalk
chalk
bald
scald
DRILL BOOK
88
neigh taught nought thought
weigh caught ought sought
freight aught bought fought
weight fraught brought thoughts
89
write wreck knee knit
wren wrench knife know
wrap wretch knack knock
wreath wrought knot kneel
90
hang pang sing spring
sang fang king sling
gang slang ring
cling
rang sprang bring thing
91
song
long
prong
strong
| thong
throng
tongs
gong
hung sung
rung slung
stungswung
lung flung
DRILL BOOK
25
92
bank
hank
sank
rank
drank
. prank
thank
plank
sink
link :
slink
blink
clink
rink
drink
brink
mink
pink
wink
ink
shrink
think
chink
honk
93
sunk
drunk
spunk
hunk
slunk
junk
trunk
chunk
.
high
sigh
nigh
thigh
sight
light
slight
fight
94
might
right
tight
plight
wright
knight
fright
night
mild
child
wild
bind
find
hind
hind
95
grind
mind
rind
kind
wind
winds
DRILL BOOK
bold
cold
hold
mold
sold
told
96
roll
boll
toll
poll
droll
scroll
stroll
knoll
fold
gold
2
bolt
colt
jolt
jolts
97
field
yield
shield
thief
chief
brief
lief
fiend
fierce
piece
priest
shriek
badge
ridge
bridge
pledge
fledge
grudge
lodge edge
dodge hedge
judge wedge
99
whence mince
since prince
fence
hence
nonce
dunce
fringe
hinge
cringe
tinge
singe
swinge
lunge
plunge
DRILL BOOK
27
quit
queen
quire
quill
quilt
queer
quite
quote
100
quick
quack
quaint
quell
quench
quail
quake
quoit
101
squint
squib
squirt
squill
squire
squirm
squeeze
squeal
flew
float
flight
fling
black
block
blot
bleat
blew
blow
blight
blind
bled
bloom
clot
cluck
cloth
clothe
club
clam
clip
clap
cling
clink
102
clang
clank
clung
clump
clamp
clinch
clutch
click
clock
clay
flung
floss
fleet
flirt
flop
fleck
DRILL BOOR
103
play
plant
slain
slit
glow
glee
gloat
gloss
glue
plunge .sleep
pledge sloop
please slop
plot slide
plan slip
plain slate
bray
breath
broke
brow
brown
brood
brook
broom
bring
glass
glaze
104
fret
fry
frill
crab dray
crack
creep
creak
crop
cress drink
crutch droll
cringe draft
crossd rift
drag.
drop
drip
droop
frog
free
frame
fringe
freeze
greet
grew
grow
gray
grass
grist
grape
grave
grind
DRILL BOOK
105
prop
pride.
proof
print
proud
press
preach
prompt
prance
prince
troop
treat
trite.
trill
track
tract
trot
troll
tribe
trash
skate
sky
skip
skim
skin
ask
mask
task
tusk
bask
scold
scamp
scar
scarp
scant
scarce
scald
scoff
score
scout
stand
stood
star
spy
spend
Speak
spit
spook
spur
spurn
106
swim
splash
swell splice
sweet splint
sweat - spleen
swift .. splurge
swoopsplay
sweep splotch
steed
stow
steal
style
30
DRILL BOOK
sprain
spray
sprat
sprang
sprawl
spread
spree
sprig
107
strong scrape band
strike scratch hand
struck scrawl sand
stroke scream lend
strap screech mend
string screw fond
strict scribe pond
strength scrip
fund
damp
twig
clamp
crimp
smack
smell
smoke
smash
smear
108
sneak
sneer
snarl
snare
snail
limp
twin
twill
twist
twitch
crump
casts
fasts
nests
pests
fists
wrists
gusts
dusts
109
asks backs
basks hacks
masks. lacks
tasks stacks
DRILL BOOK
31
son
ton
110
front love
month dove
months glove
111
steak break
shove
shoves
a bove
won
great
yea
112
bear
tear
wear
swear
grey
change
113
prey they whey
114
range strange mange
115
feign
reign
116
gnaw gnash gnarl
117
full
deign
gnat
bull
,
pull
32
DRILL BOOK
118
lamb
jamb
crumb
limb
. 11 i 11
fruit
suit
dumb
thumb
119
bruit
juice
120
haste
taste
cruise
bruise
baste
waste
chaste
paste
plague
vague
121
brogue
Vogue
rogue
league
gift
lift
left
cleft
theft
122
help
yelp
whelp
wept
slept
crept
sift
123
guild
guest
guide
guard
guess
guilt
DRILL BOOK
124
oth er
moth er
broth er
an oth er
ann
.
125
cere
cede
cell
scent
scene
cent
ce dar
126
gem
gin
gyp sy
foun tain
moun tain
127
cap tain
cer tain
vil lain
cur tain
al ter
fal ter
hal ter
al der
128
al so
al ways
false
salts
129-130
dou ble
buy
cou ple
cous in
flour ish
nour ish
jour ney
coun try
cour age
touch
young
built
build
height
sleight
heart
hearth
doubt
friend
psalm
col umn
sol emn
au tumn
is land
hour
hon or
hon est
car riage
mar riage
chest nut
an swer
peo ple
tor toise
whoop
34
DRILL BOOK
are
of
any
a gain
been
both
bush
push
busy
post
bough
broad
come
cover
could
col or
climb
cough
131-134
dough
eye
only
else
pour
e nough pus sy
floor
four
put
fa ther
give pret ty
gone rough
have soup
key
says
laugh said
live
shall
lose
should
many some
most sport
move
sure
one
sew
once
shoe
soul
tongue
there
their
though
through
two
twelve
very
wolf
who
whom
whose
would
wo man
were
where
you
yours
do
does
door
dozen
SECTION II
ra ces
pri ces
la ces
fa ces
bas es
cas es
nurs es
purs es
135
ca ges
ra ges
pa ges
sa ges
ros es
nos es
paus es
caus es
136
gaz es
blaz es
sneez es
squeez es
frin ges
sin ges
tin ges
hin ges
dan ces
glan ces
fen ces
dun ces
badg es
hedges
ridg es
bridges
137
speech es
preach es
teach es
reach es
batch es
hatch es
latch es
match es
fish es
wish es
dish es
flash es
ax es
wax es
tax es
fox es
mass es
glass es
grass es
pass es
mess es
cress es
tress es
press es
138
kiss es
miss es
hiss es
. moss es
[35]
cross es
toss es
boss es
muss es
b.
36
DRILL BOOK
cry.
cries
dry
dries
139
fry
fries
sky
skies
140
die
hoe
hoed
toe
toed
fry
fried
try
tried
died
lie
lied
play
played
stay
stayed
dew
dewed
stew
stewed
claw
clawed
thaw
thawed
141
toy
toyed
joy
joyed
Snow
snowed
crow
crowed
pile
toil
toiled
sail
piled
rule
ruled
bale
baled
142
ball
balled
toll
tolled
roll
rolled
han dle
han dled
bun dle
bun dled
sad dle
sad dled
sailed
heal
healed
gum
name
named
time
timed
dim
dimmed
143
hem . roam
hemmed - roamed
aim
gummed aimed
ram
steam
rammed steamed
claim
claimed
.chime
chimed
loom
loomed
DRILL BOOK
37
144
cane
caned
dine
dined
can
canned
pen
own
owned
brown
browned
moan
moaned
corn
corned
penned
snore
snored
flare
flared
mire
mired
fur
furred
star
starred
stir
stirred
145
fear
feared
rear
reared
roar
roared
steer
steered
moor
moored
air
aired
146
club
clubbed
rib
sob
sobbed
stab
stabbed
curb
curbed
cave
cayed
wave
waved
hive
hived
dive
dived
cleave
cleaved
shave
shaved
ribbed
robe
robed
hope
hoped
drape
draped
stripe
striped
hop
hopped
stop
stopped
step
stepped
147
loop
looped
stoop
stooped
steep
steeped
reap
reaped
soap
soaped
swap
swapped
38
DRILL BOOK
148
mass
massed
mess
messed
hush
hushed
crush
crushed
wash
washed
wish
wished
149
chase
chased
dose
dosed
mix
mixed
wax
waxed
ask
bake
baked
like
liked
rake
raked
asked
risk
risked
leak
leaked
face
faced
race
raced
dance
danced
reach
reached
broach
broached
clinch
clinched
match
matched
watch
watched
switch
switched
150
back
backed
peck
pecked
duck
ducked
151
notch
notched
fetch
fetched
hatch
hatched
152
brood
brood ed
hood
hood ed
puff
puffed
sniff
sniffed
cuff
cuffed
glidee
glid ed
grade
grad ed
bed
bed ded
add
add ed
land
land ed
tend
tend ed
DRILL BOOK
39
153
Pet
rate
rat ed
grate
grat ed
pet ted
dot
dot ted
count
count ed
wilt
wilt ed
root
root ed
greet
greet ed
name
nam ing
fade
fad ing
hide
hid ing
fire
fir ing
tune
tun ing
use
us ing
ba by
la dy
jel ly
sil ly
fol ly
jol ly
bo ny
du ly
sto ry
ti ny.
la zy
ro sy
154
hope
hop ing
store
stor ing
155 -
rud dy
mud dy
gid dy
ed dy
156
pen ny
pen nies
jel ly
jel lies
157
apple
krip ple
stee ple
sim ple
gen tle
lit tle
ba by
ba bies
lá dy
la dies
ru by
ru bies
po ny
po nies
dol ly
dol lies
puppy
pup pies
ta ble
no ble
bi ble
crum ble
pebble
ri fle
la dle
nee dle
fid dle
i dle
bun dle
gig gle
buc kle
knuc kle
tic kle
pic kle
driz zle
puz zle
40
DRILL BOOK
pa per
clo ver
over
gro cer
par lor
va por
sail or
tail or
158
ce dar
so lar
po lar
pop lar
val or
ar bor
har bor
doc tor
ped al
met al
den tal
re al
roy al
loy al
159
sal ad
ten ant
tru ant
lo cal
se qual
e qual
.
a float
a wait
a fraid
a piece
a bout
a wake
a like
a rise
160
a muse
a sleep
a gree
a miss
a way
a larm
a light
a long
car ry
mar ry
ber ry
fer ry
mer ry
cher ry
sor ry
cur ry
hur ry
flur ry
161
ter ror
mir ror
hor ror
gar ret
bar rel
ar rest
er rand
her ring
par rot
por ridge
mar ry
mar ries
mar ried
mar ry ing
car ry
car ries
car ried
car ry ing
162
hur ry
hur ries
hur ried
hur ry ing
fer ry
fer ries
fer ried
fer ry ing
lied
DRILL BOOK
fel low
yel low
fal low
163
pil low tal low
wil low shal low
min now mead ow
win dow
wal low
swal low
an ger
hun ger
lon ger
lin ger
fin ger
stron ger
an gry
hun gry
an gle
tan gle
164
an kle
tin kle
twin kle
wrin kle
sprin kle
man gle
stran gle
min gle
jin gle
sin gle
165
cap ture
crea ture
cul ture
pas ture
piç ture
fea ture
frac ture
mois ture
fail ure
mix ture
tor ture
fix ture
rap ture
ges ture
na ture
fig ure
166
wake-ful
use ful
play ful
care ful
mind ful
peace ful
grate ful
hate ful
hope ful
thought ful
cheer ful
watch ful
ex alt
ex act
ex ert
ex ile
167
ex ist
ex hale
ex haust
ex hort
ex cept
ex pect
ex plain
ex pose
ex cite
ex cuse
.
ex plode
ex press
42
DRILL BOOK
168
act
tact
fact
facts
en act
re act
act ed
act or
ac quire
ac quit
ac quaint
al ley
val ley
gal ley
tal ley
169
ral ly
sal ly .
al low
bal loon
dog gie
Bes sie
Fan nie
Hat tie
Jen nie
170
vol ley
· vol leys
trol ley
trol leys
.
:
mon key
mon keys
tur key
tur keys
val ley
.val leys
jeal ous
nery ous
171
griey ous ray en ous slan der ous
pros per ous res in ous igen er ous
man sion
pas sion
pen sion
ces sion
ten sion
mer sion
mis sion 0 mis sion
ver sion de pres sion
ad mis sion ex pres sion
mil lion
bil lion
tril lion
bun ion
173
pin ion re bel lion
o pin ion pos til ion
min ion pa vil ion
do min ion co til lion
de ris ion
e lis ion
com plex ion
de flux ion
DRILL BOOK
:
mo tion
no tion
na tion
sta tion
va ca tion
lo ca tion
174
cre a tion
no ta tion
du ra tion
e lec tion
af fec tion
con fec tion
pal ace
neck lace
fur nace
sav age
bag gage
cabbage
175
pack age
mes sage
voy age
sal vage
gar bage
wreck age
mel on
ribbon
li on
poi son
sex ton
but ton
mut ton
cot ton
glut ton
les son
176
sel dom
king dom
free dom
com mon
per son
par rot
car rot
pi lot
rea son
sea son
177
open
lik en
tak en
happen
rid den
bid den
strick en
heav en
sev en
tun nel
fun nel
lev el
lis ten
glis ten
fas ten
mois ten
of ten
sof ten
chas ten
has ten
178
cas tle
nes tle
bus tle
hus tle
179
San ta
chi na
jos tle
whis tle
this tle
wres tle
E va
A da
Em ma
com ma
so fa
so da
DRILL BOOK
rev el
reb el
can cel
mar vel
180
ker nel an vil
par cel pu pil
civ il coun cil
pen cil e vil
ros in
sat in
cab in
Lat in
ha lo
he ro
sa go
ne gro
181
mu lat to
po ta to
to bacco
to ma to
gran a ry
bot a ny
sal a ry
lit a ny
el e gy
cel e ry
182
pi e ty c ol o ny
chan ce ry ebony
fel o ny. mem o ry
di vide
di vine
'di vert
di gest
183
di gress
di verge
di vin i ty
di vi sion
pen u ry
cen tu ry
mer cu ry
dep u ty
am i ty
san i ty
184
dig ni ty
den si ty
in fa my
hick o ry
pop u lar
per ju ry
cap tive
fes tive
plain tive
na tive
mo tive
fur tive
185
mas sive
pas sive
mis sive
hos tile
rep tile
ser vile
DRILL BOOK
45
186
ci der
cin der
cel lár
circle
fan cy
spi cy
cit y
cen ter
con ceit
con ceive
re ceive
de ceit
ceil ing
per ceive
cir cus
de cide
187
phase
phrase
phone
phlox
sphere
nymph
lymph
sylph
pheas ant
pam phlet
phon ic
pha e ton
dol phin
or phan
ci pher
sul phur
ache
an chor
chasm
chord
cho rus
cha os
188
schol ar
chlo ral
chro mo
chem ist
schoon er
school
scheme
loch
cho ral
sign
con sign
ma lign
189
de sign
be nign
re sign
as sign
fine
nice
nic er
wise
wis er
sore
sor er
lame
lam er
vile
vil er
sane
san er
190
ripe
rip er
late
lat er
tame
tam er
wid er
base
bas er
46
DRILL BOOK
white
whiti est
nice
nic est
· fine
fin est
wise
wis est
191
wide
wid est
brave
bray est
rude
rud est
safe
saf est
la zy
la zi er
la zi ly
ti dy
ti di er
ti di est
192
co zy sau cy
co zi er sau ci er
co zi ly sau ci ly
mud dy jol ly
mud di er jol li er
nud di est jol li est
clun sy
clum si er
clum si ly
happy
hap pi er
hap pi est
193
fin ish
pun ish
boy ish
pol ish
rad ish man ish
rel ish sheep ish sweet ish
girl ish fool ish fur nish
194
white ness great ness
calm ness soft ness lame ness
green ness kind ness dark ness
bright ness full ness bad ness
less
glad ness
good ness
sweet ness
bold ness
195
help less - end less ... use less tear less
care less fault less ..sin less fruit less
fear less blame less shame less bound less
thank less sense less taste less hair less
DRILL BOOK
47
mer cy
mer cies
iner ci ful
mer ci ful ly
196
fan cy
fan cies
fan ci ful
fan ci ful ly
pit y
pit ies
pit i ful
pit i ful ly
197
fringe
frin ges
fringed
frin ging
lounge
loun ges
lounged
loun ging
plunge
plun ges
plunged
plun ging
no bler
no blest
no bly
a bler
a blest
a bly
198
nim bler
nim blest
nim bly
i dler
i dlest
i dly
fee bler
fee blest
fee bly
hum bler
hum blest
hum bly
199
sav ior
pav ior
jun ior
sen ior
cloth ier
hos ier
pav ier
glaz ier
200
di ges tion
Chris tian
ques tion
com bus tion
201
Dan iel
span iel
cor dial
gen ial
val iant
bril liant
In di an
ci vil ian
48:
DRILL BOOK
gra cious
spa cious
lus cious
202
ra pa cious
sa ga cious
fa la cious
fe ro cious
a tro cious
de li cious
203
op ti cian
ma gi cian
mu si cian
pa tri cian
pro vin cial
com mer cial
social
ju di cial
cap tious
fac tious
cau tious
204
fa ce tious
in fec tious
fic ti tious
in cau tious
nu tri tious
am bi tious
O
de fi cient
ef fi cient
205
pro fi cient
suf fi cient
sus pi cion
'sus pi cious
206
gen tian
pa tient
ter tian
tran sient
def i nite
Al ice
doc ile
prac tice
trea tise
207
ben zine
fer tile
frag ile
Al pine
dis ci pline
mer can tile
DRILL BOOK
49
as so ci ate
ex pa tri ate
ap pre ci ate.
208
e ma ci ate
of fi ci ate
ex cru ci ate
e nun ci ate
de nun ci ate
dis so ci ate
le gion
re gion
con ta gion
re li gion
209
con ta gious
re li gious
pi geon
lunch eon
sur geon
gor geous
dun geon
stur geon
ob sta cle
i ci cle
man a cle
210
pin na cle
spec ta cle
ven tri cle
rad i cle
au ri cle
par ti cle
211
pi o neer
vol un teer
o ver seer
212
Jan u a ry
Feb ru a ry
ad ver sa ry
vol un ta ry
de ferred
re ferred
lit er a ry
sec ond a ry
213
pre ferred
in ferred
214
sub stan tial
es sen tial
con fi den tial
con ferred
a verred
nup tial
par tial
mar tial
prov i den tial
e qui noc tial
in flu en tial
SECTION III
pans
panes
taps
tapes
hats
hates
bits
bites
rids
rides
strips
stripes
hops
hopes
robs
robes
plums
plumes
tubs
tubes
215
matted
mated
spitted
spited
dotted
doted
robbed
robed
strutted
fluted
pinning
pining
canning
caning
matting
mating
hopping
hoping
stunning
tuning
216
bitter.
biter
dinner
diner
sinner
shiner
hatter
hater
poked
locked
liked
licked
paper
dapper
stopper
toper
dollar
solar
mutter
muter
cutter
cuter
pages
badges
rubber
tuber
letter
meter
holy
holly
bogy
puny
sunny
flatly
lately
surely
surly
baker
backer
stager
stagger
waging
wagging
boggy
duly
dully
wager
badger
[50]
DRILL BOOK
217
brig
bridge
bag
badge
leg
ledge
rig
ridge
drug
drudge
dog
doge
rag
rage
ting
tinge
sing
singe
lung
lunge
jug
judge
hug
huge
asks
asked
asking
calls
called
calling
snatches
snatched
snatching
knocks
knocked
knocking
218
rests
rested
resting
mixes
mixed
mixing
kisses
kissed
kissing
brushes
brushed
brushing
219
18
stops
stopped
stopping
begs
begged
begging
rubs
rubbed
rubbing
nods
nodded
nodding
drips
dripped
dripping
bags
bagged
bagging
stop
rots
rotted
rotting
skims
skimmed
skimming
220
uses
used
using
curses
cursed
cursing
dares
dared
daring
votes
voted
voting
whines
whined
whining
fades
faded
fading
pinches
pinched
pinching
scratches
scratched
scratching
52
DRILL BOOK
plunge
plunges
plunged
plunging
fringes
fringed
fringing
lunge
lunges
lunged
lunging
lounges
lounged
lounging
221
dance ,
dances
danced
dancing
minces
minced
mincing
222
shelter
chapter
prance
prances
pranced
prancing
fences
fenced
un der
thun der
or der
mur der
dif fer
ladder
fodder
shudder
gander
slender
cinder
aft er
char ter
let ter
mon ster
chat ter
stuc co
bar on
wag on
gal lon
lem on
com mon
can non
dit to
ledger
canker
tumbler
223
offer
scoffer
doctor
travel
chancel
bushel
224
sachel
flannel
chapel
robin
at las
splen dor
rig or
sculp tor
muffin
happy
dusk y
pit y
scant y
plen ty
wit ty.
penny
belfry
sentry
axis
gritty
levy
envy
party
sat in
· Lat in
kitch en:
chick en
thick en
DRILL BOOK
3
sub ject
ver dict
dis trict
pre cinct
lan cet
sher bet
perfect
object
congress
progress
fortress
mistress
crick et
dock et
pock et
blank et
mark et
bask et
225
fidget
budget
rocket
latchet
jacket
ticket
226
bracelet
diet
quiet
secret
poet
bolster
bon net
gar ment
hor net
trum pet
car pet
bul let
casket
goblet
pallet
wallet
hamlet
gimlet
ma jor
mi nor
stu por
ru nior
la bor
o dor
227
ba sis
11 nit
de cent
cru et
stu dent
ty rant
silent
pavement
moment
cipher
frequent
pilot
sto ry
cra zy
la zy
do zy
focus
mu cus
ruby
spicy
needy
crony
duty
vary
228
floral
modern
cistern
pattern
tenor
peddler
la dy
ti dy
lim y
ra cer
gro cer
ci der
fossil
civil
manful
artful
morsel
coral
ha lo
so lo
ne gro
he ro
bri er
tu lip
DRILL BOOK
di al
fi nal:
o ral
vi tal
fa tal
pli ant
polar
poem
fuel
cruel
pupil
label
with in
here in
up on
per haps
re sult
a dult
229
compel
expel
foretell
fulfill
distill
begin
230
contract
protract
react
reflect
extract
reject
for get
re gret
un fit
sub mit
ad mit
re mit
permit
acquit
outwit
enact
compact
subtract
af fect
ef fect
ob ject
neg lect
con nect
re spect
231
di rect
de tect
pro tect
af flict
re strict
dis tinct
conduct
instruct
construct
replant
transplant
augment
pre tend
e vent
an nex
per plex
com plaint
com plain
prefix
transfix
cement
consent
ferment
content
232
expert
desert
recess
confess
caress
address
ac count
de your
a loud
en dow
be low
re ply
unjust
distrust
unmixt
betwixt
avert
convert
dis miss
a cross
dis cuss
ac cost
sug gest
im port
DRILL BOOK
55
233
exclaim
retain
remain
a way
o bey
sur vey
di gest
ar rest
re quest
in sist
as sist
re sist
create
relate
complete
recite
polite
redeem
delay
de ny
de spoil
re coil
a void
en joy
de stroy
de vout
re nown
a mount
russet
rivet
velvet
habit
rabbit
limit
beg gar
cel lar
pil lar
col lar
gram mar
mor tar
rubber
pitch er
frag ment
pig ment
par rot
mod est
candy
sturdy
study
monkey
alley
pulley
display
decay
234
summit
hermit
culprit
visit
gossip
bishop
235
barley
kidney
donkey
chimney
shiver
sulphur
236
statute
spinal
palate
dictate
climate
pirate
mur mur
muf fler
blub ber
mem ber
lim ber
num ber
horse back
lamp black
bar rack
ham mock
hem lock
pitch fork
symbol
verbal
tribute
value
concave
rescue
plum age
tri umph
rai ment
pay ment
rubbish
self ish
56
DRILL BOOK
bonfire
empire
fur nish
skir mish
van ish
fin ish
pun ish
hardware
windpipe
237
verdant
riches
worship
midnight
upright
prison
238
tranquil
windmill
for tune
land scape
spend thrift
stub born
pam phlet
proph et
mer chant mental
dwarf ish mortal
dis mal quarrel
char coal squirrel
mor al tendril
cen tral. nostril
mad am
bal sam
problem
sys tem
pil grim
king dom
fam ine
lay er
snow drop.blossom
twi light phantom
a corn symptom
mold er sarcasm
dan ger baptism
man ger organ
pistol
handful :
skillful
239
orphan
album
turban
horseman
kinsman
engine
240
pleasure
treasure
picture
trai tor
home ward
out ward
pen sion
ses sion
mis sion
rer sion
man sion
cau tien
jewel
seaman
statesman
hyphen
figure
injure
mo tion
na tion
ac tion
men tion
fic tion
sta tion
practice
justice
DRILL BOOK
ar row
narrow
mar row
har row
fur row
bur row
mor row
sor row
241
fa mous elbow daily
griev ous fellow
daisy
nery ous follow dainty
mon strous meadow weary
bil low yellow dearly
hol low tallow dreary
wid ow shallow wallow
bor row window swallow
242
con cert gipsy peaceful
eld est scrubby hopeful
in dex knotty careful
con vey bridal useful
243
cap tive shilling gallant
mas sive sapling tenant
mo tive dumpling distant
stock ing darling pleasant
sprin kling herring instant
twin kling during virtue
244
an gle candle between
an kle middle ordain
ax le grumble complain
bee tle knuckle explain
stran gle buckle domain
bu gle tangle restrain
spite ful
pain ful
fear ful
cheer ful
no ble
a ble
ta ble
sta ble
Bi ble
sad dle
en throne
a tone
at tune
es cape
in sane
de mean
58
DRILL BOOK
245
con vene
com bine
de fine
en shrine
di vine
en twine
elope
prepare
repair
career
appear
severe
precise
invite
arise
amuse
equip
usurp
a far
a sleep
ac cuse
re fuse
pro pose
com pose
246
im mense
de fense
col lapse
im merse
fare well
un furl
excuse
disease
despise
chastise
advise
repose
prodigy
ebony
energy
enemy
litany
colony
can o py
. sal a ry
gran a ry
mas ter y
ar ter y
quan ti ty
247
mem o ry
fac to ry
his to ry
en mi ty
dig ni ty
mystery
flattery
every
revery
livery
cavity slip per y
penalty bal co ny
novelty cav al ry
faculty in fan try
sinewy sil ver y
248
contrary sup ple ment
celery con di ment
monument ve he ment
instrument com pli ment -
continent sen ti ment
de i ty
pi e ty
po et ry
gay e ty
u su ry
bigotry
ancestry
industry
century
mercury
DRILL BOOK
69
Bat ur day
pol i cy
in fan cy
249
banishment
punishment
liniment
merriment
idiot
interest
peony
vacancy
piracy
mutiny
irony
dairy
rem e dy
mel o dy
250
sen si tive
en vi ous
mar vel ous
fab u lous
barbarism
minister
orator
editor
in fa mous
qual i ty
prophecy
bay o net
e qui nox
cin na mon
sim ple ton
notary
drapery
ivory
relative
narrative
primitive
251
unicorn
waterfall
bountiful
canister
emperor
bachelor
252
excitement
amazement
uneasy
adventure
attribute
immodest
oxygen
calico
officer
cylinder
emphasis
diocese
how ev er
en joy ment
utensil
informal
im mor tal
ac quit tal
en am el
maternal
determine
abandon
60
DRILL BOOK
sur ren der
dis or der
im per fect
in ter pret
in hab it
pro hib it
discredit
example
volcano
composure
exposure
torpedo
i de al
i de a
tri bu nal
in ci sor
cre à tor
· re vi val
professor
successor
departure
disfigure
enrapture
continue
253
assassin
tobacco
memento
palmetto
envelop
bewilder
254
tornado
spectator
arrival
unequal
denial
primeval
255
molasses
forbidding
refinement
attainment
remainder
demeanor
256
appertain
interfere
premature
advertise
interpose
impolite
ac quire ment
con ceal ment
ad ja cent
in de cent
en roll ment
im pru dent
attendant
commandment
advancement
attachment
preferment
apartment
mis be have
over look
en ter tain
re ap pear
over whelm
in di rect
contradict
represent
interrupt
disappear
engineer
auctioneer
DRILL BOOK
61
257
nu cle us
ra di ús
du te ous
a que ous
te di ous
stu di ous
curious
ruinous
ludicrous
hideous
infamous
odorous
trai ton ous
treach er ous
pit e ous
bar ba rous
gen er ous
mis chievous
barbecue
turpentine
porcupine
appetite
microscope
hemisphere
disobey
overflow
overcast
overjoy
interweave
interleave
258
definite
infinite
hypocrit
obsolete
execute
substitute
259
attentive
progressive
expressive
inactive
defective
decisive
260
fascinate
germinate
separate
fortunate
venerate
criminate
neg lect ful
suc cess ful
pros pect ive
at tract ive
pro duct ive
de struct ive
furniture
daffodil
signature
handkerchief
universe
consonant
ad vo cate
ven ti late
spec u late
cir cu late
pen e' trate
veg e tate
imitate
irritate
hesitate
graduate
elevate
modulate
62
DRILL BOOK
va ca tion
foun da tion
mi gra tion
vi bra tion
tax a tion
ob jec tion
sub trac tion
con nec tion
af fec tion
di rec tion
re cep tion
ex cep tion
ex pul sion
ex pan sion
as cen sion
di men sion
im mer sion
di ver sion
lu mi na ry
mo ment a ry
in tri ca cy
ac cu ra cy
ex i gen cy
ex cel len cy
261
narration
plantation
vexation
emotion
sensation
election
262
publication
application
approbation
dedication
indication
delegation
263
salutary
adversary
statuary
sanctuary
auditory
imitative
264
certificate
corroborate
intimidate
consolidate
invalidate
equivocate
mat ri mony
tes ti mo ny
sec ond a ry
drom e da ry
cus tom a ry
mer ce na ry
mis sion a ry
dic tion a ry
sta tion a ry
lit er a ture
ag ri cul ture
horti culture
in vig o rate
e vap o rate
in def i nite
il lit er ate
ac cu mu late
in tox i cate
de mon strat ive
de riv a tive
con serv a tive
in fin i tive
re trib u tive
ex ec u tive
DRILL BOOK
dis a gree ment
an te ced ent
sup er vis or
ap pa ra tus
man u fac ture
pred e ces sor
ad ven tur ous
fas tid i ous
mi rac u lous
pro mis cu ous
265
math e mat ics oriental
ben e fac tor ornamental
cor re spond ent instrumental
in de pend ent horizontal
in de pend ence sacramental
om ni pres ent accidental
266
ma te ri al illuminate
a e ri al
enumerate
me mo ri al trapezium
im me di ate criterion
col le gi ate centurion
in fu ri ate tragedian
267
con tin u ouse minority
nobility
ex trav a gant brutality
in hab i tant humility
be nef i cent gentiliy
mag nif i cent reality
268
con tem po ra ry involuntary
ex clam a to ry observatory
vo cab u la ry subserviency
im ag i na ry confederacy
pre lim i na ry indelicacy
con fec tion a ry declamatory
for mal i ty
de spond en cy
con sist en cy
im pi e ty
so bri e ty
de lin quen cy
op por tu ni ty
in se cu ri ty
im ma tu ri ty
in ge nu i ty
pos si bil i ty
plaus i bil i ty
64
DRILL BOOK
269
in a bil i ty
du ra bil i ty
u ni form i ty
cu ri os i ty
gen er os i ty
flex i bil i ty
ma te ri al i ty
il lib er al i ty
u ni ver sal i ty
in hos pi tal i ty
in stru men tal i ty
spir it u al i ty
im prob a bil i ty
in ca pa bil i ty
pen e tra bil i ty
sol u bil i ty
270
im ma te ri al i ty
in di vis i bil i ty
in di vid u al i ty
in de struct i bil i ty
il leg i bil i ty
in sen si bil i ty
im pos si bil i ty
in fe ri or i ty
su pe ri or i ty
com bus ti bil i ty
an te di lu vi an
dis ci pli na ri an
het e ro ge ne ous
in com pres si bil i ty
ir re sist i bil i ty
un in tel li gi bil i ty
in com pre hen si bil i ty
---... Homena
Linna
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11
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