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HOUR READERS I

MANUAL

GOE AND CHRISTIE

AMERICAN BOOK COMPANY

rilMMMWHMBHI

Southern Branch
of the

University of California

Los Angeles

Form L I

LB
1525
G65s
cop . 1

NOV 2 4 1924

JAN 4 ^?i?§

Form L-9-15iyi-8,'24

STORY HOUR READERS
MANUAL

THE STORY METHOD

IDA COE, Pd.M.

ASSISTANT PRINCIPAL, PUBLIC SCHOOLS
CITY OF NEW YORK

AND

ALICE J. CHRISTIE

PRIMARY TEACHER, PUBLIC SCHOOLS
CITY OF NEW YORK

AMERICAN BOOK COMPANY

NEW YORK CINCINNATI CHICAGO

CoPYi!i(iHT, 1913, IN Great Britain.
Stuky Hour Rkaders Manual.

W. p. 2

contp:nts

Principles of Reading . , ... , . . 7

Fundamentals ........ 7

Application of IVinciples ... . . . . 7

Elements of Readiiij>; ....... 8

The Story Method 10

Method of Teachino- 13

Aids in Teaching' ........ 20

Explanation of. Terms . . . . . . . "il

First Year — First Half and General Suggestions 23

Mother Goose Rhymes ....... 25

Games for Recreation ....... 30

Rote Songs ......... 33

Habits .......... 3(5

Devices — Language ....... 37

Devices — Sentences, Word Groups, Sight Words . . 41

Devices — Phonetics ....... 46

Additional Aids 50

Preliminary Phonics . . . . . . .51

Phonetic Type Lesson — Initial Phonograms . 52
Introductory Phonetics — Families . . . .53

Phonetic Type Lesson — Families . ... 55

First Year — First Half, Steps 1-90 . . . 5()-151
Chronological Phonetic Summary . . . . .152

Phonetic Key ........ 154

Word Groups 156

Sight Words 158

Teaching Vocabulary 161

First Year — Second Half
Steps 1 to 70
Rote Songs
The Alphabet
Recapitulation
Words for Testing Phonetic Power
Chronological Phonetic Summary
Phonetic Key
Word Groups
Sight Words .
Teaching Vocabulary

Second Year ....
Steps 1 to 80

Chronological Phonetic Summary
Phonetic Key
Word Groups

Sight Words ....
Teaching Vocabulary

Third Year

PAGE

. 165
168-208

. 206

. 207

. 208

. 209

. 211

. 214

. 217

. 218

. 221

. 225
225-260

. 261

. 266

. 269

. 271

. 274

Guide to Enunciation

. 281
. 303

FOREWORD

" Please tell me a story," is the insistent plea of the child
the world over.

How natural, then, for the child to learn to read by means
of the story! Interest is the key to tiie situation; and in-
terest in the story is the controlling motive for his learning
to read.

The stories used in the Story Hour Readers are written
for the purpose of establishing the reading habit early in the
life of the child, through their appeal to his interests. The
content of the stories selected is easily within the compre-
hension of the child, who will eagerly read about his friends
in the folklore world.

The child is considered as the epitome of the race, hence
the selection of stories that satisfy his instinctive interests.

'Mother Goose rhymes and folklore tales are used ex-
tensively in the books for the first year. The rhythm of
the jingle is irresistible. Its mingling of sense and nonsense
arouses the imagination of the child, and its fascination
appeals even to the slowest or dullest pupil, who might not
respond to less exciting stimuli. The use of INIother Goose
rhymes is advocated by Huey. (See "The Psychology and
Pedagogy of Reading," pp. 330 to 335.)

Dialogue and dramatic action are great sources of delight,
and are very valuable during the early days of school life,
since to the child they represent play and the various
activities natural to childhood. The stories selected ap-
peal to his dramatic instincts and stimulate the emotions.

The aim of the Story Hour Readers is to give the child
opportunity to live the thou<;l)t.s, hence tlie great imaginative
stories, keeping in mind always the licart of the child, and
heeding the admonition, " We who profess to teach, yet
teach not, teaching not the heart."

The Story Hour Readers present literature. The stories
and poems are carefully graded to satisfy the growing
interests of the child, and to inculcate a love of literature.

The books are beautifully illustrated in color by artists
whose interpretations of the stories show their appreciation
of child life. The pictures make an aesthetic and artistic
appeal to the child that is most valuable. The ethical and
social elements are also presented. The pictures offer won-
derful opportunities for the development of language.

The First Year Readers contain Mother Goose rhymes
and folklore tales.

Second Year Readers continue the folklore tales, and in-
troduce fairy stories, also poems suited to children.

Third Year Readers introduce wonder stories, legends,
and myths, also poems. Adaptations from longer stories
are given, to secure sustained interest, and to arouse in the
child the desire to read the complete story for himself, for
example, " Robinson Crusoe."

The folklore tales, fairy tales, and fables include those
of many lands, thus adding to the child's interest and
knowledge.

PRINCIPLES OF READING

Fundamentals

The following general principles of education should be
applied in the teaching of reading :

1. A complete thought is presented first. This is fol-
lowed by analysis of the thought into parts, and a study of
the parts, including the necessary drill. Finally, the j)arts
are reconibined into the complete thought, a clarified whole.

2. There is " no impression without expression." There-
fore the child's initiative and self-activity should be em-
ployed to produce clear and vivid images.

3. Education is reorganization and enlargement of ex-
perience; in common phrase, procedure "from the known
to the unknown."

Memory becomes a by-product of the educational process,
and the faulty rote method of teaching is avoided when these
principles are applied. •

Application of Principles

I. Wholes to Parts, to Wholes. The vague whole is
acquired by the children through listening to the story told
by the teacher, and through the exercise of their own self-
activity in dramatization. The storj' is first analyzed into
thought-groups. The thought-groups are then built up
synthetically l^y the teacher, sentence by sentence, at the
blackboard. Word groups and sight words are taken from
the sentences. Selected words are separated into phono-
grams. Phonograms are blended to form words. The
final step is the reading of the whole story from the book.

2. Self -activity. The interest aroused in the story, as
the teaclier tells it, stimulates the impulse for motor activity.
This leads to the dramatization of the story. Dramatiza-
tion appeals to children because what a child does makes
a deep impression upon him. Dramatization also stimu-
lates the emotions, and thus secures intense interest.
Through dramatization the child lives the story.

3. From the Known, or Familiar, to the Unknown.

The Mother Goose rhymes are familiar to most children.
Besides, many of the stories in this series of Readers deal
with experiences common to children, and the characters
are placed in familiar situations. The material thus forms a
connecting link between a child's former experiences and
the new ones he is about to acquire.

Elements of Reading

I. The Thought Element. The problem of learning to
read is the establishment in the mind of the learner of an as-
sociation between the thought as expressed in symbols and
the symbols which represent the thought.

The thought is the vitalizing element. Literature should
be used from the beginning. The selections should be of a
character to interest children, that is, they should be stories
with a sense appeal, and instinct stories. The whole life of
a child is saturated with imagination and feeling, there-
fore the content of his reading matter should satisfy his im-
aginative and emotional cravings. It should also represent
action. That is, the content should be dynamic rather than
metaphysical.

For the purpose of analysis the stories should be divided
into fhoughi-groups. A thought-group consists of a series of

related sentences which express conipleled thoiiglil or action,
that is, a larger thought unit. Tiic thought-group is ana-
lyzed into sentences, which are in turn built up syntiietically
into a thought-grouj) for purposes of reading. Tlie sentence
is then selected for further analysis.

2. The Symbol Element. (A Visible Sign or Representa-
tion of an Idea.) In learning to read the child must associate
the thought with the symbols. These are of two kinds,
namely, the visual and the vocal.

Visual Symbols: Written Words or Letters. After a
sentence has })cen presented as a whole, associalc(l with its
thought, groups of words and single words should be se-
lected for recognition and drill. Then not only have these
significance in themselves and in their present relations,
but they are also tools for future use in reading.

Vocal Symbols: Spoken Words or Single Sounds. • Each
visual symbol, whether of a sound, a word, or a group of
words, has its corresponding vocal symbol.

An early association between the visual symbols and the
vocal symbols is necessary, in order that the child may learn
to read orally. This applies to sentences as wholes, to word
groups, and to words.

3, The Phonetic Element. The first analysis of the story
is into thought-groups and sentences. Groups of words and
single words are selected from the sentences for purposes of
drill. A further analysis is necessary, — separating the words
into phonograms for phonetic use.

There are several distinct aims to be kept in mind :
namely, ear training, correct pronunciation and distinct
enunciation in reading, and acquirement of phonetic power.

There should be ample drill in ear training, in order that

the child may become sensitive to the correct i)ronuncia-
tion of words. Exercises in enunciation are necessary also,
in order to secure clear, distinct, and pleasing oral reading.

Phonetic power is the means by which the child is able to
assist himself in reading new material. Constant practice in
phonetics gives him the ability to find new words for himself.

THE STORY METHOD

The Reading Process. Teaching reading is the process
of associating in the child's mind a thought and its symbols.
The union of these elements is necessary to both silent and
oral reading.

I. Language. The natural way for a child to learn to
read is similar to that used in learning to talk. When a
child has learned to talk he has acquired the ability to
attach meaning to oral language and to use language.
When he enters the ivorld of books the pictures attract him
first. The rhymes, jingles, songs, and stories are told or
sung to him. The Mother Goose rhymes present many
familiar characters clothed with enough mystery to appeal
to his imagination. They are real, his companions, and
they belong to his world. The rhymes, jingles, and songs
also appeal to the instinct of rhythm, and he readily memo-
rizes them. The stories arouse his interest. He pleads to
have his favorite stories told to him again and again. The
child soon attempts to tell the stories himself. Gradually
he locates parts of a story on the printed page, and recog-
nizes some of the words. The child meets these words in
new stories. They are old friends, and they help him to
conjecture what the new words must be. He enlarges his
vocabulary through the context and acquires power to

atta(;k new stories. The Story Melliod siij)i)lie> lliese ex-
periences and makes use of lanyiuufe From the l>e^iimin|^.
Interest in the story is the child's inotire for learning to read.

2. Content. The Story Method is a content metliod,
and meanin<i- dominates the leachin*^-. Oral ihoiKjht-expres-
sion comes first, throngh tlie telling of the story and through
dramatization. Association of the stories with the pictures
and the printed matter in the books accompanies or pre-
cedes the oral thought-expression. The memorizalion of the
story is a by-product. The analysis of the story, by aid
of pictures and through conversation, into thought-groups,
that is, larger thought units, follows. Oral expression
from the children of each sentence in the thought-group,
using pictures and questions as aids, is the next step in
analysis. The teacher then builds the thought-group upon
the blackboard, sentence by sentence, as the sentences are
obtained from the children in response to questions. (See
Blackboard Work, p. 14.) A further analysis is the selec-
tion of sentences, word groups, and sight words for the pur-
poses of recognition and drill. Word groups and sight
words are associated with the sentences in the story, for
reading, and for the interpretation of the thought and
emotion involved in the sentence. Thought-groups are then
read as wholes, and finally the complete story is read as a
whole.

3. Vocabulary. Tlie child's reading vocabulary is built
up through the association of word groups and sight words
in the context of the story, followed by drills, and through
the phonetic sense and power which he gradually acquires.
(Read Huey, pp. 348, .'349.)

Words are selected from the Mother Goose rhymes, in the
first hook, and from the stories in tlic following hooks, for
phonetic purposes (Key Words). These are first taught as
sight words, and are afterwards analyzed into phonograms.
Phonograms are blended to form the new words in the
context.

4. Independent Reading. (Silent and Oral.) When the
child possesses a large enough reading vocabulary to recog-
nize familiar words {old friends) in the context, and has
developed some phonetic sense and power, and also has
sufficient apperceptive basis, he is ready to undertake the
more complex process of thought getting (thought-grasp)
and thought giving (thought-expression).

The first and second supplementary stories are relaxation
stories, and are meant purely for enjoyment. The third
supplementary story affords an excellent opportunity to test
the child's ability to read independently. During the read-
ing of the story, for this purpose, the teacher should merely
tell the child the words that he fails to recognize or to
obtain through phonetics. The reading of the story is
followed by a drill upon the word groups and sight words
that the teacher was obliged to tell, the motive for the drill
being the development of the words so that the child may
read the story the next time without help.

The reproduction and the dramatization of the story will
follow the reading of the story from the book. The atten-
tion of the child is called to the fact that this time he is to
tell the story which he read for himself.

This method of procedure may be used \vith the supple-
mentary stories that follow; and also with supplementary
books, provided the content is interesting and within the

child's grasj) of llioiight, and coiitaiiis words in Iiis reading
vocabulary.

The teacher will finally decide whether the child has
sufficient power to read the basic stories in the same way.
She must keep steadily in mind that reading is not mere
word-calhng, but that it involves an interpretation of the
thought and emotion contained in the story, — emphasis
and expression.

The reproduction and dramatization of the story will then
follow the reading of the story, instead of preceding. The
child will finally gain power to reproduce the story in his
own words, and to dramatize without the descriptive parts.

METHOD OF TEACHING

1. Telling the Story.

2. Dramatization.

3. Blackboard Work.
(1) Thought-groups.
('2) Sentences.

4. Analysis | (.S) Word Groups.

(4) Sight Words.

(5) Phonetics.

5. Reading from the Book.

I. Telling the Story. The teacher should tell the story,
using Uie language of the text. She should tell it in such a
way as to appeal to the imagination of the children, and to
arouse keen interest and emotion. The teacher must be
thoroughly in sympathy with the six-year-old child, and must
live again in spirit the delight she herself felt, when she was
first introduced to the " Once upon a time " world.

It is important to rehearse the story before presenting

it to the class. riio teacher must know where the emphasis
is to be hiid, for children are great imitators, and the final
results are dependent upon first impressions. So, when tell-
ing parts of the story that later are to be repeated frequently
for drill, she should be sure that the child receives a vivid
impression of the story the first time he hears it.

The teacher should show emotion, and should impersonate
the characters as exactly as possible, employing such bodily
activities as the imagination suggests. All this will secure
the very best kind of attention from the children, who will
then be all alive and eager to play, or dramatize, the story.

Note. Read Bryant's " How to Tell Stories to Children."

2. Dramatization. Before the reproduction of the story
by dramatization, it is well for the teacher to have a few of
the pupils tell what some of the characters said, and show
their manner of saying it. The descriptive parts should be
told by the teacher at first, until the pupils are able to tell
them. When the children have gained sufficient power in
dramatization, the descriptive parts may be omitted.

Pantomime. Real thought giving is a Hving expression,
on the part of the child, of the thought of the author. The
whole body should be in unison with the thought expressed.
Pantomime affords opportunity for developing bodily ex-
pression. The Mother Goose rhymes and many of the
stories may be given by the children, in pantomime.

3. Blackboard Work. Dramatization of the story is to
be followed by reading from the blackboard. Care should
be taken to select thought-groups and to reproduce the lines
of the story exactly as they appear in the book, especially
the grouping. The use of print or of script is optional.

Tile following is the first thouyht-ffroiip, pp. ajid 10,
Reader, First Year, First Half :

13o Teep and Heu Shekp

Little Bo Peep lost her sheep.

She looked and looked
but could not find them.

Then she went
to Little Jack Horner.

" Please, Little Jack Horner,
help me find my sheep ! "

Little Jack Horner
sat in a corner.

Little Jack Horner said,

" Leave them alone,
and they'll come home."

(1) Obtain the above sentences from the children, by
questioning :

What did Little Bo Peep lose?

What did she do ?

Then to whom did she go ?

What did she say to Little Jack Horner ?

Where did Little Jack Horner sit ?

What did Little Jack Horner say ?

(2) The sentences should be read as units.

(3) For good expression, empliasis should be laid on the
important word, or group of words, in the sentence. For
example, " Please, Little Jack Horner, help me find my
sheep." " She looked and looked.""

(4) The lesson should be read finally as a unit.

4- Analysis. Knowledge of words is the product of
gradual altaiunienl. It is not important that a cliild should
loiow all the ivords of the stories that he reads at first, hence only
those words are presented for drill that present concrete ideas,
or are readily acquired through association. It is unprofitable
and uninteresting to divell upon a single story until every word
is learned (Huey, p. 348). The words in the stories that
follow are just as valuable, and their frequent repetition in
the text, and the drills in phonetics, make them familiar.

(1) Thought-groups. The division of the story into
thought-groups is the first step in analysis. A thought-
group consists of a series of related sentences which together
express completed thought or action, that is, a larger thought
unit. The teacher may select the thought-groups of the
story, or she may guide the children to select each of the
thought-groups, by means of the pictures in the story, or by
questioning.

('2) Sentences. The story has been told by the teacher.
The children have reproduced the story orally, and by
dramatization. The thought-groups of the story have been
selected under the guidance of the teacher. For example,
the first thought-group is found on pp. 9 and 10 of the story,
Bo Peep and Her Sheep, Reader, First Year — First Half.
An oral expression from the children of each sentence in the
thought-group, using pictures and questions as an aid, is the
next step in analysis. The teacher then builds the thought-
group upon the blackboard, sentence by sentence, as the
sentences are obtained from the children in response to
questions. (See Blackboard Work, Manual, p. 14.) Sen-
tences may also be selected for expression and drill.

(3) Word Groups. The selection of a group of words
in the sentence is the next step in analysis. Word groups
are used to teach alistract words in their proper relations.
The ready recognition of word groups as wholes is the best
method for securing good expression in oral reading. The
use of word groups prevents the halting, hesitating calling
of words which sometimes passes for reading, and is an
aid to thought getting and thought giving. The recognition
of word groups also increases rapidity of perception. Word
groups afford a rest for the eye, thus diminishing eyestrain.

The printed matter in the books is arranged, bearing all
this in mind, with natural pauses at the end of each line.

(4) Sight Words. Before the child has acquired phonetic
power, the words of his reading vocabulary must be de-
veloped through selected siglit words. It is important for
him to enlarge his vocabidary as rapidly as possible. The
material as presented in the Story Hour Readers aids to this
end. The words selected from the reading lessons have
concrete associations for the child.

(5) Phonetics. From the beginning, the teacher of read-
ing should have a goal in mind, namely, the ability of a child
to recognize new words without aid. This gives him inde-
pendence in reading. The ability to recognize new words
for himself is acquired through the study of phonetics, and
there is no branch of teaching reading that is more impor-
tant. Daily drill and review drills are necessary, in order
that children may acquire phonetic power.

The basis of the study of phonetics is the analysis of words
into phonograms. In the first book of this series of Read-
ers the phonetic lessons are derived from words found in
the jingles. Words readily recalled have been selected for

ST. HK. MANUAL 2 17

analysis, and are presented for phonetic study. The words
tJiiis selected are called key words. They are presented first
as sight words, and are afterwards analyzed into phonograms.
Illustration : firid-J (Rhyme, Little Bo Peep).

sat-at (Rhyme, Little Miss Muffet).

After a child has learned the sounds of a number of single
consonants he Is ready to blend these with families to form
new words. The families selected are so familiar that he
unconsciously makes a silent blending at once while pro-
nouncing the new word.

Illustration: sat, not sat; fat, not fat; mat, not mat.

Drills. (1) All the word groups, sight words, key words,
and phonograms selected from a story for drill should be
presented each day, affording each child the greatest oppor-
tunity for word acquisition. Thus the child who can acquire
a number of words in a lesson is not limited to the one-word-
a-day idea which the word and sentence method advocated.
In this way, all the words indicated for study in a story
being presented, the child has the opportunity to see each
word in its relation to the whole, the story.

(2) Drills should be spirited and brief.

(3) Constant drill upon word groups, sight words, and
phonetics is necessary, until the reading process becomes
mechanical, so that the child may be free to attend to the
thought.

Language Drill. A language drill may precede the read-
ing of the story as a separate exereise. The teacher holds
the perception cards containing the word groups and sight
words, for the story, which have been previously used in
drills. She flashes these one by one before the class. The

children have their books open, and as \hc toaclior presents
a card they find the word ^roup or sight wonl iti I lie sen-
tence in the story, and visnalize the sentence ; or the t<'acher
may merely name a word group or sight word which the
children are to find in the sentence to be visualized. A
child is called uj)on to tell the sentence which has been
visualized, using proper emphasis to interpret the thought or
emotion suggested by the sentence.

5. Reading from the Book. The reading of the story as
a whole from the books is the final step. This should be
accomplished without interruption, other than indication by
the teacher of the end of the thought. Into this exercise
should come all the elements in embryo of good oral read-
ing : Pleasantly modulated voice, clear enunciation, pleasing
manner to the observer, and interpretation of the thought
and emotion involved in the slory.

Clear and Distinct Utterance

The value of distinct articulation cannot be overestimated.
Without it good reading is not possible.

Articulation depends upon the action of the muscles
of the jaws, palate, tongue, and lips. It is, consequently,
purely a physical exercise.

In large part, the indistinct utterance of children in con-
versation, recitation, and reading is due to the influence of
environment. If children live in a community where lan-
guage is spoken incorrectly, their onlj^ opportunity to learn
to speak correctly is in the classroom. Therefore, the
teacher should give as much time as possible to exercises
that promote clear and distinct utterance.

AIDS IN TEACHING

Motivation. Interest in the story is Ihe molive which
stimulates the child to learn to read. The child's interest is
aroused through the pictures in the story, by having the story
told to him, and through dramatization. This interest ex-
tends to other stories and other books, as is shown by the
child's bringing pictures and books to school, or clippings
from newspapers and other printed matter which he delights
in reading to the teacher.

When attacking new reading matter the child meets fa-
miliar words, old friends, and they help him to conjecture
what the new word must be. He enlarges his vocabulary for
himself by the use of the context, thus motivating the con-
text. He also acquires a phonetic power which he dis-
covers is an aid in attacking new words. The child is thus
encouraged to learn for himself.

The teacher's aims are : (1) to facilitate her discipline ; (2)
to furnish occupation for the brighter children ; (.3) to render
the greatest aid to the slower children ; and (4) to motivate
the work for all. These aims are most readily accomplished
by allowing the brighter children to assist the slower ones.
All children delight in helping, as it gratifies the spirit of
emulation and furnishes them with an opportunity for self-
activity. In this way the work is motivated for the children.

Class Groups. For more efficient and individual work,
the chiss, unless it is small, should be grouped. Some
children progress rapidly and require little attention. Such
children should work in a group by themselves. Others
are slower and need more assistance. These again should
work in a separate group. With small classes in rural and
private schools such group divisions may not be feasible.

Handwork. As early as possible in the h'rm, I he teacher
sliouhl plan some liaii(lvv(jrk whieli will keej) one ^rouj) of
children employed while she is busy with the oilier i^roui).
The children shonld know definitely what is recpiired of
them in this handwork. Otherwise they are likely to be-
come careless.

The handwork may inchide : (1) Tracing, cutting, and
mounting objects referred to in the various stories, ("i) Free-
hand cutting of the objects. (3) Free-hand drawing of I he
objects. (4) Color work, — crayon or water color. (.5) Brush
work. (6) Silhouettes. (7) Imaginative drawings to illus-
trate the stories.

Perception Cards. These are to be used as aids to rapid
recognition of, and for drill upon, word grouj)s, sight words,
and phonetics. There are three sets of the perception cards
for use with the book for First Year — First Half, and three
for First Year — Second Half. They include : (1) Word
Groups. (2) Sight Words. (3) Phonetic Words.

Outline Pictures. These are to be used for recognition
in association with the stories, and for tracing.

Charts. The teacher may make charts of various kinds.
Oak tag 24" by 36" is probably the best paper for a founda-
tion, but any heavy brown paper will serve.

Explanation of Terms

Analysis. An examination of the component parts, sepa-
rately, or in their relation to the whole.

Synthesis. Composition, or the putting of two or more
things together.

Symbol. A visible sign or representation of an idea.

Thought-group. A .story is divided into tliought-groups
for purposes of analysis. A thought-group consists of a
series of related sentences which express a completed
thought or action, that is a larger thought unit.

Sentence. A unitary expression of thought.

Word Group. Related words selected from a sentence
for purposes of drill, and presented together. Word groups
are used: (1) To present abstract words in their context;
(2) for natural pauses ; (3) to secure good expression in oral
reading; (4) to aid in thought getting and thought giving;
(o) to increase rapidity of perception.

Sight Word. A word taught as a whole.

Key Words. Words for phonetic use presented as sight
words and afterwards separated into phonograms.

Test Words. New words in the story, containing famil-
iar phonetic elements. These words are to be recognized
by means of their phonograms.

Phonetic Words. Words to be recognized by means of
their phonograms.

Phonogram. A representation of sounds, either simple
or in combination.

Initial Phonogram. A representation of a sound which
is the beginning of a word.

Families, Beginnings, Endings. Two or more sounds
joined together and pronounced as wholes.

Blending. Combining sounds to form words.

Note. While the songs and games to be found in this Manual are all that are
essential to the teaching of the Story Method, reference is made to others to be
found in the following books : First Year Music (Hollis Dann) ; Popular Folk
Games and Dances (Hofer) ; Finger Plays (Poulsson) ; Small Songs for Small
Singers (Neidlinger) ; Song Primer — Teachers Edition (Bentley) ; Games for the
Playground, School and Home (Bancroft) ; Songs of the Child World, No. 1 and
No. 2 (Gaynor) .

FIRST YEAR -FIRST HALF

Aims. (1) To furnish the child with a motive for learning to
read, by the use of such stories as irill arouse in him the desire
to acquire stories other than those told him.

(2) To provide a method of procedure which will be apprecia-
tive of the six-year-old child's interests 'and capabilities.

Mother Goose Rhymes. The use of Mother Goose rhymes
affords an excellent connecting link between the home or the
kindergarten and the first grade. The rhymes are kept in-
tact. The characters found in the rhymes are introduced
in the stories. The stories are based upon experiences
common to children. The following rhymes are used :

Handy, Spandy.

Little Bo Peep.
Little Miss Muffet.
Humpty Dum])ty.
Little Jack Horner.
Hey, Diddle, Diddle.
Old Mother Hubbard.
See, Saw, Marjory Daw.
Dickory, Dickory, Dare.

Stories. The following
Bo Peep and Her Sheep.
Humpty Dumpty's Fall.
Jack Horner and the Pie.
Mrs. Sugar Bowl's Party.
Mother Hubbard's Party.
Red Hen's Nest.
Red Hen and Brown Fox.

Ding, Dong, Bell.

Little Boy Blue.

Bye, Baby Bunting.

Simple Simon Went A-Fishing.

Baa, Baa, Black Sheep.

Mistress Mary.

are the basic stories :

The Cat and the Goose.
The Little Tin Soldier.
Boy Blue and the Drum.
Bunny Bunting.
Why the Rabbit Laughed.
The Buckwheat Boy.
The Naughty Billy Goat.

The supi)leiiiciilary slorieti arc :

Dish and Mrs. Sugar Bowh Gray Duck and Brown Fox.

The Cat and Miss Muffet. The Greedy Lion.

Red Fox and the Nest.

Classroom Decoration. A child is influenced hirgely by
his environment. If his home environment has been harmful
to his power of ima^^ery, it is the duty of the school to correct
this, and to give the child every opportunity to enjoy in the
fullest sense, the emotions developed through child litera-
ture — Mother Goose rhymes. An excellent opportunity is
afforded in classroom decoration, by the use of pictures
illustrating the characters found in the Mother Goose rhymes,
because they give an atmosphere to the classroom, and in-
terest children. The upper part of the blackboard, or the
space on the wall immediately above it, may be used for a
border. The pictures may be drawn, or they may be cut
out and mounted on a suitable background.

Games and Rote Songs. The following games and rote
songs are suggested for use in the first half year :

Games.

Visiting Game. Tell My Name.

Jack Be Nimble. Telling the Sound.

The Musicians. Little Soldiers.

Visit to the Farmyard. The King of France.

Visit to the Menagerie. Fox and Squirrel.
Visit to the Toy Shop.

Rote Songs.

Little Bo Peep. Hey, Diddle, Diddle.

Little Jack Horner. Little Boy Blue.

Humpty Dumpty. See, Saw, Marjory Daw.

MOTHER (iOOSE RHYMES

Little Bo Peep

Little Bo Peop has lost her sheep.
And can't tell where to find them.
Leave them alone, and they'll eome home,
Wagging their tails l)eliind them.

Little Miss Muffet

Little Miss Muft'et

Sat on a tuffet,

Eating her curds and whey.

There came a big spider,

Who sat down beside her,

And frightened Miss Muffet away.

Humpty Dumpty

Humj)ty Dumpty sat on a wall,

Humpty Dumpty had a great fall.

All the king's horses and all the king's men

Can not put Humpty Dumpty togetlier again.

Little Jack Horner

Little Jack Horner sat in a corner,
Eating his Christmas pie.
He put in his thumb and pulled out a plum,
And said, " What a good boy am I! "

Hey, Diddle, Diddle

Hey, diddle, diddle,

The cat and the fiddle,

The cow jumped over the moon.

The little dog laughed

To see such sport,

And the dish ran away with the spoon.

Old Mother Hubbard

Went to the cupboard

To get her poor dog a bone.

But when she got there

The cupboard was bare,

And so the poor dog had none.

See, Saw, Marjory Daw

See, saw, Marjory Daw,

Jack shall have a new master.

He shall have but a penny a day.
Because he can't work any faster.

Dickory, Dickory, Dare

Dickory, dickory, dare,

The pig flew up in the air.

The man in brown soon brought him down,

Dickory, dickory, dare.

Handy, Spandy

Handy, Spandy, Jack-a-Dandy,
Loves plum cake and sugar candy.
He bought some at a grocer's shop.
And out he came, hop, hop, hop.

Ding, Dong, Bell

Ding, (long, l>ell,
Pussy's in the well.
Who put her in ?
Little Tommy Green.
Who pulled her out ?
Little Tommy Trout.

Little Boy Blue

Little Boy Blue, come blow your horn.
The sheep's in the meadow, the cow's in the corn.
Wliere's the little hoy that looks after the sheep ?
Under the haystack fast asleep.

Bye, Baby Bunting

Bye, Baby Bunting,
Father's gone a-hunting,
To get a little rabbit skin,
To wrap his Baby Bunting in.

Simple Simon

Simple Simon went a-fishing
For to catch a whale.
All the water that he had
Was in his mother's pail.

Mistress Mary

Mistress Mary, quite contrary,
How does your garden grow ?

With silver bells and cockle shells,
And pretty maids all in a row.

Baa, Baa, Black Sheep

Baa, baa, Black Sheep,
Have you any wool?

Yes, sir, yes, sir.

Three bags full.

One for my Master,
One for my Dame,

And one for the little boy
Who lives in the lane.

ADDITIONAL RHYMES

Short Vowels

Rah, reb, rib, rob, riib.

Three little men in a tub,

A butcher, a baker, a candlestick maker,

Riib, reb, rib, rob, rill).

Long Vowels

Fa, fe, fl, fo, fu,
Kitty said, " Mew, mew! "
The clock struck one.
The mouse ran down,
Fa, fe, fi, fo, fu.

Jack Be Nimble

Jack be nimble,
Jack be quick,
Jack jump over
The candlestick.

Slippety, Slip
This is the way we slide on the ice,

Slippety, slip, slippety, slide.
This is the way we slide on the ice,

All on a winter's morning.

The Fox
The fox jumped up.

On a moonlight night;
The stars were shining,

And all was bright ;
" O, ho ! " said the fox,
" It's a very fine night
For me to go through the town, O ! '

Singsong
Merry are the bells,
And merrily they ring :

Ding, dong !

Ding, dong !
" Don't cry," they say,
" Be happy and gay ; "

Singsong !

Singsong !
Ding, dong, bell.

A Fay and an Elf

A fay and an elf

Went hunting for wealth.

And gathered some honey soon.
They found no money.
So ate the honey ;

An oak leaf they used for a spoon.

gamp:s for recreation

Visiting Game
The children change seats in response to commands :

To the riglit, — change.
To the left, — change.

Have one line of children rnn around the room to the
seats left vacant by the changing of seats. This is continued
until the children reach their original places. Give only
one direction at a time.

Jack Be Nimble

The children repeat the rhyme, as they run and jump
over an object representing a candlestick :

Jack be nimble,
Jack be quick.
Jack jump over
The candlestick.

The Musicians
The children sing and make appropriate gestures :

" I am a gay musician.
From Music Land I come.
I can play sweet music
Upon my fiddle.''

Other instruments : drum, fife, cornet, cymbals, piano.

Visit to the Farmyard

The teaclier names an animal, or bird, and tlie children
give its characteristic call or sound.

Sheep (Baa, baa).

Cow (Moo, moo).

Goose (S-s-s) .

Duck (Quack, quack).

Chicken (Peep, peep).

Visit to the Menagerie

The teacher names an animal or l)ird and the children
make its characteristic movement.

Elephant (Move trunk).
Kangaroo (Jump, hop).
Bird (Fly).

Duck (Waddle).

Chicken (Scratch) .

Visit to the Toy Shop

The teacher names an object, the children make the
appropriate sound or movement.

Engine

(Ch, ch).

Bicycle

(Wheels).

Horn

(Blow).

Flag

(Wave).

Drum

(Beat).

Skate

(Skating movement)

Tell My Name

Mary is hiiiulfolded. Tlie leacliei' points silently lo a
member of the class who says,*" Good morning, Mary."

Mary replies, " Good morning, Kate." This is continued
with other children until Mary fails to give the correct name.

Telling the Sound

The teacher strikes various objects, as a bell, a book, or a
desk, while the children look and listen. Then they close
their eyes and the teacher strikes one of these objects. The
children tell which object was struck.

Little Soldiers

We walk straight down the aisle,

We right-about face,

We clap, clap, clap.

We tap, tap, tap.

And run back to our place.

The King of France

The King of France,

With forty thousand men,
Marched up the hill.

And then marched down again.

Waved his flag, Beat his dram, etc.

Fox and Squirrel

The children sit at their seats, facing each other in the
aisles. A bean bag or l)all (the squirrel) is passed zigzag
down the aisle, followed by another object (the fox). The
fox tries to overtake the squirrel before the end of the line
is reached. (Bancroft.)

ROTE SONGS
LITTLE BO PEEP

&2fi^

Lit - tie Bo Peep has lost her sheep, And

can't tell whereto find them.Leave them a - lone, and

^^t=t

W=it

:S=t*

they'll come home, Wag-ging their tails be -hind them.

HUMPTY DUMPTY

^?-

^ ^ -

=5=^

Hump- ty Dump-ty sat on a \vall,Hump-ty Dump-ty

N f' — :rN

F=Fk=?=^

:^=^

^-^J JJJ-^-^

^ ^

M=gL

^ — •

had a great fall ; All the king's horses and all the king's men,

:|t=t!:

il^lt

^=^

-^5f-=v

Can not put Hump-ty Dump-ty to - geth -er a-gain.

ST. FR. MANUAL — 3 33

LITTLE JACK HORNER

zia

msE^EEE^EE}

Lit - tie Jack Horn - er sat in

cor - ner

:*:

#=^^ — i- — #-

Eat-ing his Christmas pie; He put in his thumb and

±z=«t

pulled out a plum, And said, "What a good boy ^m I ! "

HEY, DIDDLE, DIDDLE

»i^

EEb -* — =• • • H

He}', did - die, did - die, The cat and the fid - die, The

^m^

cowjumpedo - ver the moon. The lit -tie dog laughed To

r=P=

=P=^:

J ^- N N N-

= ^ -J -J-

^n-

--^

JtUt

see such sport, And the dish ran a - way with the spoon.

SEE, SAW, MARJORY DAW

See, saw, Mar - jo - ry Daw, Jack shall have a new

^1=

n » » — #-

mas - ter; He shall have but a pen - ny a day,

:n=^

Be - cause he can't work an - v fast - er.

LITTLE BOY BLUE

r^^T

^ 1

/\ W k'> m m

^ ^

fv^y Bo r 1 ■"■ ^

J ^

VT7 O J

1 1

^ 1

Lit - tie

k' 1
Boy Blue,

come blow your

horn ; The

x , "

r^ 1

/fWw0 m

* 3

1 "1

f\\^\> r r : 1 :

J 1 '

V- u ^ L'

y y

» «

sheep's ii

the mead -

S S K

o\v,

the cow's

in the corn.

V, "

^ V K' 1 '

■

X U u, J a

^' ^' ^

« « « 1

irrv'^ p» • -■-■-

1 VM;

> y '

\\niere's the

lit- tie boy

that looks aft

- er tlie sheep?

[y 17

m 1 1

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1 • i " II

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1 ^-^ — ^ — 1

— U

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LJ r 1 u

He's un - der the hay - stack, fast a - sleep.

iiABrrs

1. Good Posture. Sitting and standing.

2. Holding the Book. See that children hold hooks at
proper distance from the eye, and that the page is held at
right angle to the line of vision, to prevent eyestrain. Chil-
dren need to use both hands when holding a book for reading,
because the nerve energy is thus equally distributed to both
hands. A child has not sufficient power of inhibition to
control the unemployed hand without being uncomfortably
conscious of it.

3. Turning the Pages. Children should be taught from
the beginning to value their books as friends, and to care for
the books. They should be shown how to turn the pages,
from the wpjper right-hand corner when going forward, and
from the loiver left-hand corner when passing backward, using
the right hand, in each case, for turning the page.

4. Pointing. When it is necessary for the child to point,
in order to follow the reading, he should point to the first
word only of each line and not to separate words. The eye
should follow the line ahead of the voice in reading.

5. Reading. Words are read more easily when combined
in a group or a sentence. The child should be trained to
read in word groups or sentences, and he should acquire this
habit from the beginning.

6. Keeping the Place. The teacher indicates the first
word of sentences, one after the other, at the blackboard.
The children read silently, following the teacher with each

sentence until she stops and raises the pointer. This is the
signal for the children to give the next sentence aloud.

7. Enunciation. A pleasantly modulated voice and clear
enunciation should be employed in reading. Give tests for
clear articulation, using word groups or sentences in which
alliteration occurs. For example : Bye, Baby Bunting; She
sells sea shells.

8. Quick Perception. (1) The teacher begins a sentence
anywhere on the page, and the child who first finds the
place rises and reads. (2) Children have books closed over
their fingers. At a given signal they open them for a second,
until the teacher says books closed. Then each child tells
what he saw at the glance.

DEVrCES — LANGUAGE

I. Pictures. (1) Interpretation. The teacher directs the
children to open their books to the rhyme or the story.
Through conversation she guides them in the interpretation
of the picture or series of pictures illustrating the rhyme or
story: (a) The characters are introduced. (6) The chil-
dren tell what the characters are doing, (c) They repeat the
conversation between the characters, (d) They observe the
animals and objects in the pictures — characteristics,
actions, color, etc.

(•2) Dialogue. Children act the parts of the characters
in the picture and repeat the dialogue.

(3) Visualization. Children visualize the picture. One
child is called upon to perform an act suggested in the pic-
ture, and another child tells the rhyme or the part of the
story acted.

(4) Pantomime. A child interprets the picture by means
of motions or facial expression.

(5) Animals. Children develop common characteristics
of the animals shown in the pictures.

(6) Play. Children play the game suggested in the pic-
ture: Use toys and other objects.

(7) Compariso7i. The children are asked to compare
pictures. For example: See Humpty Dumpty in two pic-
tures, Reader, First Year — First Half, pp. 12 and 13.

(8) Association. The child recalls a rhyme or story by
means of the pictures.

(9) Thought-groups. The children interpret the picture
and tell the thought-group, or larger thought unit which
the picture suggests.

(10) Plot. Children tell the possible plot of a story that
a series of pictures suggests to them.

(11) Climax. The children suggest a possible climax to
a story by means of the pictures.

(12) Origination. Children may improvise stories from
the pictures.

2. Dramatization. (1) Children dramatize Mother Goose
rhymes selected by the teacher.

(2) The teacher mentions a word from one of the rhymes
and asks which child can be the first to tell the rhyme, and
act the part, containing the word given. For example, the
teacher says, " Sheep." The child answers, " Little Bo Peep
has lost her sheep."

(3) The teacher gives one word of a rhyme. A child gives
a rhyming word, repeats the Mother Goose rhyme, and
dramatizes it. For example, the teacher says wall. Child
says fall, and repeats the rhyme, Humpty Dumpty.

(4) Pantomime. The cliilcl recnlls a rhymo or thought hy
means of motions or facial oxi)r(\ssion. The child who t hinks
he knows the rhyme or thought may repeat it.

(5) Children represent characters in a story. For ex-
ample: Have the children in the first row of seals repre-
sent Little Bo Peep. All the children in the second row
represent Little Jack Horner, Little Miss Muffet, or
Humpty Dumpty. Each Little Bo Peep in turn says to
her partner in the second row,

Little Jack Horner,

or
** Please, \ Little Miss Muffet, \ help me find my sheep."

or
Himipty Dumpty,

Then each pupil in the second row replies, ** Leave them
alone and they'll come home." The other rows may be
given the same exercise.

(6) One child may give the descriptive parts, while other
children dramatize the story.

(7) Refrain. Children at their seats may repeat the re-
frain, when it occurs in a story, while other children drama-
tize. For example: The Buckwheat Boy; Run, Run,
Ahoy, Ahoy, etc.

(8) Gesture. Children at their seats make appropriate
gestures, while other children dramatize the story.

(9) Children dramatize the story, omitting the descriptive
parts of the story.

(10) Children choose characters, stage setting, etc., and
dramatize the story. They should be encouraged to use
their own initiative in the dramatization.

3- Oral Reproduction. (1) Tlio story is divided into
thought-groups by the teacher, or the children select the
thought-groups by aid of the pictures or the teacher's ques-
tioning. The thought-groups are reproduced by the chil-
dren.

(2) The teacher gives a sentence from a story, and asks
the child to give the sentence in another way or in his own
words. (Paraphrase.)

(3) The teacher gives a choice of words, for example,
disappeared, vanished, hid, and asks a child to give an origi-
nal sentence, using one of Ihe words.

(4) The teacher writes on the blackboard a series of
questions. The children read silently, and are then called
upon to answer the questions orally.

(5) The story as a whole is reproduced by the children,
the teacher assisting by questions.

(6) The thought-groups or the story as a whole is given in
the children's own words.

(7) The teacher places a thought-group upon the black-
board. The children read silently, and then one child is
called upon to perform an act showing that he under-
stands what is written. The thought-group is then read
orally.

(8) One child reads the story to the class. The children
have their books closed and listen to the story. The child
pauses at the end of a thought-group. The teacher calls upon
children to reproduce the thought-groups.

(9) Different children are called upon, each to read a
thought-group to the class, and other children reproduce the
thought-group. The story is finally reproduced as a whole.

(10) Reproduce a sentence expressing emotion. For
example, " Oh, I am so frightened! "

DEVICES -SENTENCES, WORD GROUPS, SIGHT

WORDS

I. blackboard

Little Bo Peep lost her sheep.

She looked and looked
but could not find them.

Then she went
to Little Jack Horner.
" Please, Little Jack Horner,
help me find my sheep ! "

Little Jack Horner
sat in a corner.

Little Jack Horner said,
"Leave them alone,

and they'll come home."

2. Cliarts

3. Perception Card.s

looked and looked

could not find them

Then she went

Leave them alone

Little Bo Peep

Little Jack Horner

Little Miss MufTet

Humpty Dumpty

Little

Please

sheep

help

corner

said

found

looked and looked

Then she went

sheep

found

4. Matching. The teacher
holds a perception card.
The child tells what is on
the card, and then takes the
card and matches it on the
blackboard and on the chart.

5- The teadier holds llie per('oj)tion cards. The cliil-
dren have their books open at the story. They find the
word group or sight word in the sentence in the story. A
child is called upon to tell the word group or sight word
and also the sentence in which it occurs.

6. The teacher places word group and sight word cards
on the chalk tray at the base of the blackboard. A child
chooses one of the cards, tells what is on it, and matches with
the same word group or sight word on the blackboard and
chart.

7. The teacher covers a portion of a word group card and
has the child name the group.

8. The teacher covers a word group or sight word in a
sentence on the blackboard, and the child tells the word
group or sight word covered.

9. The teacher flashes a word group or a sight word card
and a child tells what is on the card.

10. The teacher flashes a word group or sight word card,
and the children give back the sentence in the story in which
the word group or sight word occurs.

11. Have the word groups and sight words on the chalk
tray. One child is blindfolded while another child points to
one of the cards. The child who was blindfolded asks, point-
ing to each card in turn and saying whatever is on the card,
*' Is it looked and looked ? " The children reply, " No, it is not
looked and looked.'^ This continues with each group until he

finds the right card, and the children say, " Yes, it is ."

Then all the children find the word group or sight word in

their books. The cliildren are to tell the sentence's in which
these word groups or sight words occur.

12. The teacher flashes a word group or sight word card,
and the children find the same word group or sight word in
the story in the book. A child is called upon to read the sen-
tence in which it occurs.

13. A chart or the blackboard may be used for the follow-
ing device : The teacher holds a bundle of long colored splints
or other material. She points to a word group or sight
word with one of the splints, and the one who first tells
the word group or sight word receives the splint. This is
to 'be a rapid drill.

14. The teacher holds the word group or sight word cards,
flashing them one after the other, indicating that when she
comes to a certain card, the children may clap or stand.

15. Two children race to bring first to the teacher the card
that is like the word group or sight word to which the teacher
points in the story on the blackboard. " The child who first
finds the card tells the sentence in which it is found.

16. The teacher places word group or sight word cards
upon the chalk tray. The children put their heads down
and the teacher removes one of the cards. At a signal the
children look up, and one child is called upon to tell which
card was removed and to give the sentence in which the
word group or sight word occurs.

17. All the perception cards are placed in the chalk tray.
Two children at the front of the room race to see which
can bring to the teacher the greatest number of cards. At a
given signal the children may bring all the cards they know,
each child reading his card as he hands it to the teacher.

i8. Tlie teacher liolds a package of word group or sight
word cards. Two children step to the front of tlie room.
The teacher flashes the cards. The one who reads a card
first receives it.

19. Perception cards are pLaced in a row across the chalk
tray at the front of the room. A child stands at each end of
the tray. The object of each is to reach the card in the cen-
ter of the tray first. To do this, he must tell what is on each
card before he takes the next one from the tray.

20. The teacher will begin to repeat a sentence until she
comes to the word grouj) or sight word in the sentence that
is to be used for drill. She stops just before that word.
The children supply the word and she points quickly to the
word group or sight word either on the blackboard, chart, or
card. This device may be placed entirely in the hands of
the children, a child beginning the sentence, etc.

21. Drill. The teacher flashes the perception cards.
The children stand, a row at a time. Each child in turn
calls the word group or sight word flashed by the teacher, and
then takes his seat (Rapid Drill).

22. Action. Perception cards containing words that ex-
press action are to be flashed before the class, and one child
is called upon to perform the act.

23. Animals. Have a child make the sound that is char-
acteristic of any animal in the story. Another child is to
name the animal and point to the word in his book. For
example, " Quack, quack." The child replies, " Duck," and
finds the word duck.

24- Characters. Theiianiesof tlic cIi;ii;i(I(m-s in llnvslorics
are written upon cards and fastened upon I he l)louses of tlie
children, who are to take tlie part of the characters in the
dramatization of the stories. For example, Bo Peep and
Her Sheep. Have children represent the characters in the
story. The teacher touches the sight word perception cards
Little, Please, help. She tells Bo Peep to go to the other
characters and show them that she knows the words that
the teacher touched. For example. Bo Peep — "Please,
Little Jack Horner, help me find my sheep." (Use other
characters also.) Other words may be used in the same
manner, utilizing all the members of the class for this
work.

25. Emphasis. The aim of this device is to have the chil-
dren find the word groups and sight words emphasized.

(a) The teacher gives the sentences in wdiich the sight
words in this story occur. The children read the empha-
sized words, and then find them among the cards and on the
blackboard.

(6) The teacher calls upon individual children to give
sentences emphasizing the word groups and sight words in
the story. Other children are called upon to read the em-
phasized words, and then find them among the cards and on
the blackboard.

26. Expression. The teacher gives a word group or sight
word, orally. The children have their books open, and they
find the word group or sight word in the sentence in the story.
They visualize the sentence. One child is then called upon
to tell the sentence, giving the thought or emotion involved
in the sentence.

27- Playing School. Place the perception cards on
the chalk tray. The little teacher will select a word group
or sight word card and call upon some one to read the group.
If the child who has responded reads correctly, he may be the
teacher. This game may continue until all the word groups
have been used.

28. Playing Grown-ups. Children may bring to school
clippings from the newspapers, containing known word
groups and sight words, with these encircled.

29. Cleaning House. This is a device to be used at the
end of a lesson. A child may erase any word group or sight
word that he knows and then put away the same perception
card, saying, " Good-by, Looked and looked,'" or make any
other remark including the word group or sight word.

DEVICES — PHONETICS

1 . The teacher holds the perception cards on which are the
key words and phonograms. The child tells what is on each
card and matches the card with the word and phonogram on
chart and blackboard.

2. The teacher has placed beforehand, on the blackboard,
columns of words containing initial phonograms already
taught. Two children are chosen to find a sound given by
another child. Each of the two children has a pointer, and
their aim is to see who first shall discover the word contain-
ing the sound. The one who finds the word first touches
it with the pointer and gives the sound.

3- The teacher writes an initial phonogram on the black-
board. Tlie cliihh'CJi tell all the words they can beginning
with this phonogram, and the teacher writes Ihe words in a
column. The children will be interested to see if the column
has lengthened from previous lessons.

4. Place the phonetic cards containing the initial phono-
grams on'the chalk tray. The teacher gives the sound of an
initial phonogram and asks the child to repeat the rhyme and
find the card that contains the sound given.

5. The children may find in their books the picture and
the rhyme that the word suggests, the initial consonant of
which has been given by the teacher. For example, the
teacher makes the sound of /, pointing to the phonetic card
containing the word find. The child is to point to the
picture and the rhyme of Little Bo Peep.

6. Hold perception cards containing the word groups
before the class, and call for volunteers to read the word
groups. The teacher will say, "I find the sound / — , in
looked and looked. Who can find this sound ?" ** I find the
sound/ — , in could not find them,'" etc.

7. Each child finds the sound in a word in the story in the
book, and then gives the word and sound.

8. Rapid drill with phonetic cards, using the flash method.

9. The children stand, a row at a time. Each child in
turn calls the word flashed by the teacher, and then takes
his seat.

10. The teacher holds the phonetic cards, flashing them
one after another, indicating tliat when she comes to a cer-
tain card, chikh'en may chip or stand.

11. The teacher gives a word belonging to a previously
taught family. The children tell her to which family the
word belongs. For example. The teacher says sat. The
child says at. The teacher says 7nen. The child says en.
This device may be used in the same way for single phono-
grams. For example. The teacher says ^nrf. Child says

/-.

12. Words belonging to different families are written in a

column. For example,

sat

men

Jail

ran

pat

This arrangement calls for discrimination on the child's
part, as the teacher asks him to find a word that belongs to a
certain family, for example, the at family. The child points
to pat and names the word and the family.

13. Words arranged from different families are written in
a column. The teacher holds up one of the family phonetic
cards, and the child points to the word in the list that belongs
to the family.

14. Head each column with a different family name, for

example,

at alt en old

Have children dictate words belonging to these families, and
have one child at the blackboard state and point under which

column the word is to be placed. All the words which con-
tain families and consonants already taught, the children
may nanje.

15. All the phonetic cards are placed in the chalk tray.
Two children at the front of the room race to see which one
can bring to the teacher the greatest number of cards. At
a given signal the children may take all the cards they know,
telling each card as they give it to the teacher.

16. The teacher holds a package of phonetic cards. Two
children step to the front of the room. The teacher flashes
the cards. The one who reads the card first receives it.

17. Phonetic cards are placed in a row across the chalk
tray at the front of the I'oom. A child stands at each end
of the tray. The object of each child is to reach first
the card in the center of the tray. To do this he nmst
tell what is on each card before he takes the next one from
the tray.

18. Place the phonetic cards on the chalk, tray. The
teacher will select a card and call upon some one to read it.
If the child who has responded reads correctly, he may be
the teacher. This game may continue until all of the cards
have been used.

19. Give each child a strip of newspaper or other printed
matter. He is to encircle known phonograms.

20. Making Rhymes. The teacher says, "I am thinking
of a word that rhymes with sat. It is not rat; it is not
cat. Who can guess the word ? "

ST. HH. MANUAL 4 49

ADDITIONAL AIDS

1. Teacher. " Find a word that is a color." The child
may reply, and point to red, or white, or brown, etc.

2. Find a word group that contains two words alike, for
example, looked and looked.

3. I am thinking of a word group which has a word in it
that makes me know it is about a little girl. What is the
word? For example, " Then she went."

4. I see a word that shows me that some one was polite.
For example, " Please, Little Jack Horner," etc,

5. Who can tell the first word; the longest word; the
shortest word; a word that begins with /; a word that ends
in d ? a word of two letters; a word of three letters.'*

6. Find a word or phonogram hiding within a word.

7. Select a word or a phonogram and make it grow, to aid
in blending. For example, ail — sail — sailing — sailboat.

8. Find a word or a word group that is a name. For ex-
ample. Little Bo Peep.

g. Find a word that tells of something that is good to eat.
For example, candy.

10. Find a word that expresses action. For example,
climb.

1 1 . Find a word group that asks a question. For example.
Will you give me some pie ?

12. Find a word group that answers a question. For ex-
ample. No, I will not.

13. Tell who is talking in the story.

14. Tell what some one in the story says.

PRELIMINARY PHONICS

I. (a) The teacher directs the children to perform an act,
saying one of the words very slowly, but not separating the
sound.

For example, the teacher says, "John, take your pencil."
The child performs the act, thus showing that he has syn-
thesized the word.

(6) The teacher reverts to this exercise many times during
the day, calling upon different children, in this way intro-
ducing ear trahiing.

2. The child attempts to give a direction, speaking one
of the words with extreme deliberation, in tlie same manner
as the teacher did.

Have a number of different children participate in this
exercise during the day, to prove that they can analyze
words into sounds.

3. The teacher plays that she is learning to talk, and all
that she can say is the first sound of a word. She goes about
the room touching objects. As she touches an object, she
gives the first sound of its name.

The children may play the game after she has shown
them how.

4. The teacher asks the children to tell her the first sound
of a word that she gives.

For example, the teacher says, find. The child, in turn,
gives the sound of /.

PHONETIC TYPE LESSON — INITIAL
PHONOGRAMS

1. Develop key words as sight words as follows:

The teacher recalls the rhyme in which the key word oc-
curs, pausing at the key word, and at the same time writing
the word on the blackboard. For example, the teacher
says, Little Bo Peep has lost her sheep, And can't tell where
to — then pauses, saying and writing at the same time, find.

Drills will be necessary to fix these key words as sight
words. (See Devices — Phonetics (1), p. 46.)

2. The teacher writes the key word find upon the black-
board. She asks a child to tell the word and also the first
sound of the word, and then to underscore the first sound.

3. At this point the teacher presents the phonetic per-

ception card

find
f

and says, indicating the word and the

letter, find, J — . She may call upon a child to do likewise.
Continue thus with all other initial phonograms.

(a) The teacher builds on the blackboard the lists found
in the Phonetic Summary for the story. This is used for
the first time in Steps 26 to 30.

(6) The teacher asks the children to give, orally, other
words having the same initial phonogram.

4. The teacher asks the children to find the same initial
phonogram in other contexts in the books.

5. The teacher gives a rapid drill with perception cards,
using the flash method.

INTRODUCTORY PHONETICS — FA:\IILIES

Note. AfliT nine consonants (initial phonograms) have been developed, work
with the families and the blending of sounds begins.

1, Develop key words as si<?lit words, as follows:

The teacher recalls the rhyme in which the key word oc-
curs, then pauses at the key word on the blackboard. For
exanij)le, the teacher says Little Mian M uffet — then ])auses,
saying' and writing at the same time, sat.

Drills will be necessary to fix the key words as sight words.
(See Devices — Phonetics (1), p. 40.)

2. The family idea may be approached orally through the
rhyming of words. The teacher says, for example:

Uiffet

bell

wall

sing

sheep

tuffet

well

Jail

ring

asleep

Then the teacher says to the children, I will give one word
and you may give a word to rhyme with it. For example,
the teacher says sat, and the child says fat.

3. The teacher writes the key word of the family that she
wishes to develop on the blackboard. She asks the chil-
dren what the word is, and tells them to give her a word
rhyming with it. She then writes a rhyming word under
the key word, and continues placing rhyming words, supplied
either by the children or herself, in a column.

4. The teacher asks the children what they notice about
this list. One child answers that there is something alike
in all these words. To show the teacher what he means,
he may underscore the like part in each word.

5- (a) The teacher now gives the h'st of words, very slowly,
with sHght emphasis on the family, but with no separation
of the sound, pointing to each word as she speaks it.

(b) The teacher asks the children what the like part is that
they heard in each word. They will tell her, for example,
at. Then the teacher will say, pointing to at in each word
of this list, " At is the family name."

key word and the family. For example.

sat
at

and she will

say, indicating the word and the family as she speaks them,
sat — at. Then the teacher says to a child, pointing to the
word at the same time, " You may tell me this ivord ; " and
then pointing to the family, she says to another child, " You
may tell me this family."

6. The teacher says to the children, " I will show you how
to play the game, ' Telling the Family,' You give me a
word, and I will tell you the family to which it belongs."
The child says, for example, sing. The teacher says, ing.
The teacher says, " What did I say that I would do ? "
The children answer, *' You said that you would tell the
family." Then she says, " Now you may tell the family of
some words that I give.""- She says bell. The children say ell.

7. (a) To apply the visual recognition of families, it will
be necessary to use the sight words already taught. For
example, the teacher writes sat on the blackboard and
asks a child to tell the word and the family, and to under-
score the family.

(6) The teacher continues this exercise with familiar sight
words until the process of recognizing the family in a word
is fixed firmly in the child's mind.

rilONETIC TYPE LESSON — FAMILIES

1. Develop key words as sight words in the following way:
The teacher recalls the rhyme in which the key wonl occurs,
pausing at the key word, and at the same time writing the
word on the blackboard. For example, the teacher says,
Humpty Dumpty had a great — , she pauses, saying and
writing at the same time, fall.

2. The teacher writes on the blackboard the key words
of the families which she wishes to develop, and the family,
under each key word. For example, /a//. The teacher asks
a child to tell what she has just written.

3. The teacher then builds on the blackboard the family
column. For example, fall

all

She asks a child to read what she has written.

4. Then the teacher places a letter in front of the family,
with no separation of the letters, to form a new word (visu-
ally) and asks a child to tell the word. For example: tall
(silent blend).

(a) The teacher continues to build on the blackboard the
Hsts found* in the Phonetic Summary for the story, fall

\ tall

f hall

(b) Children give, orally, other words of the same family.

5. The teacher asks the children to find families in other
contexts in the books.

6. The teacher gives a rapid drill with perception cards,
using the flash method.

SUMMARY. STEPS 1 to 10
Basic Story. Bo Peep and Her Sheep.

Rhymes. Little Bo Pcej); Little Juek Horner; Little Miss
Mullet; Little Boy Blue; Hey, Diddle, Diddle; Old Mother
Hubbard ; Humpty Dumpty.

Note. Teach the version of the rhymes gwen in the Manual, p|). 2.5 to 29.

Thought-groups

1. P. 9, 10.

2. P. 11.

3. P. 1*2 (seven lines).

4. P. 12 (begin with line 8).

I. WORD GROUPS

looked and looked
could not find them
Then she went
Leave them alone

2. SIGHT WORDS

Little Bo Peep
Little Jack Horner
Little Miss Muffet
Humpty Dumpty
Little Please

3. PHONETICS

sheep

help

corner

said

found

Note. Wonts selected from Mother Goose rhymes and used for phonetic pur-
poses {Key Words) should be presented first as sight words.

The sound o in such words as lost, dog, moss, song, soft, is midway between
the sounds 6 in lot and 6 in lord.

Rhymes

Key Words

Initial Phonograms

Little Bo Peep

find

-f

Little Bo Peep

lost

— I

Little Miss Muffet

sat

— s

Huni])ty Dumpty

men

— m

Little Bo Peep

home

— h

Little Bo Peep

tails

— t

Little Jack Horner

put

— P

Hey, Diddle, Diddle

ran

— r

Old Mother Hubbard

none

— n

Note. The Steps indicate the order in which the work is to be taken up. rather
than the time, because classes vary in ability.

SUGGESTED CORRELATION. STEPS I lo 10
Basic Story. Bo Peep and Her Sheep.

1. Conversation. JuLroduction of Mother Goose c-harac-ters.
(See pictures, Reader, First Year — First Half, pj). 4 and 5.)

2. Music. Songs: Little Bo Peep. Hunipty Diimpty.

Little Jack Horner. Hey, Diddle, Diddle.
(See Manual, pi). 3.'3 and 34.)

3. Memory Selections. Rhymes. (See Summary, Steps 1 to 10.)

4. Picture Study. Masterpieces — sheep and shef)herd life.

5. Nature Study. Sheep; dog.

6. Story-telling. Bo Peep and Her Sheep.
(See Rea(h'r, First Year— First Half, pp. 8-1^2.)

7. Dramatization. Rhymes: Little Miss Muftet.

Hinnpty Dumpty.
Old brother Hub})ard.
Story : Bo Peep and Her Sheep.

8. Analysis. Thouj^ht-groups.

Sentences.

Word Groups.]

Sight Words. > (See Summary, Steps 1 to 10.)

Phonetics. |

9. Devices. See Manual, pp. 36-50.

10. Materials. Percei)tion Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Blackboard and /?oo^-.s ; Bo Peep and Her Sheep.

12. Visualization and Penmanship : men.
(See Summary, Phonetics, Steps 1 to 10.)

13. Games. Visiting Game; Visit to the Farmyard. (P. 30, 31.)

14. Occupations. Trace, cut, draw, color or mount: Sheep,
dog, wall, crook, eggs, plums, etc. Illustrate the story.

15. Classroom Decoration. Make use of children's handwork.

DRAMATIZATION

Basic Story. Bo Peep and Her Sheep.

Little Jack Horner i.s siiting in a corner eating a pie.
Little Miss Muffet is sitting on a tuffet eating curds and whey.
Humpty Dumpty is sitting on a wall.

Little Bo Peep is walking around the room, followed by her sheep.
The sheep disappear. Bo Peep looks, but cannot find them.

(Teacher.) Little Bo Peep lost her sheep. She looked
and looked but could not find them. Then she went to
Little Jack Horner.

(Little Bo Peep.) " Please, Little Jack Horner, help me
find my sheep! "

(Teacher.) Little Jack Horner sat in a corner. Little
Jack Horner said,

(Little Jack Horner.) " Leave them alone, and they'll
come home."

(Teacher.) Then she went to Little Miss Muffet.

(Little Bo Peep.) " Please, Little Miss Muffet, help me
find my sheep! "

(Teacher.) Little Miss Muffet sat on a tuffet. Little
Miss Muffet said,

(Little Mi.ss Muffet.) " Leave them alone, and they'll
come home."

(Teacher.) She went to Humpty Dumpty.

(Little Bo Peep.) " Please, Humpty Dumpty, help me
find my sheep! "

(Teacher.) Humpty Dumpty sat on a wall. Humpty
Dumpty said,

(Humpty Dumpty.) "Leave them alone, and they'll
come home."

(Class.) Little Bo Peep found the sheep herself. The
sheep came home, wagging their tails behind them.

STEP 1
Basic Story. Bo Peep and Her Sheep.

Note. Oral work predomlnutt's duririf,' tlie first few days (if school.

Language. Conversation: Introduction of Motiier (ioose
characters. (See Reader, First Year — First Half, pp. 4 and 5.)
Children find in picture characters mentioned on paj^e ;>, while the
teacher reads or recites this introdutttion to the Mother Goose
World.

Mother
rhymes :

Goose Rhymes. Recall or develop the following

Little Bo Peep.
Little Jack Horner.
Little Miss MufTet.
Hunij)ty l)um])ty.

Note. Care should be taken to secure f^ood expression and well-modulated tones.
Teach the version of the rhymes given in this Manual. (See j). 25.) Have pictures
in the classroom of these Mother Goose characters.

Teach the songs. Little Bo Peep and Little Jack Horner, by rote. See Rote
Songs, Manual, p. 33. The teacher sings the song through first. Then the children
imitate her, as she sings one line at a time, using the words of the song. The
melody may be sung to the syllable loo, for practice in pleasant tones.

Dramatization. Rhymes : Little Miss MufiFet and Humpty
Dumpty. (See pictures in Reader, First Year — First Half, pp.
7, VI, 13. See Manual, pp. 38 and 39.).

Music. Song: Little Bo Peep. (See Manual, p. 33.)

Phonetics. See Preliminary Phonics, (1), Manual, p. 51. The
teacher gives directions to the child to perform an act, saying one
of the words very slowly, but not se])arating the sounds. F'or
example: The teacher says, " John, /aA*e your pencil." The child

performs the act, thus showing that he has synthesized the word
take. The teacher reverts to this exercise many times during the
day, using other words.

Picture Study. Some one of the masterpieces of sheep and
shepherd Hfe. (See also pictures of Bo Peep and Her Sheep,
Reader, First Year— First Half, pp. 6, 8, 9.)

Nature Study. Sheep.

Game. Visiting Game. (See Manual, p. 30.)

Occupation. Trace and cut sheep.

STEP 2
Basic Story. Bo Peep and Her Sheep.

Language. Story: Bo Peep and Her Sheep. Tell the story,
and have oral reproduction.

Note. The teacher should tell the story, using the exact words of the text. She
should tell it in such a way as to appeal to the imagination and to arouse keen
interest and emotion. (See Telling the Story, p. 13.) The teacher assists the
child in the reproduction of the story by asking leading questions. He should be
encouraged to tell the story vividly, giving his own expression.

Dramatization. Bo Peep and Her Sheep. (See Devices — Dram-
atization (5), p. 38, also Word Groups, Sight Words (24), p. 45.)

Music. Review: Little Bo Peep.

Nature Study. Sheep and shepherd life continued.

Phonetics. See Preliminary Phonics (2), Manual, p. 51.

The child attempts to give a direction, speaking one of the words
with extreme deliberation, in the same manner that the teacher
did, and other children perform the act. Have a number of chil-
dren participate in this exercise during the day, to prove that they
can analyze words into sounds.

Game. Visit to the Farmyard. (See Manual, p. 31.)

Occupation. Build Humpty Dumpty's wall of parquetry
squares, trace around them, and color.

STEP 3
Basic Story. Ho I'kkp and Ukr Sheep.

Language, i. Rhymes: Review I ho rhymes lauj^lit.

2. Diiimalization : Ho Peep and Her Sheep. (See
Manual, p. 58.)

Music. Little Jack Horner (New). (See Manual, p. 34.)
Little Ho Peep.

Reading. Hlackboard Work (The purpose of this lesson is
to have the children observe eaeh sentence as it is reproduced on
the blackboard.) : Re])roduction of story, Bo Peep and Tier Sheep,
on the blackboard, throu<;h the first thought-group. (See
Reader, First Year — First Half, pp. 9 and 10. See also Manual,
Blackboard, p. 14.) Because of the rei)etition which occurs in
this story, it will be necessary to reproduce on the blackboard
only the first thought-group. To introduce the characters Miss
Muflfet and Humpty Dumpty, erase the previous character and
insert the new one. Finally add the climax:

Little Bo Peep
found the sheep herself.

The sheep came home,
wagging their tails behind them.

Note. Directions for helping the children to follow the reading : (a) The
teacher stands at one side of the blackboard so as not to intercept the vision of the
children. She holds the pointer horizontally underneath the first line on the
blackboard, while the children visualize the line; or she may use a sweep of the
pointer, and pause while the children visualize the line. (Do not point to separate
words.) The children arc then called upon to read the line or lines necessary to
complete a sentence, orally.

(6) The teacher indicates only the first word in each line or lines, w hile the chil-
dren are called upon to read orally.

(c) One child follows with the pointer at the blackboard, indicating only the
first icord of each line, while the teacher calls upon another child to read orally.

{d) The children open books to the page of the story. As each child is called
upon to read orally, the children in their seats visualize, and indicate by pointing only
to i\\Q first word of each line, that they are following the lines as these are read orally.

Do not allow the rhildren to point to separate words when reading. The
child should be trained from the beginning to visualize words in groups. The
books are arranged with a natural pause at the end of each line.

Phonetics. (See Preliminary Phonics (3), p. 51.)
The teacher calls attention to the initial sounds of words in the
following manner: The teacher plays that she is learning to talk,
and all that she can say is the first sound of any word. She goes
about the room touching objects. As she touches an object she
gives the first sound of its name. The children may play the game
after the teacher has shown them how.

Occupation. Trace eggs; make nests with eggs in them.
Illustrate Humpty Dumpty.

STEP 4
Basic Story. Bo Peep and Her Sheep.

Language, i. Rhymes: Little Boy Bhie (New). Review all
rhymes.

2. Dramatization : Bo Peep and Her Sheep.

Music. Humpty Dumpty (New).
Little Jack Horner.

Reading. Analysis: Blackboard work.

Note. The first thought-group (See Reader, First Year — First Half, pp. 9
and 10) is on the blackboard at the time of the presentation of this lesson.

Devices.

1. Sentences. The teacher calls attention to the fact that a sen-
tence is a part of a story by asking questions which will bring
about the following oral statements :
(First Child.) Little Bo Peep lost her sheep.
(Second Child.) She looked and looked

but could not find them.
( Third Child.) Then she went to Little Jack Horner.

2. Word Groups, (a) The teacher reads the story, indicating
with crayon until she comes to the word group looked and looked.
This group she underscores, while saying, looked and looked. Then
she indicates with crayon or pointer the same group, and repeats
the word group. (6) She asks a child to point to the same group,
tell what it is and find the same group on the cards which are dis-
played on the chalk tray below the blackboard. This brings about
discrimination on the child's part, to select the card from the other
cards which comprise the word groups for this story.

Phonetics. See Preliminary Phonics (4), Manual, p. 51.
The teacher asks the children to tell her the first sound of any
word she gives. For example, the teacher says find, and the child

says/—.

Note. Use tlie words in the Phonetic Summary, Steps 1 to 10, for this
lesson.

Occupation. Trace and cut: Bo Peep's crook; Miss Muffet's
bowl.

STEP 5

Basic Story. Bo Peep and Her Sheep.

Language. Rhymes: Little Bo Peep.

Little Jack Horner.
Little Miss Mufi'et.
Humpty Dumpty.
Old Mother Hubbard (New).
Little Boy Blue.

Music. Review: Humpty Dumpty.

Reading. Blackboard work : Sight words — LiUle, Please, help,
corner, said, found. (Follow the same directions for sight words
that are given for word groups, Step 4.)

Phonetics. Key Words: See Summary, Steps 1 to 10.

See also l*hoiietic Type Lesson, liiilial l*lioiio<i,rams (1),

Develop the key irord.s as si<>lil words.

The following plan is suggested : The teacher recalls the rhyme in
which the key word occurs, ])ausing at the key word, and at the
same time writing the key word on the blackboard. For example,
the teacher says, Little Bo Peep has lust her sheep. And can't tell
nihere to — , then pauses, saying and writing at the same time, find.
Teach all the key words for this story in the same manner.

Drills will be necessary to fix these key w^ords as sight words.
(See Devices — Phonetics, p. 46 (1).)

STEP 6
Basic Story. Bo Peep and Her Sheep.

Language. Review rhymes previously taught.

Device. Teacher gives a word from one of the rhymes and asks
which child can be first to tell the rhyme containing the word given.

Illustration. Teacher says. Sheep. Child answers,
Little Bo Peep has lost her sheep,
And can't tell where to find them.

Note. This exercise will serve a douhic purpose, as an aid in language, and as
a word drill.

Music. Children choose rote songs from those taught in pre-
vious lessons.

Picture Study. Dog. For example, " Saved" (Landseer).

Nature Study. Dog.

Reading. Analysis : Books.

Devices. Teacher flashes word group card. Children find the
same grou]> in the story in the book. A child is called upon to
read the sentence in which the group occurs. (LTse the sight words
in the same manner.)

Phonetics. Repeat Phonetic Type Lesson, Initial Phonograms
(1). See Step 5.

STEP 7
Basic Story. Bo Peep and Her Sheep.

Language, i. Rhyiues : H<\v, Diddle, Diddle (New).

Old Mother Huhhurd.
2. Dramatization: Bo Peep and Her Sheep.

Music. Hey, Diddle, Diddle.

Reading. Analysi.s : Blackboard.

iXote. Have the story, I5o Peep and Her Sheep, on the blackboard.

Devices, i. Teacher covers word group or sight word in a sen-
tence on the blackboard and the child tells the group or word
covered.

2. Teacher places word grouj) and sight word cards on chalk
tray. A child chooses one of the cards, tells what is on it, and
matches with the same on blackboard.

Phonetics. See Phonetic Type Lesson, Initial Phonograms ('2) and
(.'}), p. 5'i. Tiie teacher writes the key word firul upon the black-
board. She asks a child to tell the word, and also the first sound of
the word, and to underscore the first sound At this point, the

teacher presents the phonetic perception card

find
f

and says, in-

dicating the word and the letter, find, f — (giving the sound) . The
teacher may call upon a child to do likewise. Continue in the
same way with all other initial phonograms. (See Summary,
Steps 1 to 10.)

STEP 8

Basic Story. Bo Peep and Her Sheep.

Language. Dramatization of rhymes, Little Jack Horner, Old
Mother Hubbard.

Music. Hey, Diddle, Diddle (Review).

Reading. Analysis : Word groups and sight words.

ST. HR. MANUAL — 5 65

Device. Have word group and sight word cards on chalk
tray. A child is blindfolded while another child points to one
of the cards. The child is then permitted to look at the cards.
He asks, pointing to each card in turn, and saying whatever he
thinks is on the card, " Is it looked and looked? " etc. The chil-
dren reply, " No, it is not looked and looked.'' This continues until
the child finds the right card and the children say, " Yes, it is — ."
Then all the children find this word group or sight word in their
books. The children give the sentences in which these word
groups or sight words occur. The device is continued with the
other word groups and sight words that are found in the story.

Phonetics. Analysis: Blackboard. (Phonetic Type Lesson —
Initial Phonograms (2) and (3) ; see Step 7.)

Devices, i. Teacher has placed on the blackboard columns of
words containing consonants already taught. Two children are
chosen to find a sound given by one of the other children. Each
of the two children has a pointer, and their aim is to see who shall
first discover the word containing the sound. The one who finds
the word touches it with the pointer and gives the sound.

2. Children stand, a row at a time. Each child in turn gives
the sound which is flashed by the teacher, and then takes his seat.

STEP 9

Basic Story. Bo Peep and Her Sheep.

Language. Oral rej^roduction of Bo Peep and Her Sheep by
one c-hild. Children at their seats open books, and follow the
story, line by line, as the child tells it.

Music. Have children choose a rote song.

Reading. Children dramatize the story. The children left
at their seats follow the story in their books as the dramatization
progresses. They may supply the descriptive sentences. This
will lead the children at their seats to follow carefully in reading
the story.

Analysis. Place all the word groups and sight words of this
story ou the blackboard, or use the chart for the following device.

Device. Teacher holds a bundle of long, colored sjilints or other
material. She points to a word group or a sight word with one
of the splints, and the one who tells it first receives the splint. This
is to be a rai)id, sj)irited drill. The children may count their
splints at the end of the drill, to find how many groups or words
they knew.

Phonetics. The children open their books, and each child finds a
sound in the story, Bo Peep and Her Sheep, and tells the sound.

Note. The teacher should be sure that the previous nine Steps have been
thoroughly covered before attempting Step 10. Review if necessary.

STEP 10
Basic Story. Bo Peep and Her Sheep.

Language, i. Pantomime: A child recalls a rhyme to the other
children by means of motions or facial expression. The child
who thinks he knows the rhyme may repeat it.

2. The teacher flashes the perception cards containing the word
groups and sight words for the story. The children find the word
groups and sight words in the sentences, in the story, in the book.
The child is called upon to tell each sentence, using proj)er em-
phasis to interpret the thought or emotion.

Reading. Reading the story as a whole from the books, with-
out interruption, other than indication by the teacher of the end
of the thought. Into this efifort should come all of the elements
in embryo of good oral reading: Pleasantly modulated voice, clear
enunciation, pleasing manner to the observer, and interpretation
of the thought and emotion involved in the story.

Phonetics. Review the nine initial phonograms. Rapid drill
with perception cards, using the flash method.

Device. Give each child a strip from a newspaper or other
printed matter. He is to encircle known consonants.

SUMMARY. STEPS 11 I «) 15
Basic Story. Humptv Dumi'ty's Fall.

Rhyme. Huni])ty Diimpty.

Thought-groups. 1. P. 14, 15 (six lines).

'i. P. 15 (begin with line 7), 16 (one line).
3. P. 16 (begin with line 2).

I. WORD GROUPS 2. SIGHT WORDS

was eating Little Boy Blue

give me some No away

garden climbed

spider great

3. PHONETICS

Rhymes : Little Miss Muffet. Key Words : sat

Humpty Dumpty. men

Hies or Phonograms

Blending

sat — at

sat

tat

men

men — en

fat

pat

hen

mat

rat

ten

hat

Nat

pen

Review Steps 1 to 10, Initial Phonograms: /, /, s, m, h, i, p, r, n.

Note. In beginning the blend work it is important that the teacher give as
much drill as possible. New blends should never be developed until the children
have mastered the old blends.

Develop hey words as sight words. Find the famili/ in the key word. For ex-

ample

sal
at

Blend the initial phonograms and the family, with no separation of

the sounds (orally) or of the letters (visually), to form new words. In the be-
ginning, give the children as much practice as possible, in hlendi7ig. (See Intro-
ductory Phonetics --Families, pp. 53 and 54; also Phonetic Type Lesson —
Families, p. 55.)

SUGGESTED COHHELATIOX. STEPS 11 io 15
Basic Story. IIlmitv Dumpty's Eall.

1. Conversation. Compare Iliiinpty Duinpty in the t\v()i)ictures.
(See i)icturc.s, Reader, First Year - First Half, pp. I'i and U3.)

2. Music. Teach : Little Boy Blue (New) . (See Manual, p. 35.)
Review: Humpty Dumpty, Little Jack Horner, and Hey,

Diddle, Diddle.

3. Memory Selections. Rhymes: Humpty Dumpty, Little
Miss Muffet, and Little Boy Blue.

4. Picture Study. Cat. (For example, Adam's pictures.)

5. Nature Study. Cat, spider.

6. Story-telling. Humpty Dumpty's Fall. (See Reader, First
Year — First Half, pp. 14-16.)

7. Dramatization. Humpty Dumpty's Fall. (See p. 70.)

8. Analysis. Thought-grou])s.

Sentences.

Word Groups. 1

Sight Words. [ (See Summary, Steps 11 to 15.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Blackboard a nd /Joo/i-."?.- Humpty Dumpty's Fall.

12. Visualization and Penmanship : sat. (See Summary.)

13. Game. Tell My Name. (See Manual, p. 3'-2.)

14. Occupations. Trace, cut, draw, color, or mount: Tulips,
trees, sjiider and web, cat. Illustrate the story.

15. Classroom Decoration. Mother Goose pictures.

DRAMATIZATION
Basic Story. IIi'mpty Dumpty's Fall.

Little Miss Muffet is in the garden ivitli her dog. Humpty
Dumpty and Little Boy Blue come into the garden and walk toward
Little Miss Muffet.

( Teacher or Pupil.) Little Miss Muffet was in the garden.
Little Miss Muffet's Dog was in the garden, too. Little
Miss Muffet was eating curds and whey. Humpty Dumpty
and Boy Blue came into the garden.

(Humpty Dumpty.) "Please, Little Miss Muffet, give
me some curds and whey! '"

(Teacher.) Said Humpty Dumpty. But Little Miss
Muffet said,

(Little 3Iiss Muffet.) "No."

(Little Boy Blue.) " Please, Little Miss Muffet, give me
some curds and whey! "

( Teacher.) Said Little Boy Blue. But Little Miss Muffet
said,

( Little Miss Muffet.) " No."

(Teacher or Pupil.) Humpty Dumpty put a spider right
down beside her and frightened Miss Muffet away. Then
the Dog ran after Humpty Dumpty and Little Boy Blue.
Humpty Dumpty and Boy Blue ran to the wall. Little
Boy Blue climbed over the wall. But Humpty Dumpty
had a great fall.

Pantomime. Have the children act in pantomime, Humpty
Dumpty 's Fall. Pantomime work affords opportunity for de-
veloping bodily expression. When the child's body and heart are
in accord, the result is a living expression of thought.

STi:r n

Basic Story. TIitmi'ty Dumpty's Fall.

Language. 1. Story-telling: Teacher tells the story, Humpty
Dumpty's Fall. The ehiklren recall the story through the use of
the pictures, Reader, First Year — First Half, pp. 14, 1;5, 16, 13.

2. Dramatization: Humpty Dumpty's Fall. (See p. 70.)

Music. Little Boy Blue (New).

Humpty Dumpty (Review).

Reading. Analysis. Blackboard work: Humpty Dumpty's
Fall.

Reproduction of story, Humpty Dumpty's Fall, to the bottom
of page 15. Include also the first line of page 16. (See Black-
board Work, Manual p. 14.)

Word groups for the story should be indicated in the same way
as in Step 4 (Word Groups, a and 6).

Phonetics. See Introductory Phonetics — Families, p. 53.

1 . Develop the key word sat as a sight word. The following plan
is suggested: The teacher asks a child to recite the rhyme. Little
Miss Muffet. Then the teacher recalls the part of the rhyme in
which the key word occurs, pausing at the key word, and at the
same time writing the key word on the blackboard. For example,
the teacher says, Little Miss Muffet, then pauses, saying and
writing at the same time, sat. Teach the key word men in the
same way.

2. Teacher repeats in a singsong way such pairs of rhyming
words as bell, well; Horner, corner; Muffet, tufet; wall, ball.
Then the teacher says, " Now I will give you a word, and see if
you can give me one that will rhyme with it, — sat.'' One child
will say rat, another pat, another cat, etc. The teacher says men,
and the children give words that rhyme with men.

STEP 12

Basic Story. Humpty Dumpty's Fall.

Language. Recall all the characters in the story, Humpty
Dumpty's Fall. Rhymes: Humpty Dumpty.

Little Miss Muffet.
Little Boy Blue.
Children retell the story, Humpty Dumpty's Fall.

Nature Study. Spider.

Reading. Blackboard: Reproduce the rest of the story,
Humpty Dumpty's Fall, on the blackboard. (See Blackboard
Work, p. 14.)

Analysis. Blackboard Work. Sight Words: Underline the
sight words given for the story in Summary, Steps 11 to 15.
(See Step 4, Word Groups, (a) and {b), p. 63.)

Phonetics. Key Words : sat, meji. Families : at, en.
Introductory Phonetics — Families.

The teacher writes the key word sat on the blackboard, asks
the children what the word is, and tells them to give her a word
rhyming with it. She continues placing rhyming words, sup-
plied either by the children or herself, in a column : sat, fat, mat,
hat, tat, fat, rat, Nat. (See Introductory Phonetics — Families,
3, Manual, p. 53.)

The teacher asks the children what they notice about this
list. One child answers that there is something alike in these
words. To show the teacher what he means, he may underscore

the like part in each word. (Sec Introductory Phonetics —
FaniiHes, 4, p. 53.)

a. The teacher now gives the Hst of words very sloiclij willi
slight emphasis on the family, but with no separation of the sounds,
pointing to each word as she speaks it. (See Manual, p. 54.)

h. The teacher asks the children what the like part is that
they heard in each word. They will tell her, at. The teacher
will say, pointing to at in each word of this list, at is the family
name.

c. The teacher presents the phonetic card containing the key

word and the family

sat
at

and will say, indicating the key word

and the family as she speaks them, s-at, at.

Then the teacher says to a child, pointing to the key irord at the
same time, " You may tell me this word; " and then pointing to the
family, she says to another child, " You may tell me this family."

The teacher says to the children, " I will show you how to
play the game ' Telling the Family.' You give me a word and I
will tell the family to which it belongs." So the child says, for
example, sing. The teacher says ing. The teacher says, " What
did I say that I would do .'^ " The children answer, " You said that
you would tell the family." Then she says, " Now you may tell
the family of some words that I give." She says bell. The chil-
dren say ell. (See Manual, p. 54.)

STEP 13
Basic Story. Humpty Dumpty's Fall.
Language. Dramatization of Humpty Dumpty's Fall.

Device. One child may give the descriptive part while other
children dramatize. (See Dramatization, p. 70.)

Music. Little Boy Blue (Review).

Reading. Analysis : JJlackhoard and Books. The story, com-
plete, is on the blackboard. Children find in their books, or on
the blackboard, the word group or sight word indicated by the
teacher, on the cards displayed on the chalk tray. The children
give back the sentences which contain these word groups or sight
words.

Phonetics. Families a/ and c^?. (See Introductory Phonetics —
Families, (5) c. Manual, p. 54.)

STEP 14
Basic Story. Humpty Dumpty's Fall.

Language. Recall the story, Humpty Dumpty's Fall.

Pantomime. Children reproduce the story, Humpty Dumpty's
Fall.

Reading. Analysis: Word groups and sight words.

Device. Two children race to take first to the teacher, the cards
that are like the word groups or sight words to which the teacher
points in the story, Humpty Dumpty's Fall. The child who first
finds the card reads the sentence in which it is found.

Game. Tell My Name. (See Manual, p. 32.)

Phonetics. Families at and en.

I. See Introductory Phonetics — Families, (5) c, p. 54.

The teacher presents the phonetic perception cards, containing

the key words sat and men, one at a time, for example

sat
at

and

says, indicating the word and the family, as she speaks them,
sat — at. Then the teacher says, pointing at the same time to the
key word, " You may tell me this word." Then pointing to the
family she says to another child, " You may tell me this family."

She presents the perception card

men
en

in the same way.

2. Device. The teacher says the words bel()n<;iii^- to the at and
en I'aiiiiHes, and the chikh'cn tell her to which laniily cacii woni
belongs. For example, teaclier says sat ; child says at, etc.

STKP 15
Basic Story. Humpty Dumpty's Fall.

Language. Dramatization: Hnmpty Dumpty's Fail.

Device. A child at his seat reads the descriptive parts of the
story, while other children dramatize the' story.

Music. Review: Little Jack Horner.

Hey, Diddle, Diddle.
Reading.

Note. Drill precedes the book reading of this story.

Device. Word group and sight word drill. Teacher holds a
card containing a word group or sight word. The child tolls what
it is and reads the sentence in which it occurs. Continue in
similar manner with all the cards for this story.

Books. Children read from the books, observing the directions
given for reading the story in Reading from the Book, Manual,
p. 19.

Phonetics. Families at and en.

Devices. 1. Words belonging to the at and en families written
in columns: pat, sat, hat, mat; men, ten, hen, pen.

Teacher says to a child, " You may find a word that belongs
to the at family." The child points to any word belonging to the
at family and gives the word, etc.

2. Review. Place the perception cards containing the key words

and the initial phonograms, for example

find
f

, on the chalk tray.

The teacher gives one of the sounds antl asks the child to tell
the rhyme and find the card that contains the sound given.

SUMMARY. STEPS 16 lo IJ)

Basic Story. Jack TIoknkk and the Pie.

Rhyme. Little Jack Horner.
Thought-groups. 1. P. 18, 19 (six lines).

2. P. 19 (begin with line 7).

I. WORD GROUPS

2. SIGHT WORDS

Will you pie

I will not thumb

ran after him pulled

3. PHONETICS

Rhymes: Little Jack Horner.

Humpty Dumpty.

Key Words : am, fall

Families Blending

am — am am

fall

fall — all ham

tall

ram

hall

Sam

mall

pall

Review Phonetic Summary, Steps 11 to 15,
Blackboard Review

find— f

men

am fall

lost — 1

fat

hen

ham hall

sat — s

mat

ten

ram tall

etc.

hat

l^en

Sam mall
pall

SUGGESTED ( ORRELATION. STEPS 1(5 to 19

Basic Story. Jack IIouneu and the Pie. "^ '

1. Conversation. Jack Horner.

(See pictures, Reader, First Year — First Half, ]){). 17, 18.)

2. Music. Teach: See, Saw, Marjory Daw.
Review : I>ittle Jack Horner.

3. Memory Selections. See, Saw, Marjory Daw (New)
Review : Humpty Diim])ty.

Hey, IMddle, Diddle.

4. Picture Study. Fruit.

5. Nature Study. Fruit — plum, apple, etc.

6. Story-telling. Jack Horner and the Pie.

(See Reader, First Year — First Half, pp. 18, 19.)

7. Dramatization. Jack Horner and the Pie. (See p. 78.)

8. Analysis. Thought-groups.

Sentences.

Word Groups. |

Sight Words. (See Summary, Steps 16 to 19.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Chart.
Pictures.
Books.

11. Reading. Blackboard and /?oo/.\s. Jack Horner and the Pie.

12. Visualization and Penmanship: ail. (See Summary.)

13. Game. Jack Be Nimble. (See Manual, p. 30.)

Humpty Dumpty.

14. Occupations. Trace, cut, draw, color, or mount : Tree,
cornucopia, plums. Illustrate the story.

DRAMATIZATION
Basic Story. Jack Horner and the Pje.

Characters.

(1) Little Jack Horner.

(2) humpty dumpty.

(3) Little Boy Blue.

Little Jack Horner is in the garden with his dog. He is eating a
pie. Humyty Dumpty and Little Boy Blue come into the garden and
ivalk toward Little Jack Horner.

{Pupil.) Little Jack Horner was in the garden. Little
Jack Horner's Dog was in the garden, too. Jack Horner
was eating a pie. Humpty Dumpty came along.

{Humpty Dumpty.) '" Will you give me some pie, Little
Jack Horner? "

(Little Jack Horner.) '* No, I will not."

{Pupil.) Humpty Dumi)ty put in his thumb and pulled
out a plum. Then he ran to the wall. Little Jack Horner
ran after Humpty Dumpty. The Dog ran after him, too.
Humpty Dumpty tried to climb over the wall. But Humpty
Dumpty had a great fall.

Pantomime. Have the children act in pantomime, Jack Horner
and the Pie.

Note. The children's imagination aids in the dramatization of the story.
Elaborate paraphernalia are unnecessary, for children delight in "make believe."
They should be encouraged to use their own initiative. In many cases the chil-
dren will gladly supply simple accessories, such as a plate for Jack Horner's pie.
A desk or table may serve for a wall.

STEP 16

Basic Story. Jack Horner and the Pie.

Language, i. Teucli rhyme: See, Saw, Marjory Daw (New).
Review : Huin})ty Duinpty.

Hey, Diddle, Diddle.

2. 'i\'Il (lie story of Jack Horner and the Pie.

3. Dramatization of Jack Horner and the Pie. (See p. 78.)

Music. See, Saw, Marjory Daw (New).
Little Jack Horner (Review).

Reading. Blackboard : Develoj) the story. Jack Horner and
the Pie, to the end of the first thought-group (eleven lines).

Phonetics. Keywords: am, fall.
Families : am, all.

(See Introductory Phonetics — Families, p. 53.)

(«) To apply the visual recognition of families, it will be
necessary to use the sight words already taught. For ex-
ample, the teacher writes sat on the blackboard, and asks the
child to tell the word and the family, and to under, score the
family.

(b) She continues this exercise with familiar sight words, until
the process of recognizing the family is fixed firmly in the chil-
dren's minds.

Introduce am and all in the same way as in Step 11.

Device. Place words on the blackboard belonging to the at, en,
am, and all families. Teacher holds a bundle of splints and points
to any word belonging to these families. The one who first
gives the word receives a splint.

STEP 17
Basic Story. Jack Horner and the Pie.

Rhymes. See, Saw, Marjory Daw.
Old Mother Hubbard.

Language, i. Conversation: Recall the story. Jack Horner
and the Pie. (See picture in Reader, First Year — First Half,
p. 18.)

2. Pantomime : Reproduction of Jack Horner and the Pie.

Reading. Blackboard : Reproduction of story, Jack Horner
and the Pie, the second thought-group, ])age 19, from Hiimpty
Dumpty put in his thumb, etc., to end of page. (See Blackboard
Work, p. 14.)

Phonetics. Families : am, all.

Phonetic Type Lesson — Families.

1. Develop key ivords as sight words in the following way : The
teacher recalls the rhyme in which the key word occurs, pausing
at the key word, and at the same time writing the word on the
blackboard. For example, the teacher says, Hiimpty Dumpty had
a great, — she pauses, saying and writing at the same time, /a//.
Drills will be necessary to fix these key words as sight words.

2. The teacher writes on the blackboard the key word of the
family which she wishes to develop, and the family under the key
word, for example : fall. The teacher may ask a child to tell

all
what she has just written.

3. The teacher then builds the family column. For example,

fall
all
all

She asks a child to read what she now has on the blackboard.

4- Then the teacher phices a letter in front of tht; family, with
no separation of the letters, to form a new word, for example, tall
(silent blend).

(a) The teacher continues to build on the blackboard the list
found in the Summary : f^n

tall
hall

(h) The teacher asks the children to give orally other words of
the same family, not contained in the list.

5. The teacher asks the children to find families in other con-
texts in the book.

STEP 18

Basic Story. Jack Horner and the Pie.

Language, i. Dramatization : Jack Horner and the Pie.

2. Rhymes : Device. Recall Mother Goose friends by mention-
ing one word in each rhyme. For example, teacher says, " Hey."
Child repeats the rhyme. Review all the rhymes in this way.

Reading. Analysis : Blackboard. The story, Jack Horner and
the Pie, is on the blackboard. Use Device — Habits : Keeping the
Place. (See p. 36.)

Devices. 1. The teacher flashes the perception cards. The
child who tells the word group or sight word may match it upon
the blackboard and chart.

2. Place sight word and word group cards upon the chalk
tray. Children put their heads down. Teacher removes one
of the cards. At a signal the children look up, and one child
tells which card has been removed, and then gives the sentence
in which it occurs.

Phonetics. Device, i. Rapid drill. The teacher holds the
four family cards already taught, flashing them one after an-
other, indicating that when she comes to the at family the

ST. HR. MANUAL 6 81

children may clap, or when she comes to the en family they may
stand, etc.

2. The children give words belonging to the at, en, am, and all
families.

STEP 19

Basic Story. Jack Horner and the Pie.

Language. Device. The teacher may give one word in the
story, Jack Horner and the Pie, and the child will tell the sentence.
Continue until all the sentences of the story have been given.

Music. See, Saw, Marjory Daw.

Reading. Different children read the descriptive parts of the
story, and others take the dramatic parts. Books: Read story,
Jack Horner and the Pie, from books. (See Reading from the
Book, p. 19.)

Phonetics, i. Review the families at, en, am, and all.

Device. Place the four families at, en, am, and all, side by side,
as heads of columns. Have children dictate words belonging to
these families, and one child at the board tell and point to the
column in which the word is to be placed. All words containing
consonants and families already taught, children may name.

2. Review the initial phonograms : /, /, s, m, h, t, p, r, n.
Devices. (1) Place the phonetic cards containing the initial

phonograms on the chalk tray. The teacher gives the sound of
an initial phonogram and asks the child to repeat the rhyme and
find the card that contains the sound.

(2) Have each child find the initial phonograms in the story in
the book, and tell the words and the sounds. The brighter chil-
dren may assist the slower, to find the initial phonograms.

3. Rapid drill with the phonetic cards, using the flash method.

SUMMARY. STEPS 20 to 25
Basic Story. Mits. Sugar Bowl's Party.
Supplementary Story. Dish and Mrs. Sugar Bowl.
Rhyme. Ilcy, Diddle, Diddle.

Thought-group s .

1. P. 21 (eight lines).

2. P. 21 (hef-in with line 9, through line 13).

3. P. 21 (begin with line 14), 22.

[. WORD GROUPS

2. SIGHT WORDS

were there

(1)

Mrs. Sug;

iir Bowl

Fork (2)

Maid

Let us play

Little Sj)oon

party

round

Cat and Mouse

Dish

ice cream

table

They played

Cuj)

cake

wash

danced together

Saucer
Knife

candy
laughed

face

Nofe. The sound a in danced, grass, and the ajt, ask, ast, and afh families, is
midway between the sounds a in at and a in father. The a sound should be
avoided in such words.

;. PHONETICS

[,hymes : Hey,

Diddle

, Diddle.

Key Words :

ran

Old Mother Hubbard.

old

Jack Be Nin:

ible.

jump

Families

Blending

ran — an

ran

old

jump

old — old

fan

fold

lump

jump — ump

man

sold

hump

tan

hold

pump

pan

told

Review Phonetic Summary, Steps 16 to 19,

SUGGESTED CORRELATION. STEPS 20 to 25

Basic Story. Mrs. Sugar IJowl's Tarty.
Supplementary Story. Dish and Mrs. Sugar Hcjvvl.

1. Conversation. The Party (Social and Ethical).

2. Music. Iley, Diddle, Diddle.

Greeting Dance (Popular Folk Dances and Gaines, Hofer).

3. Memory Selections. See, Saw, Marjory Daw ; Old Mother
Hubbard. Jack Be Nimble (New).

4. Picture Study. Cows.

5. Nature Study. Cow.

6. Story-telling. Mrs. Sugar Bowl's Party.

Dish and Mrs. Sugar Bowl.

7. Dramatization. Mrs. Sugar Bowl's Party.

8. Analysis. Thought-groups.

Sentences.

Word Groups. ]

Sight Words. } (See Summary, Steps 20 to 25.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards. Pictures.

Blackboard. Books.

Charts.

11. Reading. Blackboard and Books: Mrs. Sugar Bowl's
Party ; Dish and Mrs. Sugar Bowl.

12. Visualization and Penmanship : ran. (See Summary.)

13. Games. The Musicians (p. 30) ; The Mice (Poulsson) ;
Greeting Dance (Hofer) ; Cat and Mouse ; I Went to Visit My
Friend (Poulsson).

14. Occupations. Trace, cut, draw, color, or mount : Cup,
saucer, knife, fork, spoon. Illustrate the story.

DRAMATIZATION
Basic Story. Mks. Su(;ah Bowl's Party.

Characters.

(1) Mrs. Sugar Bowl.

(2) Dish.

(3 and 4) Cup and Saucer.
(5 and 6) Knife and Fork.
(7) Little Spoon.

Mrfi. Sugar Boirl is in her home. Her guests are announced and
are cordially greeted by Mrs. Sugar Bowl.

{Pupil.) Mrs. Sngar Bowl gave a party. Dish was
there. Cup and Saucer were there. Knife and Fork were
there. Little Spoon was there, too.

(Mrs. Sugar Bowl.) " Let us play Cat and Mouse."

(Pupil.) They played Cat and Mouse.

Play the game. (Children may originate game.)

(Mrs. Sugar Bowl.) " Now let us have the party."

(Dish.) " What fine ice cream ! "

(Knife.) " What fine cake! "

(.4//.) " What fine candy ! "

(Mrs. Sugar Bowl.) " Let us all dance."

Note. If the teacher wishes to use a dance, "Greeting Dance" (Hofer) is an
excellent one.

(Pupil.) The Cat played the fiddle. Cup and Saucer
danced together. Knife and Fork danced together. Dish
and Little Spoon danced together. The little Dog laughed
to see such sport. And the Dish ran away with Little
Spoon.

stp:p 20

Basic Story. Mrs. Sugar Bowl's Party.

Language. Conversation and telling the story, Mrs. Sugar
Bowl's Party. Social phase {)redominates. Party ; invitations
issued ; arrival of guests ; entertainment provided ; refresh-
ments served ; ethical situation. Call upon children to give their
experiences to aid in the development of the story.

Music. Hey, Diddle, Diddle.

Nature Study. Cow.

Dramatization. Oral reproduction and dramatization of the
story, Mrs. Sugar Bowl's Party. (The story may be dramatized
in various ways. The teacher should use her own initiative.)

Reading. Blackboard : Reproduction of story, through the
first and second thought-groups (thirteen lines). (See Blackboard
Work, p. 14.)

Analysis. Word groups and sight words. (See Summary, Steps
20 to 25 ; see Devices — Word Groujjs and Sight Words, Matching,
(4) and (6), pp. 41, 42.)

Phonetics. Teach, Jack Be Nimble (p. 28). Recall the rhymes
in which ran, old, and jump occur. Develop the families, an, old,
and ump. (See Phonetic Type Lesson — Families, (1), p. 55.)

STEP 21
Basic Story. Mrs. Sugar Bowl's Party.

Language. Dramatization of Mrs. Sugar Bowl's Party.

Reading. Blackboard : Reproduction of the third thought-
group (fourteenth line to end of story) . Analysis : Matching per-
ception cards with word groups and sight words on blackboard,
chart, and in books.

Game. Cat and Mouse, ((^hildron may originate game.)
Phonetics. Funiilios an, old, and ump. (See Phonetic Type
Lesson — Families, ('2), (3), (4, a and b), p. 55.)

STEP 22
Basic Story. Mrs. Sugar Bowl's Party.
Language. Oral Reproduction : Mrs. Sugar Bowl's Party.
One child tells the story, and the other children follow, line by
line, in their books.

Game. The Mice (Poulsson).

Reading. Blackboard : The story is on the blackboard. Use
Device, Habits (6), p. 36, and Oral Reproduction (7), p. 40. An-
alysis : Word groups and sight words.

Device. Playing Teacher : Place the perception cards on the
chalk tray. The little teacher will select a word group and call
upon some one to read the group. If the child who has responded
reads correctly, he may be the teacher. The game may continue
until all the cards have been used.

Phonetics. See Phonetic Type Lesson — Families, (5) and (6),
p. 55.

STEP 23
Basic Story. Mrs. Sugar Bowl's Party.
Supplementary Story. Dish and Mrs. Sugar Bowl.

Language, i. Telling the story. Dish and Mrs. Sugar Bowl.
2. Oral reproduction : Dish and Mrs. Sugar Bowl. 3. Dramatiza-
tion : Dish and Mrs. Sugar Bowl.

Reading. Books: Reading from books, Mrs. Sugar Bowl's
Party. (See Reading from the Book, p. 19.)

Phonetics. Device. Words belonging to the an, old, and ump
families, placed in columns on the blackboard or chart. Children
stand, one row at a time. Each child in turn tells the word to
which the teacher points, and then takes his seat.

STEP 24

Supplementary Story. Dish and Mrs. Sugar Bowl.

Language. Oral reproduction : Dish and Mrs. Sugar Bowl.

Game. 1 went to Visit My Friend (Poulsson).

Reading. Analysis : Books.

Note. It is no longer necessary to place the entire story upon the blackboard.
Select only sentences that will serve for drill purposes to acquire new words or for
expression. Sentences that express action or contain dialogue will be found the
most valuable for this purpose. The book and the chart will now take the place
of much of the blackboard work that has been done previously.

Aid. Teacher calls attention to the sight words which occur
in the story. Dish and Mrs. Sugar Bowl. Illustration : What was
the shape of the dish ? Some one will answer, " Round." Teacher
holds up the perception card, roimd. Children are to find the
same word in the books and read the sentence which contains it.

Phonetics.

Device. Place the family names, an, old, ump, on one side (;f
the blackboard, and all the initial phonograms on the other side.
Teacher points rapidly from a phonogram to one of these families
and repeats the word that it makes. Children do the same.

STEP 25
Supplementary Story. Dish and Mrs. Sugar Bowl.

Language. Dramatization : Dish and Mrs. Sugar Bowl.

Reading. Rapid review of all the word groups and sight words
for this story. Books: Children read the descriptive parts, and
certain children give orally the dramatic parts. Finally one child
reads the story complete.

Phonetics. Review all the consonants and families learned
thus far. For example, ^^/ic? — /; sat — at: giving the sentence
in which each phonetic element occurs. The children may give
also the line of the rhyme in which the key word occurs. They
may find the phonetic elements in other words in their books.

SUMMARY. STEPS 20 to 30

Basic Story. Mothkh TIuhijaud's Party.
Supplementary Story. The Cat and Miss Muffet.
Rhyme. Old Mother Hubbard.

Thought-groups. 1. P. 25.

2. P. 26, 27 (four lines).

3. P. 27 (begin with line 5).

4. P. 28.

5. P. 29.

I. WORD GROUPS 2. SIGHT WORDS

(1) Puss in the Corner (1) Old Mother Hubbard

It
good-by

(2) Once there was (2) bird

would not go called

3. PHONETICS

Rhymes: Ding, Dong, Bell. Key Words : ding

Hey, Diddle, Diddle. row

Little Jack Horner. plum

Families

Initia

I Phonograms

ding — iug

(Blend)

cow 02V

cow

— c

l)lum — pi

Blending

ding

cow

plum

sing

sow

cat

plan

ring

now

can

plow

how

call
cold

plump

Review Phonetic Summary, Steps 20 to 25.

SUGGESTED CORRELATION. STEPS 26 to 30

Basic Story. Mother Hubbard's Party.
Supplementary Story. The Cat and Miss Muffet.

1. Conversation. The Party.

2. Music. Little Boy Blue ; Lads and Lassies ; The Kitten
and the Bow Wow (Small Songs for Small Singers, Neidlinger).

3. Memory Selections. Rhymes : Old Mother Hubbard.

Ding, Dong, Bell (New).

4. Picture Study. Birds.

5. Nature Study. Birds.

6. Story-telling. Mother Hubbard's Party.

7. Dramatization. Mother Hubbard's Party.

The Cat and Miss Muffet.

8. Analysis. Thought-groups.

Sentences.

Word Groups. 1

Sight Words, i (See Summary, Steps 26 to 30.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

ID. Materials. Perception Cards. Pictures.

Blackboard. Books.

Charts.

11. Reading. ^ooA;^; Mother Hubbard's Party.

The Cat and Miss Muffet.

12. Visualization and Penmanship : coir. (See Summary.)

13. Games. Puss in the Corner. Folk Dance.

14. Occupations. Trace, cut, draw, color, or mount : Dog,
Mother Hubbard's glasses, etc. Illustrate the story.

STEP 26
Basic Story. Mother Hubbard's Party.

Language, i. Rhyme: Old Motlier Huhhard. Recall other
rhymes.

2. Teacher tells the story. Oral reproduction by the children.

Game. Puss in the Corner.

Reading. Analysis : Hooks. Children open books and hunt
for familiar word groups and sight words. Call them old
friends. As soon as a child discovers an old friend, he may stand
and give it to the class. This will bring into jjrominence the un-
known words and will motivate the word drills to follow.

Phonetics. Develop the families ing and ow, and the initial
phonograms c and pi. (See Phonetic Type Lesson — Families,
(1) and (2), p. 55; also, Phonetic Type Lesson — Initial Phono-
grams, (2) and (3), p. 52.)

STEP 27
Basic Story. Mother Hubbard's Party.

Language. Dramatization, Mother Hubbard's Party.

Folk Dance. Meeting and Greeting (Hofer).

Reading. Analysis : Books. Teacher tells the story. Mother
Hubbard's Party, until she comes to the first word group, Puss in
the Corner. She then hesitates slightly, and at the same time holds
up or touches the perception card which contains this group and
says, " Puss in the Corner." The children find in their books the
same group, and repeat it, and also the sentence in which it oc-
curs. Continue in the same manner with all the other word
groups and sight words for this story.

Phonetics. Families, ing and ow. Phonograms, c, pi.

Device. Rapid visualization of ing, ow, c, pi. The words from
which these families and sounds originated may be placed on

the blackboard, cliart, or cards. The teacher covers the I'nmily
and asks for the sound or phonojirani, or covers the phonogram and
asks for the families. This shouhl be a rapid, animated (h'ill
that will develop alertness on the child's })art and satisfy his
curiosity.

STEP 28
Basic Story. Mother Hubbard's Party.

Language. Children recall the story, Mother Hubbard's Party.
Then the teacher indicates a word group or sight word, and asks
the children to give the sentence in which it occurs. If the
children do not make the association at once, let them look in their
books and find the clue.

Game. Folk dance that correlates well with Mother Hub-
bard's Party.

Reading. Books: Some of the children have their books
open at their seats, and may read the descriptive parts, while the
others are dramatizing the story. Finally the story may be read
as a whole by the class. (See Reading from the Book, p. 19.)

Phonetics. Blend : Raj^id review of the phonetic elements for
this story, using the perception cards for the drill. Teacher then
writes one word at a time from the blending list in the summary
for the story. The children are to pronounce the words as soon as
they appear on the board.

STEP 29

Supplementary Story. The Cat and Miss Muffet.

Language. Teacher tells the story. The Cat and Miss Muffet.

Oral reproduction and dramatization by the children.

Game. The Mice.

Picture Study. Birds (name, color, nest, etc.).

Nature Study. Birds (enemy, cat). Habits, song or call.

Reading. Analysis. Books, ('hildrcn open l)()()ks to Iho
story /]'he Cat and Miss Muli'ot. They may find the old friends,
the word groups and sight words. For developing tlie new word
grouj)s and sight words, which are indicated in the summary for
this story, the teacher will continue the matching devices whicli
have ])revailed through all the stories.

Phonetics. Families.

Device. Teacher will make use of the phonetic perception
cards for rapid review ^^•ork. The child may not only say ding —
ing, but he is to give another word that belongs to the ing family,
like ring. This is to continue with each family, although the
families for this story are to have the largest amount of attention.

STEP 30
Supplementary Story. The Cat and Miss Muffet.

Language. Rhyme : See, Saw, Marjory Daw.

Dramatization : The Cat and Miss Muffet.
Ding, Dong, Bell.

Game. The Kitten and the Bow Wow.

Reading. Teacher reviews rapidly with the children the word
groups and sight words for this story.

Device. All the word groups and sight words are placed on the
chalk tray. The children put their heads on their desks and
close their eyes. The teacher removes one of the cards while
the eyes are closed. At a signal the children raise their heads
and see if they can tell which card was taken away. They may also
give the sentence in which this word group or sight word is found.

Books: The children may read the story from the books.

Phonetics. Families and phonograms.

Device. All the phonetic cards may be displayed on the chalk
tray. Each child may choose a card, tell what is on it and the
rhyme from which it came, and give another example.

SUMMARY. STEPS 81 to 35

Basic Story. Red Hen's Nest.
Rhyme. See, Saw, Marjory Daw.

Thought-groups. 1. P. 33.

2. P. 34, 35 (ten lines).

3. P. 35 (begin with line 11), 36, 37 (one line).

4. P. 37 (begin with line 2), 38.

5. P. 39, 40, 41.

I. WORD GROUPS 2. SIGHT WORDS

Good morning Red Hen cluck

There is something Gray Duck quack

By and by White Goose asked

Brown Owl talk

corn who

nest white kitty

3. PHONETICS

Rhymes : Little Jack Horner. Key Words : Jack

See, Saw, Marjory Daw. good

saw

Families Initial Phonogram

Jack — ack good — g

good — ood
saw — aw

Blending
Jack good saio good

sack hood raw gold

rack paw

tack
pack

Review Phonetic Summary, Steps 26 to 30.

SUGGESTED C^ORRELATION. STEPS 31 to 3.5
Basic Story. Rkd Hen's Nest.

1. Conversation. Pieturos illustrating Red Hen's Nest.
(See Reader, First Year — First Half, pp. 33 to 41.)

2. Music. Songs: Little Hoy Blue ; Mr. Duck and Mr. Turkey
(Small Songs for Small Singers, Neidlinger) ; The Owl (Songs of
the Child World, Gaynor).

3. Memory Selections. Rhymes: Dickory,Dickory, Dare (New).

Ding, Dong, Bell.

4. Picture Study. Hen, duck, goose, owl.

5. Nature Study. Hen, duck, goose, owl.

6. Story-telling. Red Hen's Nest.

7. Dramatization. Red Hen's Nest.

8. Analysis. Thought-groups.

Sentences.

Word Groups. ]

Sight Words. } (See Summary, Steps 31 to 35.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Red Hen's Nest,

12. Visualization and Penmanship : saio. (See Summary.)

13. Games. Visit to the Farmyard. (See Manual, p. 31).
(For other animal games, see Song Primer, Bentley.)

14. Occupations. Trace, cut, draw, color, or mount: Hen, duck,
goose.

Illustrate the story.

STEP 31
Basic Story. Red Hen's Nest.

Note. Music, nature .study, and games to be used in connection with the story
appear under Correlation. Tliey will not be mentioned under the several Steps.

Language. The teacher tells the story, Red Hen's Nest. To
aid the children in recalling the story, they may open their hooks
at page 33, and reproduce, orally, the thought unit that the picture
suggests to them. To encourage this it may be necessary for the
teacher to ask questions. Use the other pictures in the same
way, for reproduction of the rest of the story. (See Reader, First
Year — First Half, pp. 34-41.)

Reading. Analysis: Children study pages 33 to 35 (ten lines) of
their books. ' i. Children find all the words that they know.
2. Teacher develops the new words for this story by recalling
the story and presenting the percej)tion cards. The children
match what they see on their cards with the same in their books.
(See Aids, 10, 11, and 1^2, Manual, p. 50.)

Note. Do not neglect the language phase of each of the drills. Recall the
sentences or thoughts in which the words for drill occur. Whenever there are
sentences available for drills that afford good opportunity for expression, use
them, so letting them serve a double purpose. Try in every possible way to lead
the chiklren to observe and associate.

Phonetics. See Phonetic Type Lesson — Families, p. 55; also
Phonetic Type Lesson — Initial Phonograms, p. 52.

STEP 32

Basic Story. Red Hen's Nest.

Language. Dramatization: Red Hen's Nest.
The children at their seats may have their books open, and
follow the story as the dramatization progresses. Let the drama-

tlzation be nuule without the descriptive parts. Sec if the ciiihlren
can follow the story in their hooks with the descriptive parts
omitted from the dramatization.

Reading. Analysis: Books, page 35 (begin with line 11), 30, .37
(one line). Study as in Step 31, Reading, 1 and 2.

Phonetics. Families ack, ood, aiv ; Initial Phonogram (/. (See
Phonetic Type Lesson — Families (2) and (3), p. 55 ; also Plionetic
Type Lesson — Initial Phonograms (2) and (3) (a and h), p. 52.)

STEP 33
Basic Story. Red Hen's Nest.

Language, i. Develop or recall the rhyme, Dickory, Dickory,
Dare.

2. Dramatization of the story. Red Hen's Nest. Have one
child read or tell the descriptive ])arts, while the other children
dramatize.

Reading. Analysis: Books, pages 37 to 41. Study as in Step
31, Reading, 1 and 2. Observe Step 31, note.

Phonetics. Families ack, ood, mv; Initial Phonogram g. (See
Phonetic Type Lesson — Initial Phonograms (4) and (5) ; also
Phonetic Type Lesson — Families (4) and (5) .)

STEP 34
Basic Story. Red Hen's Nest.

Language, i. Children retell the story, Red Hen's Nest.

2. Dramatization of the story, using a new group of children
for each new thought unit. Let the children determine the
thought-groups by means of the pictures in their books.

Reading. x\nalysis: Books. The teacher suggests certain, sen-
tences for the children to find in Red Hen's Nest, by holding or

ST. HR. MANUAL 7 97

flashing before lliein the percej)tion cards. If a child can recall
the sentence in which the word or words occur, without looking at
the book, let him do so. Otherwise he may find it in the story
and may read it to the class.

Phonetics. The teacher places the key words on the black-
board, and underscores the phonograms to be used for drills. The
children build lists by dictating them to the teacher. Then the
children are called upon to read the lists. Follow this with a
rapid drill, using perception cards.

STEP 35
Basic Story. Red Hen's Nest.

Language, i. Review all the rhymes taught. Have each child
select the rhyme he wishes to repeat.

2. Place the dramatization of the story, Red Hen's Nest, en-
tirely at the disposal of the children, including the selection of
characters, stage setting, etc. This will present a social phase
to the language work and will also make it a real situation. The
child thijiks and does for himself.

Reading. Rapid review of the word groups and sight words
developed in the story. Red Hen's Nest, making use of Devices
(see Manual, pp. 41-46), or using an original device.

Have one child conduct the reading of the story from the books.
Let him decide how much each child shall read. Encourage judg-
ment in deciding upon a good stopping place, — in other words,
recognizing a thought-group or larger thought unit.

Phonetics. Review the phonograms for this story. The chil-
dren may tell words that they find in the story, which contain
any of the phonograms studied in connection with Red Hen's
Nest. The teacher may write in a column on the blackboard the
wor.ds as given by the children, underscoring the phonogram in
each.

SUMMARY. STEPS 30 to 39

Supplementary Story. Red Fox and the Nest.
Rhyme. Sec, Saw, Marjory Daw.
Thought-groups. 1. P. 42, 43 (one line).

2. P.

(be^in

with line 2).

3. P.

44.

4. P.

45,

46 (one line).

5. P.

(begin

with line 2), 47.

6. P.

48.

I. WORD GllOUPS

2. SIGHT WORDS

walked and walked

Mrs. Hen himself

On the way

Mrs. Duck black

What a fine dinner

Mrs. Goose

Do not tell

Mr. Owl
Red Fox

3. PHONETICS
Rhymes : Little Jack Horner. Key Words : bay

Little Miss Muffet. frightened

Family

Initial Phonograms

boy-

-oy

Blending

boy

{Blend)
— b frightened — Jr

boy

frightened

toy

bat

frump

coy

ball

Roy

bump

bold

back

Review Phonetic Summary, Steps 31 to 35.

SUGGESTED C:ORRELATI()N. STEPS 30 to ,'59

Supplementary Story. Red Fox and the Nest.

1. Conversation.

2. Music. See, Saw, Marjory Daw.

3. Memory Selections. The Fox (New). (See Manual, p. 29.)

Dickory, Dickory, Dare.

4. Picture Study. Fox.

5. Nature Study. Fox.

6. Story-telling. Red Fox and the Nest.

7. Dramatization. Red Fox and the Nest.

8. Analysis. Thought -groups.

Sentences.

Word Groups. 1

Sight Words. \ (See Summary, Steps 36 to 39.)

Phonetics. ]

9. Devices. See Manual, pj). 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Red Fox and the Nest.

12. Visualization and Penmanship : boy. (See Summary,
Phonetics, Steps 36 to 39.)

13. Game. The Bird Catcher.

14. Occupations. Trace, cut, draw, color, or mount: Hat,
chicks, fox.

Illustrate the story.

100

STEP .'5(5
Supplementary Story. 1{ei) Fox and the Nest.

Note. The story, Red Fox and the Xest, is a supph-inentary story. The
children liave now acquired a larj^e cnoiifjh reaiUnfj vocahuhiry to attack this story
with .sonae inde])endence. It will be well for the teacher to reHect a moment on
what the child has acquired during the thirty-five Steps that will aid him in
reading this story with as little help as pcjssible. The children have studied jric-
tures for thought units, a series of them suggesting a plot of a story. They have
acquired a reading vocabuUiry, the limitations of which have been greatly determined
by the context. Some phonetic sense and knowledge is theirs, which helfjs them in
new thoxtght getting and giving. They have also a power of as.iociation, that differs
wfth the indivi<luals.

This knowledge of the children's acquirements up to the jjresent time will hel[)
the teacher to decide in just which way she had best present the Sujiplementary
Story.

Language. Picture study of the illustrations of Red Fox and
the Nest. Let the children suggest the possible plot of this story,
as the pictures tell it to them.

Reading. Books: The children attempt to read for them-
selves the story, Red Fox and the Nest. They will meet a suffi-
cient number of their old friends in the story so that their interest
will not lag. On the contrary, the interest will be sufficiently
great to create a motive for getting the new word groups and sight
words for the story. Just here is the time to tell the children
simply the words they do not know. At the end of the reading
run through the perception cards quickly, by means of a short
drill, to see how many of the words the children remembered
that the teacher supplied when they were reading the story.
This will determine which words will need the major amount of
drill in the lessons to follow.

Phonetics. Review all the families learned previous to Step 36.
See Chronological Phonetic Summary, p. 15*2. For introducing
key words hoy, frightened, see Phonetic Type Lesson — Families, (1),
p. 55.

101

STEP 37

Supplementary Story. Red Fox and the Nest.

Language. Children see how well they can tell the story, Red
Fox and the Nest, the teacher offering encouragement by calling
attention to the fact that she did not have to tell them the story
first this time, — that they read the story and are now going to tell
it to her. Now is the teacher's opportunity to correct any phras-
ing that she thinks necessary.

Reading. Analysis : Drill on the word groups and sight
words for the story, using any of the devices mentioned in De-
vices — Word Groups and Sight Words. Refer to the motive for
this drill, the development of words that the children do not
know, so that they may be able to read the story without help
next time.

Let the children read the story again, and have them help each
other whenever they can by telling a word when some one needs it.

Phonetics. Family, oy ; Initial Phonograms, h, (blend) Jr. (See
Phonetic Type Lesson — Families, (2), (3), (4), and (5), p. 55.)

STEP 38
Supplementary Story. Red Fox and the Nest.

Language. Children may retell the story. Do not allow one
child to tell the whole story, but call upon several children to take
part. Let the children make their own selection of characters
and make all arrangements for the dramatization to be made in
Step 39.

Reading. Books: Children read the story. Red Fox and the
Nest. The teacher should direct children's attention to the at-
tainment of good expression.

A word drill should follow, the teacher asking the children to

102

find in their books the new words that are ^iven for the story.
The teacher asks to have these words shown to her first, on percep-
tion cards, to prove that the children are not entirely dependent
uj)on the context. Then the words are to be found in the books.

Phonetics, i. Review all families found in Phonetic Summary,
Steps 81 to 35. (See Devices, (10), (11), and (12), Manual, p. 48.)

2. Phonetic words, Summary, Steps 36 to 39. Ra])id drill with
phonetic cards, using flash method.

STEP 39

Supplementary Story. Red Fox and the Nest.

Language. Dramatization of the story. Red Fox and the Nest.
Have the children take charjje of the dramatization. (See De\'ices
— Dramatization, 9 and 10, p. 39.)

Reading. Children read the story. Red Fox and the Nest. If
time permits, let the children choose any story that they have read,
to read again.

Phonetics. Children may find in the story. Red Fox and the
Nest, words containing families with which they are familiar.
They will say, for example, " I see ing, and the word is king."

Review. Blending.

Blackboard

ran

old

jump

ding

cow

CO IV

plum

man

fold

lump

sing

sow

cat

plan

tan

sold

hump

ring

now

can

plow

pan

mold

pump

how

call

plump

fan

hold
told

cold

103

SUMMARY. STEPS 40 to 44

Basic Story. Red Hen and Brown Fox.
Rhyme. Dickory, Dickory, Dare.

Thought-groups. 1. P. 50 (six lines).

2. P. 50 (begin with line 7), 51 (one line).

3. P. 51 (begin with line 2).

4. P. 52.

I. WORD GROUPS

2. SIGHT WORDS

So he went

Brown Fox

Let me think

bag

swayed to and fro

scissors

cut

hole

opened

PHONETICS

Rhymes : Dickory, Dickory, Dare.

Key Words: pig

The Fox.

air
bright
flew
brown

Families

Initial Phonograms

pig — ig

(Blend)

air — air

flew — fl

bright — ight

Blending

brown — br

pig

air

bright

flew broivn

rig

fair

night

flat bran

fig

lair

light

fling bring

hair

sight

flaw brow

pair

fright

bright

Review Phonetic Summary, Steps 36 to 39.

104

SUGGESTED CORRELATION. STEPS 40 to 44
Basic Story. Red Hen and Brown Fox.

1. Conversation. See pictures, Reader, First Year ~ First Half,
])]). 51 and 52.

2. Music. A-Hunting We Will Go (First Year Music, Hollis
Dann).

3. Memory Selection. Rhymes: The Fox. (See Manual, p. 29.)

Dickory, Dickory, Dare.

4. Picture Study. Pig.

5. Nature Study. Pig.

6. Story-telling. Red Hen and Brown Fox.

7. Dramatization. Red Hen and Brown Fox.

8. Analysis. Thought -groups.

Sentences.

Word Groups. 1

Sight Words, i (See Summary, Steps 40 to 44.)

Phonetics. J

9. Devices. See Manual, pp. 36-50

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Red Hen and Brown Fox.

12. Visualization and Penmanship : pig.
(See Summary, Phonetics, Steps 40 to 44.)

13. Game. A-Hunting We Will Go (First Year Music,
Hollis Dann).

14. Occupations. Trace, cut, draw, color, or mount: Hen, fox.
Illustrate the story.

105

STEP 40
Basic Story. Rp:d Hp:n and Brown Fox.

Language, i . Teacher tells the story, Red Hen and Brown Fox.
Children give an oral reproduction of same.

2. Dramatization of the story, Red Hen and Brown Fox.

Reading. Analysis : Teacher presents the word groups and
sight words of this story by recalling the sentences in which the
words occur. Match with blackboard, charts, perception cards,
and books. (See Manual, Devices, pp. 41-46.)

Phonetics. Families, ig, air, ight ; Initial Phonograms, fl, br, for
the story. (See Phonetic Type Lesson — Families, 1 and 2, p. 55,
and Phonetic Type Lesson — Initial Phonograms, (1) and (2),
p. 52.)

STEP 41

Basic Story. Red Hen and Brown Fox.

Language, i. Children compare pictures, pp. 41,48, and 52. Tell
the climax of each story.

2. Dramatize, Red Hen and Brown Fox.

Reading. Analysis: Word groups and sight words.

(See Devices. Word Groups and Sight Words, Matching, p. 41.)

Phonetics : ig, air, ight ; fl, br. (See Phonetic Type Lesson —
Initial Phonograms, (8) ; Phonetic Type Lesson — Families, (3)
and (4).)

STEP 42

Basic Story. Red Hen and Brown Fox.

Language. Teacher and children work out the story. Red Hen
and Brown Fox, through pantomime. The teacher directs a child
to give a thought from the story orally, and encourages the other
children to give their interpretation of the same in pantomime.

Reading. Analysis: Word group and sight word drill.

(See Devices. Word Groups and Sight Words, Manual, pj). 41-
46.)

106

Phonetics: kj, air, iglil ; JL l>r. (See Phonetic; lyix^" Ix'sson —
Iiiili;il IMioiiograiiis, (t) and (.5), |>. i^Z; Phonetic Tyix' Lesson —
Fainihes, (5) and (6), p. 55; Devices — Phonetics, (5), (10), pp. 47
and 48.)

STEP 4S

Basic Story. JIiod Hen and Brown Fox.

Language. Children j^ive oral reproduction of story, Red lien
and Brown Fox, and the dramatization in pantomime. It will he
interesting to note whose interpretation of the story, us given in
pantomime in the previous day's lesson, each child has selected.

Reading. Analysis: Books.

Devices, (a) Word cards are arranged on the chalk tray. A
child is allowed to go to the front of the room, choose one of the
word cards, hold it up, and call upon another child to find in the
book the sentence containing what is on the card, and read the
sentence.

(6) At the end of the lesson the children may visit with old
friends. With fingers between the pages to keep the place at Red
Hen and Brown Fox, the children are told by the teacher that they
may have a minute in which to visit with old friends. Then they
must return home. At the signal. Ready, children look up from
their books and tell all the words they saw at the glance.

Phonetics. Devices — Phonetics, (14), p. 48.

STEP 44
Basic Story. Red Hen and Brown Fox.

Language. Oral reproduction of the story by one child, while
the others follow in their books. Be sure that all keep the place as
the one child tells the story. The children may point to the first
word in each line, following down the page thus.

(See directions for following, Step 3, Note, Manual, p. 61.)

107

Reading. Books: Children rend the story from the books.
Continue, allowing the ehildren to determine the place to stop. The
device found under Habits, i)ag'e 36 (8), will delight the children,
and will serve as an excellent way of reading the story in the
same period. Since the story is short, only a few children can
participate in reading it through once. (See Device — Expression,
(26), p. 45.)

Note. Always have a child read a thought-group or larger thought unit, for
the following reasons : He is more interested if he knows that he has a group of
sentences to read. He will use the context to aid him in learning new words.
Reading thus will give more pleasure to the listener, as the continuity of thought
will be preserved.

Phonetics. Families and Initial Phonograms.

(See Phonetic Type Lesson — Initial Phonograms, (5), p. 52;
Phonetic Type Lesson — Families, (6), p. 55 ; Devices — Phonetics,
(17) and (19), p. 49.)

Habits. (See Manual, p. 36.)

1. Good posture is important.

2. A child should hold his book at proper distance from the eye,
and at right angle to the line of vision, to prevent eyestrain.

3. A child should learn how to turn the pages of his books.
(See Turning the Pages.)

4. The eye should follow the line ahead of the voice in reading.

5. A child should be trained to read in word groups or sentences,
and he should acquire this habit from the beginning.

6. Keeping the place. Children read silently until the teacher
indicates that the sentence is to be read orally.

Note. Independent Reading : The supplementary story affords an excellent
opportunity to test the child's ability to read independently. The child is now
required to undertake the more complex process of obtaining the thought from the
printed page for himself (thought grasp), and at the same time to give orally the
thought and emotion involved in the sentence (thought-expression).

108

SUMMARY. STEPS 45 to 47

Supplementary Story. Gray Duck and Brown Fox.

Rhyme. Dickory, Dickory, Dare.

Thought-groups. P. 53, 54 (one line).

P. 54 (begin with line 2), 55 (five lines).
P. 55 (begin with line 6).

I. WORD GROUPS 2. SIGHT WORDS

swam away caught

came back behind

3. PHONETICS

Rhymes : Little Bo Peep. Key Words : find
Little Miss Muffet. eating

Old Mother Hubbard. dog

See, Saw, Marjory Daw. new

Families

itial F

*honogri

find-

— ind

dog

— d

eat —

- eat

new-

- ew

Blending

find

new eat

dog

mind

mew seat

dig

rind

hew meat

ding

hind

pew neat

dump

bind

few heat

Review Phonetic Summary, Steps 40 to 44.

109

SUGGESTED CORRELATION. STEPS 45 to 47

Supplementary Story. Gray Duck and Brown Fox.

1. Conversation. See pictures, Reader, First Year — First
Half, pp. 53, 54.

2. Music. Out of Doors (First Year Music, Hollis Dann).

3. Memory Selections. Slippety, Slip (New). (See p. 29.)

Dickory, Dickory, Dare.

4. Picture Study. Cornfields ; pumpkin.

5. Nature Study. Corn (pictures and objects: cornstalk, ear
of corn, etc.) ; pumpkin.

6. Story-telling. Gray Duck and Brown Fox.

7. Dramatization. Gray Duck and Brown Fox.

8. Analysis. Thought-groups.

Sentences.

Word Groups. 1

Sight Words. > (See Summary, Steps 45 to 47.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Gray Duck and Brown Fox.

12. -Visualization and Penmanship : eat.

13. Games. Out of Doors (Dann).

14. Occupations. Trace, cut, draw, color, or mount: Duck, fox.
Illustrate the story.

110

STEP 45

Supplementary Story. (Jhay Duck and Buown Fox.

Language. Stiuly of pictures, Reader, First Year — First
Half, pages 5i3 and 54. Let the children tell the tliought unit
that each picture suggests to them, and let them make up the cli-
max for the story which is not j)ictured.

Reading. Analysis : Hooks. Let the children study each page.
They may find old friends first, and try to read the sentence in
which the familiar word occurs.

Phonetics. FaimWcs hid, eat, ew; Initial Phonogram, <^. Intro-
duce through recalling rhymes in which the families and phono-
grams occur.

(See Phonetic Type Lesson — Initial Phonograms, p. 52, and
Phonetic Type Lesson^ — Families, p. 55.)

STEP 46
Supplementary Story. Gray Duck and Brown Fox.

Language. i. Teacher gives the rhyme, Slippety, Slip.
Children learn the rhyme.

2. Children tell the story. Gray Duck and Brown Fox, as they
think it might be, using the pictures as a guide.

Reading. Children try to read the story, Gray Duck and
Brown Fox. If there are words that they do not know, the teacher
may supply these, either by suggestion, clews, or aids. She writes
the word or group of words on the blackboard as she supplies each.

At the end of this attempt to read the story, the children may
tell the story, pointing to the new words that the teacher has placed
on the blackboard or displayed on perception cards or chart.

Phonetics. Review Phonetics under Step 45. Under Phonetic
Type Lesson — Initial Phonograms, omit (1) and (2), and under
Phonetic Type Lesson — Families, omit (1) and (2). For addi-
tional drills see Phonetic Devices, (15) and (16), p. 49.

Ill

STEP 47

Supplementary Story. Gray Duck and Brown Fox.

Language, i. Oral reproduction of the story. (See Device —
Oral Reproduction, (1) and (9), j). 40.)
2. Dramatization of the story.

Reading. Analysis: Books. Teacher flashes perception cards
and asks the children to tell the sentence in which each word
occurs. If they do not remember the sentence, let them find it
in their books and then read it. The children may then read the
story from their books.

Phonetics. See Phonetic Type Lesson — Initial Phonograms,
p. 52; Phonetic Type Lesson — Families, p. 55 ; Devices — Pho-
netics, 18 and 19, p. 49.

Review. Blending.

Blackboard

Jack

good

frightened

bright

brown

sack

gold

frump

night

bran

rack

light

bring

tack

boy

pig

sight

brow

pack

toy

rig

fright

bright

coy

fig

might

good

Roy

gig

tight

dog

hood

boy

dig

right

dig
ding

saw

bat

air

flew

dump

raw

baU

fair

flat

den

paw

bump

lair

fling

Dan

caw

bold

hair

flaw

law

back

pair

flight

112

SUMMARY. STEPS 48 fo .52

Basic Story. Tiik C.vt and the Goose.

Thought-groups.

1. P. 57 (six lines).

"i. P. 57 (Ix'^iii with line 7), 58 Cone line).

P. 58 (begin with

line '•2).

P. 59. 8.

, 63 (ten lines).

P. GO. 9.

, 63 (begin with line 11).

P. (51. 10.

. 64.

P. 62.

WORD GROUPS

SIGHT WORDS

Have you

Gray Cat

Brown Lion

two

clown the road

Little Duek

one hundred

hungry

Yon are

Bif. Pig

invited

sewing

On and on

Hlack Bear

supper

coat

3. PHONETICS

Rhymes : Ilumpty

Duni[)ty.

Key Words : wall

Slippety,

Slip.

slip

The Fox.

Families

Initial Ph

onograms

slip — ij)

(Blend)

it — it

wall — w
Blending

slip — si

slip it

pit

ivall

slip

sip fit

mit

wing

slat

nip lit

wit

wood

sling

lip sit

flit

wig

slump

dip hit

slit

slack

Review Phonetic Summary, Steps 45 to 47.

ST. HR. MANUAL 8 113

suggestp:d corrp:lation. steps 48 to 52

Basic Story. Thr Cat and the Goose.

1 . Conversation. See pictures. Reader, First Year — First Half,
pp. 56 to 64.

2. Music. Mr. Duck and Mr. Turkey (Small Songs for Small
Singers) .

3. Memory Selection. Slippety, Slip. (See Manual, p. 29.)

4. Picture Study. Bear.

5. Nature Study. Bear.

6. Story-telling. The Cat and the Goose.

7. Dramatization. The Cat and the Goose.

8. Analysi^ Thought-groups.

Sentences.

Word Groups. 1

Sight Words. \ (See Summary, Steps 48 to 52.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

ID. Materials. Perception Cards.
Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: The Cat and the Goose.

12. Visualization and Penmanship : wall.
(See Phonetic Summary, Steps 48 to 52.)

13. Game. The Muffin Man (First Year Music, Hollis Dann).

14. Occupations. Trace, cut, draw, color, or mount: Cat,
goose, bear.

Illustrate the story.

114

STEP 48

Basic Story. Tiiio Cat and thp: Goose.

Language. Cliildreu may recall Slipijcly, Slip, aiHl all the
other rhymes they have learned. Teacher tells the story, The
Cat and the Goose. The children may have their books open at
the pictures, as the teacher proceeds with the story-telling. She
will emphasize the words that are to he taught in the story.

Reading. Analysis: Oral. Teacher tells the story again,
and as she comes to one of the word groups or sight words she
places the perception card containing it on the chalk tray. This
calls slight attention to the words.

Phonetics. Families ip and it ; Initial Phonograms w and .s7.
(See Phonetic Type Lesson — Initial Phonograms, (1) and (2),
J). 52; also Phonetic Type Lesson — Families, (1) and (2), p. 55.)

ST HP 49
Basic Story. The Cat and the (Joose.

Language. Children give oral rejiroduction of the story.
The Cat and the Goose. The thought units will be suggested
to them by the pictures connected with the story. The children
may look at the pictures as they tell the story.

Reading. Analj^sis: The teacher has placed sentences con-
taining the word grou})s and sight words for this story on the
blackboard, before the lesson period. She will repeat one of the
sentences, and as she comes to a new word group or sight word
she will underscore it. Then the children may be asked to read
the same sentence and find words like those underscored, on per-
ception cards, on chart, or in books.

Phonetics. See Phonetic Type Lesson — Initial Phonograms,
(3), (4), and (5); also Phonetic Type Lesson — Families, (3), (4),
(5), and (6).

115

STEP 50

Basic Story. The Cat and the Goose.

Language. Oral reproduction by the children of the story,
The Cat and the Goose. (Use Device — Oral Reproduction, (9),
p. 40.)

Reading. Analysis: Reader, First Year — ^ First Half, pages
57 to 60. Study these pages as follows: The teacher quotes one
of the sentences containing a word group or sight word to be studied.
She holds up the corresponding perception card and asks the chil-
dren to find in their books the sentence containing the word or
group they see on the card. Then the children rei)eat the same
sentence and find the group or word in their books. For relaxa-
tion, they may show the teacher any word on the page, that is, an
old friend, reading the sentence in which it is found.

Phonetics. See Phonetic Devices, (10), p. 48.

Device. Making Rhymes : The teacher says, " I am thinking of
a word that rhymes with sit. It is not fit; it is not lit. Who
can guess the word ? "

STEP 51

Basic Story. The Cat and the Goose.

Language. Dramatization of the story. The Cat and the Goose.
The children at their seats may read the descriptive parts, as the
other children dramatize. They may recite in unison, as it
occurs in the story, the refrain, " And slippety, slip, down went
White Goose" (Little Duck, Big Pig, etc.).

Reading. Analysis: Reader, First Year — First Half, pages 61
to 64. (See Step 50. See also Aids, (6), (13), and (14), p. 50.)

Phonetics. See Phonetic Type Lesson — Families, p. 55 ;
Phonetic Type Lesson — Initial Phonograms, p. 52 ; Phonetic
Devices, (14) and (15), p. 48.

116

STE1» 52

Basic Story. 'I'nio ('at and thk Goose.

Language. The teacher may say, " I am thinking; of a sen-
tence that tells somethinf"- about White Goose." One child may
perhaps answer, *' Is it, White Goose invited Gray Cat to dinner? "
The children continue to give answers and show the sentences
in their books to the teacher, nnlil they find the .sentence of which
she is thinking. The teacher continues the game by mentioning
other animals in the story in a similar manner. In this way
nearly the entire story may be reproduced.

Reading. Books: Children read the story, The Cat and the
Goose. To vary the reading, use Device, (8), under Habits, p. 36.

Phonetics. See Phonetic Type Lesson — Initial Phonograms,
p. B'i ; Phonetic Type Lesson — Families, p. 55.

Review. Blending.

Blackboard

find

eat

slip

mind

seat

sip

fit

slat

rind

meat

nip

lit

sling

hind

neat

lip

sit

slump

bind

heat

dip

hit
pit

slack
.slam

neio

dog

ivall

mit

slew

mew

dig

wing

wit

hew

ding

wood

flit

pew

dump

wig

slit

few

den

wind

117

SUMMAUA'. STEPS 53 to .>7
Supplementary Story. The Greedy Lion.
Rhyme. Handy, Spandy.

Thought-groups.

1. P. 66.

2. P. 67.

3. P. 68.

4. P. 69 (eleven lines).

5. P. 69 (begin with Hne 13), 70 (five lines).

6. P. 70 (begin with line 6).

7. P. 71.

I. WORD GROUPS

Indeed I will
I have eaten
looked all around

2. SIGHT WORDS

Spry Mouse
gnawed

3. PHONETICS

Rhymes : Handy Spandy.
The Fox.

Key Words : and
shop
very

Families

Initial Phonograms

and —

- and

very — v

shop ■

— sh

shop -

— op

Blending

and

shop

fop

very

shop

hand

hop

top

vow

shack

sand

sop

flop

van

ship

land

mop

slop

vat

sham

brand

lop

Review Phonetic Summary, Steps 48 to 52.

118

SUGGESTED CORRELATION. STEPS 53 to 57
Supplementary Story. Tiik Ghkkoy Lion.

1. Conversation. The Greedy Lion.

(See pictures in Reader, Eirst Year — First Half, page.s 66
to 71.)

2. Music. The Zoo (Bentley).

3. Memory Selections. Rhymes: Handy Spandy.

The Fox.
(See Manual, p. 29.)

4. Picture Study. Lion, mouse.

5. Nature Study. Lion, mouse.

6. Story-telling. The Greedy Lion.

7. Dramatization. The Greedy Lion.

8. Analysis. Thought-groups.

Sentences.

Word Groups. 1

Sight Words. > (See Summary, Steps 53 to 57.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: The Greedy Lion.

12. Visualization and Penmanship : and. (See Phonetic Sum-
mary, Steps 53 to 57.)

13. Game. Visit to the Menagerie. (See Manual, p. 31.)

14. Occupations. Trace, cut, draw, color, or mount : Lion,
mouse, pumpkin.

Illustrate the story.

119

STEP 53
Supplementary Story. The Greedy Lion.

Language. Teaclier develops the new rhyme, Handy, Spandy.
Children recall other rhymes. Each child may choose the rhyme
he wishes to repeat.

Reading. Teacher tells the children the name of the story.
Then she allows them to look at the illustrations in the books for
a moment to find what they think is the plot of the story. Next
they are to consider one page at a time, recognizing old friends.

The teacher may vary this drill in any way that suggests itself
at the time. The drill will bring into prominence the words that
the children do not know. When the context will not help, the
teacher may simj)ly supply the word or words needed. Tell the chil-
dren the word, and at the same time place the word on the black-
board or hold up the perception card. There is likely to be a
"helper" in every class, — a child who acquires readily and re-
tains well. The teacher should make use of such a child by allow-
ing him to help others. Time is lost, and confusion of ideas results
from the teacher's insisting upon developing a word inopportunely
by turning from more important work.

Phonetics. Families and Initial Phonograms. (See Phonetic
Type Lesson — Families, (1) and (2), p. 55; Phonetic Type Les-
son — Initial Phonograms, (1) and (2), p. 52.)

STEP 54

Supplementary Story. The Greedy Lion.

Language. Review the rhyme. Handy Spandy. Oral repro-
duction of the story. The Greedy Lion. The teacher may make
corrections or suggestions at this time with regard to the children's
phrasing.

Reading. Analysis: Blackboard and hooks. The teacher has
on the blackboard, at the beginning of the lesson, the sentences

120

containing the words to he taiifi:lit for the story. She j)res(>nts these
words by retelling the story, just as it is in the hook. When she
conies to the sentence to be taught, she points to it on the l)hick-
board, and underscores the word group or sight word, thus era-
j)hasizing the uiKhM-scored (new) gr()Uj)s or words of the story.
This is followed by drill on the underscored w^ords. The teacher
may use any of the devices found under Devices — Word Groups
and Sight Words, pp. 41-46.

Phonetics. Teacher i)resents the phonetic cards for the lesson
and has also a short drill. (For devices, see Phonetic Devices,
Manual, pp. 46-49.)

STEP 55

Supplementary Story. The Greedy Lion.

Language. Oral reprodu(;tion of the story. The Greedy Lion.
The children may select the characters and arrange the stage setting
for the dramatization of the story, which is to be made in the
following lesson. The teacher may make any corrections that
may be needed in the phrasing of the story.

Reading. Analysis : Word groups and sight words. The
teacher holds one after another of the perception cards for the
story, and the children find in their books and read, the sentences
in which these groups or words occur.

Phonetics. The teacher builds phonetic lists found in the
summary for this story. For drills, see Phonetic Devices.

STEP 56
Supplementary Story. The Greedy Lion.

Language. Dramatization of the story. The Greedy Lion.

Readmg. Let the children at their seats follow the story in
their books, while one child tells the story. A rapid drill on
the word groups and sight words may follow the reading. For

121

devices, see Word Group and Sight Word Devices, pj). 41-4G. Do
not neglect the hmguage phase of the work.

Phonetics. Drill on the families and initial phonograms of
the story. (See Phonetic Devices, pp. 46-49.)

STEP 57
Supplementary Story. The Greedy Lion.

Language. Dramatization of the story. The Greedy Lion.
The children at their seats follow the story in their hooks, and
read the descriptive parts.

Reading. Books: Final reading of the story from the books.
(See Reading from the Book, p. 19.)

Phonetics. See Phonetic Type Lesson — Liitial Phono-
grams, ]). 52; also Phonetic Type Lesson — Families, p. 55.

Review. Blending.

Blackboard

sat

fan

old

cow

7imll

fat

ham

man

fold

sow

wood

mat

ram

tan

sold

now

hat

Sam

pan

mold

how

phim

tat

slam

ran

hold

brow

plan

pat

sham

Nan

told

vow

plow

rat

bran

gold

plump

Nat

fall

Dan

cow

plight

hall

van

ding

cat

men

tall

sing

can

good

hen

mall

jump

ring

call

hood

ten

pall

lump

fling

cold

wood

pen

wall

hump

bring

caw

den

pump

ling

coy

good

dump

wing

gold

slump

sling

gig

122

SUMMARY. STEPS 58 to G2
Basic Story. Tiiio Littlio Tix\ Soldier.
Rhyme. Ding, Dong, liell.

Thought-groups.

1. P. 73.

2. P. 74 (eight lines).

3. P. 74 (begin with line 9).

4. P. 75 (ten lines).

I. WORD GROUPS

Where are you going
Come along

5. P. 75 (begin with line 11), 7G

(one line). '

6. P. 76 (begin with line 2).

2. SIGHT

WORDS

Tin Soldier

to-day

Gun

thanked

Sword

each

Bugle

medal

King

Castle

3. PHONETICS

Rhymes : Singsong. Key Words : song

Ding, Dong, Bell. hell

green

Families InHial Phonogram

song — ong ( = ong ; note, p. 56)

(Blend) .

bell — ell

green — gr

green — een

Blending

song bell green

green

long tell seen

grind

tong well sheen

grip

shell

grand

Review Phonetic Summary, Steps 53 to 57.

123

SUGGESTED CORRELATION. STEPS 58 to 62
Basic Story. The J>ittle Tin Soldier.

1. Conversation. See pictures in Reader, First Year — First
Half, ])p. 73, 76.

2. Music. The King of France (Bancroft).

Little Boy Blue.

3. Memory Selection. Rhyme: Singsong (New).

4. Picture Study. See Reader, First Year — First Half, p. 77.

5. Nature Study. Grass, hay (haystack).

6. Story-telling. The Little Tin Soldier.

7. Dramatization. The Little Tin Soldier.

8. Analysis. Thought-groups.

Sentences.

Word Groups. 1

Sight Words. > (See Summary, Steps 58-62.)

Phonetics. J

9. Devices. See Manual, pj). 36-50.

ID. Materials. Perception Cards.
Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: The Little Tin Soldier.

12. Visualization and Penmanship : bell. (See Summary, Steps
58 to 62.)

13. Games. The King of France.

14. Occupations. Trace, cut, draw, color, or mount : Gun,
drum, bugle, sword.

Illustrate the story.

124

STEP 58
Basic Story. Tiik Little Tin Soldier.

Language. Tell the story, The Little Tin Soldier. The co-
operation of the children is incited in the telling of the story.
The children may assist by interpreting the pictures for the teacher.
The illustration on page 73 (Reader) will suggest the first thought-
group. The teacher will find it necessary to lead, suggest, and
direct the children in constructing these sentences one after the
oilier. In this way, the children feel a certain consciousness of
power, when the thoughts have not been given entirely to them.

From the top of page 74 to the sentence that begins, " By and
by," the teacher will probably have to tell the greater part. Let
the children follow in the books as she tells it, for certain words may
stand out on the page and assist the children in the telling of the
remainder of the story. It is difficult for the teacher to determine,
after the children have become somewhat familiar with symbols,
just how much she needs to tell or to develop, or to drill, since the
child associates in ways of which it is often impossible for the adult
mind to conceive. A child's resourcefulness is evident often,
when he shows a most simple and direct solution of a problem
which to the teacher has seemed unfathomable.

The remainder of pages 74, 75, and 76 (one line) are repetitions
of this second thought-group, and will need merely the introduc-
tion of the characters. Drum, Sword, Bugle.

By having their books open during the constructive story-telling,
the children are drilling themselves, as their attention is arrested
orally and visually by the repetition that occurs on these pages.

The climax and sixth thought-group is found on page 76 (begin-
ning with line 2). The picture, the words that they know which
will give them clews, and the teacher's suggestions, — all these
will assist in completing the telling of the story.

Sufficient interest will have been aroused in Soldier Life, through
the cooperative story-building, to warrant the children's bring-
ing their toys to school, to illustrate the story.

125

Reading. Analysis: Books. The cliildriMi may find in tlie
story any of their old friends, and also words wiLliin words.

Phonetics. Introduce and develop the key words for the story,
as found in the Summary, Steps 58 to 62.

STEP 59

Basic Story. The Little Tin Soldier.

Language. Oral reproduction of the story, The Little Tin
Soldier. (Use Devices, p. 40.) Dramatization of the story.

Reading. Analysis : Blackboard, chart, books, perception
cards.

The teacher has the following sentences on the blackboard at
the time of the lesson :

1. He said, " I will go and fight for the King.^'

2. " Where are you going to-day ? "

3. " May I go ? " asked the Gun.

4. " Come along," said the Soldier.

5. Tin Soldier said, " We have come to fight for you, O Kirig."'

6. And the King thanked them and gave each one a medal.

The teacher retells the story. The Little Tin Soldier, and as she
comes to the above sentences, she underscores the word groups or
sight words to be taught, in the sentence which she is reading.
She utilizes here the language opportunity to drill on expres-
sion, by asking several children to give their interpretation of the
sentence. These sentences serve a dual purpose, affording an op-
portunity for drill and for expression.

Phonetics. Presentation of the phonetic perception cards for
the story and drill. See Type Lesson — Phonetics, Families, p. 55.
(For Devices, see Phonetic Devices, Manual, pp. 46-49.)

126

STEP 60
Basic Story. Tiik Littlk Tin Soldiiou.

Language. Onil reproduction of the story, Tlie Little Tin
Soldier, in the followin*'' wjiy : The cliildren have l)rou<;ht to school
the toys mentioned in the story. The teaclier shows them how to
play the game. She holds up a toy soldier, and quotes from the
story, " Once upon a time, there was a Tin Soldier." A child may
select any one of the toys, and give a sentence from the story about
it. Continue in this way until all the story has been recalled.

Reading. Analysis: The sentences from Step 59 are on the
blackboard. A child may recall any one of the sentences and point
to it. Call on other children to do likewise, until all the sentences
have been reviewed. Then the teacher repeats one of the sen-
tences and underscores the word group or sight word that she
wishes to develoj), repeats the underscored words again, and asks'
a child to match the underscored words with the same on percep-
tion cards, charts, and in books. Continue thus with all the
word groups and sight words that occur in these sentences.

Phonetics. The teacher builds, on the blackboard, the pho-
netic lists found in the Summary, Steps 58 to 62. Families, ong,
ell, een ; Initial Phonogram, gr.

STEP 61
Basic Story. The Little Tin Soldier.

Language, i. The children may recall Ding, Dong, Bell, and
all other rhymes. Develop the rhyme. Singsong. (See Manual,
p. 29.)

2. Dramatization of the story. The Little Tin Soldier.

Reading. Analysis: Books. Drill on the word groups and
sight word perception cards and chart. The children may find

127

also the word groups und sight words of the story in their books,
and read the sentences in which these are found. (See Devices —
Word CJrou])s and Sight Words, pp. 41-46.)

Phonetics. Drill with the phonetic cards for this story. (See
Devices — Phonetics, ])p. 46-49.)

STEP 62

Basic Story. The Little Tin Soldier.

Language. The teacher allows the children to select a per-
ception card from the story, and give the sentence that the word
or words suggest.

Reading. Boohs: The children may read the story from the
books. (See Reading from the Book, p. 19.)

Phonetics. Rapid drill with phonetic cards, including all de-
veloped to this time. (See Phonetic Devices, pp. 46-49.)

Blackboard Review

Jack

saw

hoji

pig

bright

flew

sack

raw

toy

rig

night

flat

rack

paw

coy

fig

light

fling

tack

caw

Roy

gig

sight

flaw

pack

law

brig

fright

flight

lack

daw

hoy

dig

might

flip

hack

flaw

bat

wig

tight

flit

slack

ball

right

flap

bump

air

fight

good

bold

fair

flight

brown

hood

gold

back

lair

plight

bran

wood

gall

big

hair

slight

bring

128

SUMMAH^^ STKPS n.3 to 67
Basic Story. Bov Bluk and the Dkum.
Rhyme. Little Boy Blue.

Thought-groups. 1. P. 7!) (seven lines).

2. P. 79 (begin with line 8), 80 (four lines).

3. P. 80 (begin with line 5).

4. P. 80 (begin with hne 16), 81.

5. P. 82.

2. SIGHT

WORDS

Toy Store

hard

Drum

broke

House

head

marehed

I. WORD GROUPS

Once upon a time
Do not go
You would only

3. PHONETICS

Rhymes : Little Bo Peep. Key Words : Jwme

Little Boy Blue. stack

Little Jack Horner. corner

Initial Phonograms

Family {Blend) Ending

home — ome blue — hi corner — er
stack — st

blue

home

dome

tome

Rome

Blending
blue stack

bland sting

black stall

blind stump

stood

corner
folder
singer
fairer
neater

Review Phonetic Summary, Steps 58 to 62.

ST. HR. MANUAL 9 129

SUGGESTED CORRELATION. STEPS G3 to G7
Basic Story. Boy Blue and the Drum.

1. Conversation. See Pictures in Reader, First Year — First
Half, pp. 78 to 82.

2. Music. Little Boy Blue.

3. Memory Selection. Rhyme: Bye, Baby Bunting (New)

4. Picture Study. Rabbit.

5. Nature Study. Rabbit.

6. Story-telling. Boy Blue and the Drum.

7. Dramatization. Boy Blue and the Drum.

8. Analysis. Thought-groups.

Sentences.

Word Groups. 1

Sight Words. (See Summary, Steps 63 to 67.)

Phonetics. I

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Boy Blue and the Drum.

12. Visualization and Penmanship: stack. (See Summary,
Phonetics, Steps 63 to 67.)

13. Games. Telling the Sound; A Visit to the Toy Shop.
(See Manual, p. 32, 31.)

14. Occupations. Trace, cut, draw, color, or mount: Rabbit,
Boy Blue's horn. Illustrate the story.

130

STEP 68

Basic Story. Boy Bluk and the Drum.

Language. The teacher tells the story, Boy Bhie and the
Drum, in a very intimate way, havinji about her the toys that were
brought to school by the children for the story. The Little Tin
Soldier.

Reading. Analysis : Books. The children may open their books
to the story. Boy Blue and the Drum, and find all their old friends
and also words within words.

Phonetics. Develop the key words for the story. (See Sum-
mary, Steps 63 to 67.)

STEP 64
Basic Story. Boy Blue and thk Drum.

Language. The children reproduce the story. Boy Blue and
the Drum. The teacher recalls the rhyme, Little Boy Blue.

Reading. Analysis: The teacher recalls sentences from this
story, containing the word groups and sight words to be developed,
and writes the words on the blackboard, when she comes to them
in the sentence, or she indicates the perception cards on which they
occur.

Phonetics. Drill with the phoneti(t cards for this story. (See
Phonetic Devices, Manual, pp. 46-50.)

STEP 65

Basic Story. Boy Blue and the Drum.

Language. Children dramatize the story, Boy Blue and the
Drum. The other children at their seats may give the descriptive
parts.

131

Reading. Analysis: Hooka. The children may find iti Iheir
books the words that the teac;her flashes, and they may give the
sentence in which the words occur. (Use Devices — Habits,
Quick Perception, (8), p. 36.)

Phonetics. The teacher builds the lists on the blackboard, as
found in the Summary, Steps 63 to 67. Family, ome; Initial
Phonograms, 6/, st; Ending, er.

STEP 66

Basic Story. Boy Blue and the Drum.

Language. The children may recite and dramatize the rhymes
they wish to give.

Reading. Analysis: Books. The teacher asks the children to
find a sentence containing any word that she may dictate. She
may use the word groups and sight words of the story, also old
friends.

Phonetics. Drill on the lists developed in the Summary, Stejjs
63 to 67. (See Phonetic Devices, Manual, pp. 46-49.)

STEP 67

Basic Story. Boy Blue and the Drum.

Language. One child tells the story. Boy Blue and the Drum,
while the other children follow the story in the books, pointing
only to the first word of each line, as the story progresses.

Reading. Books: The children may read the story, Boy Blue
and the Drum, from the books. If there is time, let them reread
The Little Tin Soldier. This will be a fine opportunity for com-
parison of the two stories.

Phonetics. Review all the families and initial phonograms
acquired. (See Phonetic Devices, Manual, pp. 46-49.)

132

SUMMARY. STEPS (is to 72
Basic Story. Hunny Bunting.
Rhyme. Bye, Baby Bunting.

Thought-groups

. LP. 84, 85 (four 1

lines).

5. P. 88.

2. P. 85 (begin wi

th Hne5).

6. P. 89.

3. P. 86.

7. P. 90.

4. P. 87.

I. WORD GROUPS

2. SIGHT WORDS

I must not

Bunny Bunting

Black Snake

; cabbage

Then he heard

Mother Bunting

breakfast

Chirp

Bob White

clover

rabbit

Rol)in Redbreast

carrot

cried

Bluebird

cherries

scratched

grass

3. PHONETICS

Rhymes : Bye,

Baby Bunting. Key

Words : hunting lorap

Fa, Fe, Fl, Fo, Fil.

skin

kitty

Families

Initial

Phonograms

hunt — unt

(Blend)

skin — in

kitty — k

skin — sk

wrap — ap

Blending

hunt

skin tvrap

kitty

skin

runt

din slap

king

skip

stunt

fin map

kind

blunt

tin lap

keen

grunt

pin cap

brunt

sin gap
win sap

Review Phonetic Summary, Steps 63 to 67,

133

SUGGESTED CORRELATION. STEPS 08 to 72
Basic Story. IJunnv Bunting.

1. Conversation. Sec pictures in Reader, First Year — First
Half, pp. 84, 86, 87, 89, 90.

2. Music. Hare in the Hollow (Hofer).

The Bunny (Small Songs for Small Singers).

3. Memory Selections. Rhymes: Simple Simon (New).

Bye, Baby Bunting.

Fa, Fe, Fi, Fo, Fu (New).

(See Manual, pp. 25-29.)

4. Picture Study. Birds.

5. Nature Study. Bob White, Robin Redbreast, Bluebird.

6. Story-telling. Bunny Bunting.

7. Dramatization. Bunny Bunting.

8. Analysis. Thought-groups.

Sentences.

Word Groups. ^

Sight Words. \ (See Summary, Steps 68 to 72.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Bunny Bunting.

12. Visualization and Penmanship : hunt. (See Summary, Steps
68 to 72.)

13. Games. Hare in the Hollow (Hofer).

The Bunny. (Small Songs for Small Singers.)

14. Occupations. Trace, cut, draw, color, or mount: Bird,
cherries, basket.

Illustrate the story.

134

STEP 68
Basic Story. Bunny Bunting.

Language, i. Review: Bye, Baby Bunting. Teach: Fa, Fe,
Fl, Fo, Fu.

2. The teacher tells the story. Bunny Bunting.

Reading. Analysis: Books. The children may find all their
old friends in the story, Bunny Bunting, also words within words.

Phonetics. Develop the key words in the Summary, Steps 68
to 72.

STEP 69

Basic Story. Bunny Bunting.

Language, i. Oral reproduction of the story, Bunny Bunting.
Picture Study : See Devices — Oral Reproduction, (1), p. 40.

2. Dramatization of the story. (See Devices — Dramatization.)

Reading. Analysis: Blackboard. The teacher has sentences on
the blackboard containing the words found in the Summary for
this story. She should select sentences that will afford a good op-
portunity also for expression. Tiie teacher retells the story. Bunny
Bunting, and as she comes to a sentence that contains words to be
taught, she indicates which sentence it is. She asks different chil-
dren to point to the same sentence and tell her the sentence. Then
the teacher reads one sentence after the other, pausing and under-
scoring the word groups or sight words.

Phonetics. The teacher may have a drill with the phonetic
cards for the story. (See Phonetic Devices, Manual, pp. 46-49.)

STEP 70

Basic Story. Bunny Bunting.

Language. Dramatization of the story, Bunny Bunting. One
child may read the descriptive parts while the other children at
their seats follow in their books.

135

Reading. Analysis: Drill on the word groups and sight words
for this story. (See Word Grouj) and Sight Word Devices, Manual,
pp. 41-46.)

Phonetics. The teacher may build on the blackboard the lists
found in the Summary, Steps 68 to 72. (See Phonetic Devices,
pp. 46-49.) Families, unt, in, ap ; Initial Phonograms, k, sk.

STEP 71
Basic Story. Bunny Bunting.

Language, i. Teach the rhyme, Simple Simon.

2. The teacher may give one word from any of the rhymes, and
the children may repeat the rhyme. Then a child may give a word
from a rhyme and another child may repeat the rhyme. Place
the device entirely in the children's hands as soon as possible.

Reading. Analysis: Books. Drill on the word grouj)s and sight
words. Do not neglect the language side of the drills. Find word
groups and sight words in the story. Tell the sentences in which
they are found.

Phonetics. Drill on the phonetic lists built in Step 70.

STEP 72
Basic Story. Bunny Bunting.
Language. Dramatization of the story. Bunny Bunting.

Reading. Books: The children may read the story. Bunny
Bunting, in their books. (See Reading from the Book, p. 19.)

Phonetics. Drill on all the phonetics acquired. (See Phonetic
Devices, pp. 46-49.)

136

SUMMARY. STEPS 73 to 77
Basic Story. Why the Rabbit Laughed.

Rhyme. Simple Simon.

Thought-groups. 1. P. 93 (seven lines).

2. P. 93 (begin with line 8), 94.

3. P. 95.

4. P. 96.

I. WORD GROUPS

2. SIGHT WORDS

How do you do

White Rabbit

stretched

water

Here is a rope

Mr. Whale

bottom

three

both very strong

Mr. Elephant

sea

bushes

Tug of War

rope

backwards

Pull harder

3- PHONETICS

Rhymes : Simple Simon. , Key Words : we7it

Hey, Diddle, Diddle. spoon

Jack be Nimble. jump

Mistress Mary. shells

Initial Phonograms

Family

(Blend)

Ending

went — ent

jump

-j(-

dzh)
Blende

spoon — sp
mg

shells — s ( =

went

spoon

jump

shells

sent

span

jaw

bells

tent

spell

Jack

rings

vent

spin

wings

dent

spent

boys

bent

toys

Review Phonetic Summary, Steps 68 to 72.

137

SUGGESTED CORRELATION. STEPS 78 to 77
Basic Story. Why the Rabbit Laughed.

1. Conversation. See pictures, Reader, First Year — First
Half, pp. 92, 94, 96.

2. Music. Tiddly Winks and Tiddly Wee (Small Songs for

Small Singers).
The Zoo. (Bentley.)

3. Memory Selections. Baa, Baa, Black Sheep (New).

Mistress Mary (New).
Simple Simon.
(See Reader, First Year — First Half, pp. 91, 108, 109.)

4. Picture Study. Elephant, whale.

5. Nature Study. Elephant, whale.

6. Story-telling. Why the Rabbit Laughed.

7. Dramatization. Why tlie Rabbit Laughed.

8. Analysis. Thought-groups.

Sentences.

Word Groups.!

Sight Words. \ (See Summary, Steps 73 to 77.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Why the Rabbit Laughed.

12. Visualization and Penmanship: jump. (See Summary,
Steps 73 to 77.)

13. Game. Tug of War.

14. Occupations. Trace, cut, draw, color or mount: Ele-
phant, whale. Simple Simon's pail, fishing rod.

Illustrate the story.

138

STEP 73

Basic Story. Wiiv the Rabbit Laughed.

Language. Children ojxmi Ihcir books to the illustrations of
the story, Why the Rabbit Laughed. Through conversation the
teacher will be able to develop, with the children, many of the
common characteristics of the animals of this story. Then she
may follow the period of conversation with the telling of the story,
emphasizing the word groups and sight words that are to be taught
in the story.

Reading. Blackboard: The teacher has on the blackboard,
at the beginning of the lesson, the word groups and sight words to
be taught in the story. She tells the story again, and as she comes
to one of the word groups or sight words, she simply touches it
with the pointer and passes on in the telling of the story, with no
remark about it. There is so much repetition of these words that
the children will catch the association readily.

Phonetics. Develop the key words in Summary, Steps 73 to 77.

STEP 74

Basic Story. Why the Rabbit Laughed,

Language, i. Rhyme: Simple Simon.

2. 'J'he children give oral reproduction of the story. Why the
Rabbit Laughed.

Reading. Analysis: Blackboard. The words remain on the
blackboard from Step 73. The children may point to any of the
words they know, and give a sentence from the story, containing
the word. Continue with this device until all the words are used.

Phonetics. Drill with the phonetic cards for this story. (See
Phonetic Devices, Manual, pp. 46-49.)

139

STEP 75

Basic Story. Why the Rabbit Laughed.

Language. Children dramatize the story, Why the Rabbit
Laughed.

Reading. Analysis: Books. Children find in tiieir books the
sentences containing the words that the teacher indicates at the
blackboard or by perception cards. The children give the sen-
tences. It may be necessary for the teacher to aid the children by
giving them clews.

Phonetics. The teacher develops the phonetic lists found ^n
the Summary, Steps 73 to 77. Family, ent ; Initial Phonograms,
j, sp; Ending, s( = z).

STEP 76

Basic Story. Why the Rabbit Laughed.

Language, i. Develop the new rhymes, Mistress Mary, and
Baa, Baa, Black Sheep.

2. The children may recall all the rhymes, through pantomime.

Reading. Analysis: i. Drill on the word groups and sight
words for the story. (See Word Group and Sight Word Devices.)

2. Books : The children may find all their old friends in the story,
whether word groups, sight words, or phonograms.

Phonetics. Drill on the phonetic lists found in the Summary.

STEP 77
Basic Story. Why the Rabbit Laughed.
Language. Dramatization, Why the Rabbit Laughed.

Reading, i. Rapid review of the word groups and sight words
for the story.

2. Books: The children read the story from the books. (See
Reading from the Book, p. 19.)

Phonetics. Review of phonetics acquired. (See Devices, p. 46.)

140

SUMMARY. STEPS 78 to 82

Basic Story. The Buckwheat Boy.
Rhyme. Run, Run, Ahoy, Ahoy.

Thought-groups. 1. P. 1)7. 0. P. lO"* (hogin with line 7), 103.

2. P. 98. 7. P. 104, 105 (.six line.s).

3. P. 99. 8. P. 105 (begin with line 7), 100.

4. P. 100. 9. P. 107.

5. P. 101, 102 (.six lines).

2. SIGHT WORDS

Hor.se
Wolf
shouted
can't

[. WORD GROUPS

lived all alone
down the street
swim across
half gone
another snap

Buckwheat Boy
Old Woman
Old Man
Cow

chased

Nobody

river

shoulder

care

3. PHONETICS

Rhymes : The Fox. Key Words : fox

Baa, Baa, Black Sheep. you

Mistress Mary. pretty

Little Miss Muffet.

Initial Phonograms

quite
eating

Family

{Blen

Ending

fox — ox

you — y

pretty -

~ pr

eating — ing

quite —

qu 1

:=kw)

Blending

fox yon

pretty

quite

eating

singing

box yell

prow

quack

finding

telling

prig

queen

falling

folding

prop

quit

jumping

packing

prong

hunting

standing

Review Phonetic Summary, Steps 73 to 77.

141

SUGGESTED CORRELATION. STEPS 78 lo 8^2
Basic Story. The Buckwheat Boy,

1. Conversation. See pictures, Reader, First Year — First Half,
PI). 97 to 107.

2. Music. Poppies ((Jaynor).

3. Memory Selections. The Fox.

Baa, Baa, Black Sheep.
Mistress Mary.
Little Miss Muffet.

4. Picture Study. Horse, wolf.

5. Nature Study. Horse, wolf, buckwheat.

6. Story-telling. The Buckwheat Boy.

7. Dramatization. The Buckwheat Boy.

8. Analysis. Thought-groups.

Sentences.

Word Groups.]

Sight Words. \ (See Summary, Steps 78 to 82.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

1 1 . Reading. Books : The Buckwheat Boy.

12. Visualization and Penmanship: eating. (See Summary,
Phonetics, Steps 78 to 82.)

13. Game. Run, Run, Ahoy, Ahoy. (Children originate game.)

14. Occupations. Trace, cut, draw, color, or mount: Horse,
wolf. (See silhouette, Reader, p. 107.)

Illustrate the story.

142

STEP 78
Basic Story. The Buckwheat Boy.

Language, i. Review the rhymes, Baa, Baa, Black Sheep,
Mistress Mary, The Fox, unci Little Miss Muffet.

2. The teacher tells the story. The Buckwheat B03', and very
casually places word cards on the chalk tray as she speaks a word
group or sight word. She makes no comment in regard to the
words.

Reading. Analysis: Books. The children may open their
books and attempt to tell the story. The pictures will suggest
the thought units. The teacher will guide the turning of the
pages, to assist in locating the thought units on the pages. If
there is time, the children may note their old friends on the pages.

Phonetics. Develop the key words in Summary, Steps 78 to S'i.

STEP 79

Basic Story. The Buckwheat Boy.

Language. Children give oral reproduction of the story, The
Buckwheat Boy. The children at their seats may have their
books open and follow each sentence as it is given, pointing only to
the first word of each line. Have several children each tell a
thought unit in the story.

Reading. Analysis: The teacher may recall the sentences
containing the words to be taught, and place the word groups and
sight words on the blackboard as she speaks them. After she has
presented all the word groups and sight words for this story, a drill
should follow. (See Devices, Word Groups and Sight Words,
Manual, pp. 41-46.)

Phonetics. Introduce the phonetic cards and follow with a
drill. (See Phonetic Devices, Manual, pp. 46-49.)

143

STEP 80
Basic Story. The Buckwheat Boy.
Language. Dramatization of the story. (See Manual, p. 39.)

Reading. Analysis: Drill on the word groups and sight words.
Books: Indicate thought units for study by the pictures. Have
the children locate the thought units in the story.

Phonetics. Build phonetic lists found in Summary, Steps 78 to
82. Family, ox ; Initial Phonograms, y, pr, qu ; Ending, ing.

STEP 81

Basic Story. The Buckwheat Boy.

Language, i. The children recall the rhymes. Baa, Baa, Black
Sheep, and Mistress Mary, in pantomime.

2. The children dramatize the story. The Buckwheat Boy.

Reading. Analysis: Drill upon the word groups and sight
words for tlie story.

Books: The finding of old friends and words within words will
aid in the preparation of the reading of the story.

Phonetics. Drill on the phonetic lists developed in Step 80.

STEP 82

Basic Story. The Buckwheat Boy.

Language. Preparation for good expression in reading. The
teacher asks the children, for example, to find and give the sentence
that tells what the Old Woman said when she had finished making
the Buckwheat Boy. Treat the rest of the conversation of the
story in the same way.

Reading. Books : The children may read the story. The Buck-
wheat Boy, from the books. (See Reading from the Book, p. 19.)

Phonetics. Drill on all the families and initial phonograms
acquired up to this step.

• 144

SUMMARY. STEPS 83 lo 87

Basic Story. The Naughty Billy Goat.

Rhymes. Baa, Baa, Black Sheep.
Mistress Mary.

Thought-groups.

1. P. 110.

2. P. Ill (twrlve lines).

3. P. Ill (begin with line 13), 112

(five lines).

4. P. 112 (begin with line ()), 113.

5. P. lU, 115 (two lines).

I. WORD GROUPS

began to cry Billy Goat

Why do you Boy

has run away Gray Squirrel

Bumblebee

G. P. 11.5 (begin with line 3).

7. P. 11(5, 117 (two lines).

8. P. 117 (begin with line 3).

9. P. 118.
10. P. 119, 120.

2. SKJIIT WORDS

sting

rushed

readied

3. PHONETICS
Rhymes : Singsong. Key Word : cry

Fa, Fe, Fi, Fo, Fu.
Rab, Reb, Rib, Rob, Rub.

Family

cry — // (= i)

Initial Phonogram

{Blend)
cry — cr

Voivels

a e I 6 u

a e i 6 li

Blending

cry

fry

crack

sty

crop

sky

Long and Short Voivels

fa rab

fe reb

fl rib

fo rob

fil riib
Review Phonetic Summary, Steps 78 to 82.

ST. HR. MANUAL 10 145

SUGGESTED CORRELATION. STEPS 83 to 87
Basic Story. The Naughty Billy Goat.

1. Conversation. See pictures, Reader, First Year — First
Half, pp. 110 to 120.

2. Music. The Clock (Bentley).

3. Memory Selections. Fa, Fe, Fl, Fo, Fu.

Rab, Reb, Rib, Rob, Riib (New).
Baa, Baa, Black Sheep.
Mistress Mary.

4. Pictures. Goat, squirrel.

5. Nature Study. Goat, squirrel. •

6. Story-telling. The Naughty Billy Goat.

7. Dramatization. The Naughty Billy Goat.

8. Analysis. Thought-groups.

Sentences.

Word Groups.!

Sight Words. \ (See Summary, Steps 83 to 87.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: The Naughty Billy Goat.

12. Visualization and Penmanship : cry. (See Summary, Steps
83 to 87.)

13. Games. Dickory, Dickory, Dock (Gaynor).

14. Occupations. Trace, cut, draw, color, or mount: Squirrel,
goat. (See silhouette, Reader, p. 121.)

Illustrate the story.

146

STEP 83
Basic Story. The Naughty Billy Goat.

Language, i. Toll llio .story, The Naughty Billy Gout, allow-
ing the children to have their hook.s open at the .story.

2. Develoj) the refrains in the story: (a) Intery, mintery, cut-
lery, corn ; (6) Cry, baby, cry ; and the rhyme. Singsong.

Reading. The teacher may assist the children in the oral repro-
duction of the .story, The Naughty Billy Goat. When they come
to a difficulty, it will often aid to show them in the story the sen-
tence or word. This slight aid is often all that is necessary.

Phonetics. Introduce the key words. Summary, Phonetics,
Steps 83 to 87.

STEP 84

Basic Story. The Naughty Billy Goat.

Language, i. Teach the rhyme, Rab, Reb, Rib, Rob, Rub.
Review, Fa, Fe, Fi, Fo, Fu.

2. The children give the oral reproduction of the story. The
Naughty Billy Goat.

Reading. The teacher gives sentences from the story that con-
tain the words to be taught, and she places the words on the black-
board as she comes to them. A drill on these words is to follow.
If the child does not recall a word, the teacher aids him by recalling
the thought or sentence.

Phonetics. Teacher builds the list found in the Summary,
Steps 83 to 87. A drill should follow.

STEP 85

Basic Story. The Naughty Billy Goat.

Language. Dramatization of the story. The Naughty Billy
Goat. The children at the seats may give the descriptive parts
of the story.

147

Reading. Analysis: Drill on tlir word groups and sight words.
Boolc)-: Find old friends-, and words within words in the story.

Phonetics. Ix't the childrni attcMiipt to make the list found
in Step 84 grow, by additions that they may suggest.

STEP 86

J?asic Story. The Naughty Billy Goat.

Language. Teacher chooses different groups of children to
dramatize each thought-group in the story.

Reading. Analysis: 1. Drill on the word groups and sight
words in the story. (See Devices, Word Groups and Sight Words,
Manual, pp. 41-46.)

2. Books. The children may find the word groups and sight
words of the story in their books, and read the sentences in which
these occur.

Phonetics. The children may find in their books illustrations
of the phonetic elements found in the Summary, Steps 83 to 87.

STEP 87

Basic Story. The Naughty Billy Goat.

Language. One child tells the story, The Naughty Billy Goat,
while the children at their seats follow the story in their books.

Reading. Books, i. Review of the word groups and sight
words of the story.

2. Reading of the story from the books. (See Reading from
the Book, p. 19.)

Phonetics. Review of all the phonetics acquired thus far.
(See Phonetic Devices, Manual, pp. 46-49.)

148

SUMMARY- RPXAPITULATION. STEPS SH (., !)()

Phonetics. Rliynies : A Fay and an Eli". (Manual, p. 29.)
Slippety, Slip.
The Fox.

Families: elf oak ice
ate use up

Key Words : elf oak ice
ate use up

Blending

elf

ate

ice

use

self

fate

rate

slate

mice

fuse

shelf

late

Kate

grate

nice

oak

mate

plate

state

slice

soak

hate

gate

skate

si)ice

sup

croak

date

c;rate

price

cup

Review Phonetic Summary, Steps 83 to 87.
Blackboard Review

find

eat

new

slip

shop

mind

seat

mew

sip

fit

hop

rind

meat

hew

nip

lit

sop

hind

neat

j)ew

lip

sit

mop

wind

heat

few

dip

hit

lop

grind

peat

Jew

pip

pit

fop

blind

bleat

stew

rip

mit

top

bind

beat

dew

hip

wit

flop

kind

tip

flit

slop

song

hell

ship

sht

stop

and

long

tell

grip

bit

prop

hand

tong

sell

skip

quit

crop

sand

prong

fell

grit

land

shell

149

PHONETIC TABLE. STEPS 88 to 90

Application of Vowels

Have the words read across the page for the sounds of the dif-
ferent vowels, and down the page for emphasis on a single vowel.
Call the child's attention to the fact that in many words with two
vowels, such as ate, eat, ice, oak, and use, the second vowel is not
sounded but makes the first vowel tell its name. The table gives
a review of all the initial phonograms.

rab

reb

rib

rob

rub

elf

ran

men

sit

top

hunt

ham

den

nip

box

cup

nap

lent

jig

hop

lump

fan

well

skin

stop

frump

cap

sent

king

shop

plump

hand

fell

fling

fox

brunt

plan

tell

bring

flop

dump

flat

vent

slip

mop

slump

grand

shell

shin

prop

grunt

black

spent

grin

pop

blunt

band

quell

skip

slop

jump

slack

spell

sting

crop

stump

ate

eat

ice

oak

use

plate

beat

nice

oat

fuse

cane

meal

dike

dome

tune

bake

here

time

toe

hue

150

STEP 88

Language. The children may open their hooks to the blocked
cover pages containing the pictures of their Mother Goose friends.
They may select a ])icture, and give a sentence about it.

Reading. i. A drill to review all the word groups and sight
words taught during the eighty-seven Steps. (See Word Group
and Sight Word Devices, (21), p. 44.)

2. Let the children select the story to be read.

Phonetics. New Families : elf, oak, ate, use, ice, iij).

(See Steps 88 to 90; Phonetic Type Lesson — Families, p. 55.)

STEP 89

Language. Have several stories retold. Let each child make
his own selection.

Reading, i. A drill to review all the words taught during
the eighty-seven Steps. (See Word Group and Sight Word
Devices, (18).)

2. Choose one child to read to the class, while the rest listen
to the story with their books closed. Have other children repro-
duce the story.

Phonetics. Application of the vowels. (See Steps 88 to 90.)

STEP 90

Language. The children may give all the rhymes taught dur-
ing the eighty-seven Steps. Let each child choose a rhyme.

Reading, i. A drill to review all the words taught during
the eighty-seven Steps. (See Devices, (19).)

2. Let the children choose the story to be read. (Independent
Reading.)

Phonetics. Let this exercise be a test of the children's pho-
netic power. Place on the blackboard words belonging to all the
families and containing the initial phonograms thus far taught,
but not the key words, and apply a drill found under Phonetic
Devices. (See Phonetic Devices, 19, 20, or 10, i)p. 49, 48.)

151

CHRONOLOGICAL PHONETIC SUMMARY

First Year — First Half

Steps

1-10

11-15
16-19
20-25

26-30

31-35
36-39
40-44

Stories

Bo Peep and Her

Sheep

Humpty
Dumpty's Fall

Jack Horner and
the Pie

Mrs. Sugar
Bowl's Party

Dish and Mrs.
Sugar Bowl

Mother Hub-
bard's Party

The Cat and
Miss Muffet

Red Hen's Nest

Red Fox and the

Nest

Red Hen and
Brown Fox

Key Words

tails
put
ran
none

find

lost
sat
men
home

sat
men

am
fall

ran jump
old

ding plum

cow

Jack saw
good

boy

frightened

pig flew
air brown
bright

Initial
Phonograms

(Blend)

Families

f t

1 P

s r

m n

at
en

am
all

an ump
old

ing

ow
ack aw

ood

air
ight

End-
ings

152

CHRONOLOCIICAL PHONETIC SV MM XRY — Continued

Steps

45-47
48-52
53-57
58-62
63-67
68-72

73-77
78-82

83-87
88-90

Stories

Gray Duck and
Brown Fox

The Cat and the
Goose

The Greedy
Lion

The Little Tin
Soldier

Boy Blue and
the Drum

Bunny Bunting

Why the Rabbit
Laughed

The Buckwheat
Boy

The Naughty
Billy Goat

Recapitulation

Key Words

find
eat

wall
it

and
shop

dog
new

slip

very

Initial
Phonograms

(Blend)

song
green bell

blue home
stack corner

hunt

kitty wrap

skin

went jump

spoon

shells

fox

quite

you

eating

pretty

cry

elf

use

ate

ice

oak

( = dzh)

Familiea

End-
ings

ind
eat ew

ip
it

and
op

ong(=ong)
gr een ell

bl i ome
st

unt

ent

( = kw)

pr
or

Vowels

aeiou
aeioii

s(=z)

y( = i)

elf use
ate ice
oak up

153

PHONETIC KEY

First

Rhymes

Little Bo Peep

Little Miss Muffet
Humpty Durapty

Little Bo Peep

Little Jack Horner
Hey, Diddle, Diddle
Old Mother Hubbard
Hey, Diddle, Diddle

Little Jack Horner

Old Mother Hubbard
Humpty Dumpty
The Fox
Handy, Spandy
Fa, Fe, Fi, Fo, Fu
Jack Be Nimble
Baa, Baa, Black Sheep

Little Jack Horner
Little Miss Muffet

Dickory, Dickory, Dare

Slippety, Slip
Ding, Dong, Bell

Little Boy Blue

Bye, Baby Bunting
Hey, Diddle, Diddle

r'ear — First Half

Key Words

Initial Phonograms

find
lost

sat

men

home
tails

put

ran

none

cow

good

boy

dog

wall

very

shop

kitty

jump

j(=dzh)

you

(Blend)

plum

frightened

flew

fl ■

brown

slip

green

j blue
1 stack

skin

spoon

154

Rhymes

Mistress Mary
Singsong

Little Miss Muffet

Humpty Diimpty
Little Jack Horner
Humpty Dumpty
Hey, Diddle, Diddle
Old Mother Hubbard
Jack Be Nimble
Ding, Dong, Bell
Hey, Diddle, Diddle

Little Jack Horner

See, Saw, Marjory Daw
Little Jack Horner

Dickory, Dickory, Dare

The Fox
Little Bo Peep
Little ]Miss Muffet
See, Saw, Marjory Daw
Slippety, Slip
The Fox

Handy, Spandy

Singsong

Ding, Dong, Bell

Little Bo Peep

Key Words

Initial Pli(>ri()(/r<tinti

{Blend)

f pretty
1 quite

qu (= kw)

cry

Families

sat

men

fall

all

ran

old

jump

ump

ding

ing

cow

Jack
good

ack

ood

saw

boy

[pig
I air

air

bright

ight

find

ind

eat

new

slip

and
shop

and

song

ong ( = ong)

jbell

ell

1 green

een

home

ome

155

Rhymes Key Words

Families

hunt

unt

Bye, Baby Bunting

•skin

wrap

Simple Simon

went

ent

The Fox

fox

Singsong

cry

yi=i)

A Fay and an Elf

elf ate
. oak use

elf ate
oak use

Slippety, Slip

ice

The Fox

up
Endings

Little Jack Horner

corner

Mistress Mary

shells

■ si=z)

Little Miss Muffet

eating

ing

Vowels

Fa, Fe, Fi, Fo, Fu

e, I, 6, u

Rab, Reb, Rib, Rob, Rub

e, i, 6, ii

WORD GROUPS

Steps 1 to 10
looked and looked
could not find them
Then she went
Leave them alone

Steps 11 to 15
was eating
give me some

Steps 16 to 19
Will you
I will not
ran after him

Steps 20 to 25
were there
Let us play
Cat and Mouse
They played
danced together

156

Steps -26 to 30
Puss in ihc Corner
Once there was
would not go

Steps 31 to 35
Good morning
There is something
By and by

Steps 36 to 39

walked and walked
On the way
What a fine dinner
Do not tell

Steps 40 to 44

So he went
Let me think
swayed to and fro

Steps 45 to 47
swam away
came back

Steps 48 to 52
Have you
down the road
You are
On and on

Steps 53 to 57
Indeed I will

I liave eaten
looked all around

Steps 58 to 62

Wliere are you going
Come along

Steps 63 to 67
Once upon a time
Do not go
You would only

Steps 68 to 72

I must not
Then he heard

Steps 73 to 77
How do you do
Here is a rope
both very strong
Tug of War
Pull harder

Steps 78 to 82
lived all alone
down the street
swim across
half gone
another snap

Steps 83 to 87
began to cry
Why do you
has run away

157

SIGHT

WORDS

First Year-

— First Half

Steps 1 to 10

Dish

Little Bo Peep
Little Jack Horner

Cup
Saucer

Little Miss Muffet
Humpty Dumpty
Little

Knife

Fork

party

Please

sheep

help

corner

said

found

ice cream

cake

candy

laughed

Maid

round

table

Steps 11 to 15

wash

Little Boy Blue

face

garden

spider

Steps 26 to 30

Old Mother Hubbard

away
climbed

good-by

great

bird
called

Steps 16 to 19

pie

Steps 31 to 35

thumb

Red Hen

pulled

Gray Duck

Steps 20 to 25

White Goose
Brown Owl

Mrs. Sugar Bowl

corn

Little Spoon

nest

158

cluck

Big Pig

quack

Black Bear

asked

Brown Lion

talk

one hundred

who

invited

kitty

supper

two

Steps 36 to 39

hungry

Mrs. Hen

Mrs. Duck

sewing
coat

Mrs. Goose
Mr. Owl

Steps 53 to 57

Red Fox

Spry Mouse

himself

gnawed

black

Steps 58 to 62

Steps 40 to 44

Tin Soldier

Brown Fox

Gun

bag

Sword

scissors

Bugle

cut

King

hole

Castle

opened

to-day

Steps 45 to 47

thanked
each

caught

medal

behind

Steps 63 to 67

Steps 48 to 52

Toy Store

Gray Cat

Drum

Little Duck

House

159

marched

stretched

hard

bottom

broke

sea

head

backwards

bushes

Steps 68 to 72

Bunny Bunting

Steps 78 to 82

Mother Bunting

Buckwheat Be

Bob White

Old Woman

Robin Redbreast

Old Man

Bhiebird

Cow

Black Snake

Horse

Chirp

Wolf

rabbit

shouted

breakfast

9 .

can t

clover

chased

carrot
cherries

Nobody

cabbage

river
shoulder

cried

scratched

care

grass

Steps 83 to 87

Steps 73 to 77

Billy Goat

White Rabbit

Boy

Mr. Whale

Gray Squirrel

Mr. Elephant

Bumblebee

rope

sting

water

rushed

three

reached

160

Words wliic
be able to re
stories can be

A
and
alone
away
after
am
asked
a

air
are
all

around
along
across
another
ate

Bo Peep

Boy

Blue

bird

Brown

black

boy

bag

bright

brown

TEACIIING VOCABULARY

h the i)upils at the end of the first half year should
^(^og.uze at sight. The other words found in the
read in their connection with the context.

back

behind

Big

big

Black

Bear

Bugle

bell

broke

blue

Bunny Bunting

Bob White

Bluebird

breakfast

both

bottom

backwards

bushes

Buckwheat

began

Billy

Bumblebee

could

corner

climbed

Cat

cat

Cup

cream

cake

candy

Corner

called

cow

corn

cluck

cut

(;ame

caught

coat

Come

Castle

clover

carrot

cherries

cabbage

Chirp

cried

Cow

can't

chased

care

cry

danced

Dish

ding

ST. HR. MANUAL 11

161

Duck

dinner

dog

down

Drum

eating

eaten

each

Elephant

elf

find

found

fall

Fork

face

fine

Fox

frightened

fro

flew

fox

G'
give
garden
great
go

good-by
Good
Gray

Goose

good

gnawed

going

Gun

green

invited

grass

gone

Indeed

Goat

ice

Humpty Dumpty

Jack Horner

help
home

jump

him

Hen

Knife

himself

hole

kitty
King

Have

hundred

looked

hungry

Leave

have

Little

House

little

hard

lost

head

Let

home

laughed

heard

Lion

hunting

lived

How

Here

harder

Miss Muffet

half

men

Horse

has

Mouse

162

Mrs.

pie

sat

Maid

pulled

some

Mother Hubbard

play

spider

morning

played

Sugar How

Mr.

party

Spoon

medal

Puss

Saucer

marched

plum

something

must

pig

saw

Mother Bunting-

Pig

Man

Pull

pull

swayed

pretty

scissors

not

swam

none

supper

quack

sewing

nest

quite

slip

new

Spry

Nobody

shop

ran

Soldier

round

Sword

old

Red

song

Once

road

Store

Old

Robin Redbreast

stack

Owl

rabbit

Snake

rope

scratched

opened

Rabbit

skin

river

strong

one

run

stretched

only

rushed

sea

reached

spoon

oak

shells

street

she

swim

Please

sheep

snap

put

said

shouted

163

shoukicr

Tin

wash

Squirrel

to-(l;iy

would

sting

thanked

White

time

white

Toy

who

thcni

Tug

walked

Then

three

way

tails

U
us

What

thumb

wall

there

upon

Where

They

used

wrap

they

War

together

1
V

Whale

table

water

the

very

Woman

There

Wolf

talk

went

Why

tell

was

think

Will

will

you

two

were

You

164

FIRST YEAR — SECOND HALF

Aims. (1) To continue to provide interesting content.

(2) To make use of the phonetic power acquired and increase
the same. ,

The teacher should famiharize herself with the plan of
work for the preceding hook, and also read pages 5 to 22 of
the Manual, in order to understand the new work.

The teaching of the memory selection precedes the
development of each story. Since dramatization produces
clear and vivid images and arouses keen interest, it should
be continued as with the preceding book. The dramatiza-
tion may precede the reading of the story, or it may follow.
If the latter method of procedure is used, it would be well
to have a second reading of the story follow the dramatiza-
tion, to secure increased vitality and vividness of expres-
sion. (See p. 19, Reading the Story from the Book.)

The Summary for each story gives the Thought-groups,
also the words under the headings (1) Word Groups, (2) Sight
Words, (3) Phonetics. These lists include every word in
the story, excepting words that occur in the stories for the
first half year. These familiar words are called old friends.
The thought-groups of the story may be determined by the
aid of pictures and conversation. Word groups and sight
words may be developed through the same aids. (See Ex-
planation of Terms, p. 21, for Thought-groups, Word Groups,
Sight Words, Key Words.)

The drills which have prevailed in the first book should
be continued, and they should be separate from the reading.
(See Devices, pp. 36-50.)

165

Phonetics. Undor Phonetics in each Summary are given
Key Words, Test Words, Families, Initial Phonograms, Bv-
ginnings. Endings, Blending. The key ivord.s are foimd in
the slory, and they should be taught first as sight words.
From the key words are selected families, initial phonograms,
beginnings, and endings. These are used for blending, to ac-
quire phonetic power, and to build a vocabulary. Test words
are new words in the story containing familiar phonetic ele-
ments. The children are to pronounce these for themselves,
thus using the phonetic power acquired. The words should
be written upon the blackboard. To aid in blending always
begin at the left when building a word. Take, for example,
the word wood. Write the initial phonogram, w, then add
the family ood. There should be no separation of the parts
of the word, and no separation of the sounds when blending.

{Silent Blend.) Under blending, the first word in each
column (italicized) is the key word. These lists should be
built up on the blackboard. The words consist of the new
phonogram or family selected from the key word, and a
phonogram or family previously acquired. There should be
a silent blend, that is, the word is first mentally pronounced, by
aid of inner speech, and then orally pronounced. The word
is a fusion of a series of continuous sounds, not separately
uttered sounds. (See Phonetic Type Lesson — Initial Phono-
grams, p. 5'i, and Phonetic Type Lesson ^ — Families, p. 55.)

Supplementary Readers. The basic Story Hour Read-
ers should be used only during the directed reading, to
promote interest in the reading lessons. Directed supple-
mentary reading in the classroom should not take place,
other than supplementary stories treated individually in the
Manual, until the book for First Year— First Half has been
completed. By this time the child will have begun to estab-

166

lish right habits and to .icciiiirc ability in reading. Too
early an introduction of supplementary reading defeats its
own purpose and descends to mere word calling instead
of thought giving. Drills should be subordinated in the
treatment of supplementary reading. The value of supple-
mentary reading is to furnish concrete application of the
material power already ac-quired, and to supply a variety
of context. Suitable books should be selected, then, for
reading, as supplementary to the basic Story Hour Readers.
The children will be able to read a number of additional
books.

Library. The teacher may have a number of books which
are used as a circulating library. The children may take
these books home, and may be permitted to read them also
in the classroom. Children should be encouraged to use the
Public Li})rary.

Rh5nnes and Poems. The following rhymes and poems
are used in the reader for First Year — Second Half :

Cock Crows in the Morn. This Little Pig.

There was a Piper. Sing a Song of Sixpence.

The Queen of Hearts. John Brown Had a Little Indian.

Three Little Kittens. I Saw a Ship A-Sailing.

There Was an Old Woman. The Alphabet.

Over in the Meadow.

Stories. The following are the titles of the stories used :

Piggy Wig's House. Trading Babies.

Billy Goat and the Wolf. The Three Pigs.

Tommy Tart. The Snowbirds.

Frisky, Skippy, and Trixy. Forest Rover.

The Old Woman and Her Pig. The Clever Jackal.

The Race. Mother Goose's May Party.

167

SUMMARY. STEPS 1 to 5
Basic Story. 1'iggy Wig's House.
Rhyme. Cock Crows in the Morn.

Thought-groups, i. P. 7 (five lines).

2. P. 7 (begin with line 6), 8, 9 (three lines).

3. P. 9 (begin with line 4), 10, 11 (two lines).

4. P. 11 (begin with line 3), 12 (ten lines).

5. P. 12 (begin with line 11).

I. WORD GROUPS

this bright morning with me
May I go Very soon

my sharp teeth every morning

for your house

2. SIGHT WORDS

Piggy Wig build want

Peter Rabbit forest carry

White Cock gnaw crow

when it was time Cock-a-doodle-doo mud

Key Words :
trees bill nailed
hear clock

PHONETICS

Test Words :
wood plaster

pen
like

flat

wake

boards
rise

Families

tree -
hear

ear

bill — ill
clock — ock

Initial Phonograms
(Blend)
tree — tr
clock — cl

Ending
nailed — ed {= d)

Blending

tree
bee
fee
see
free
flee

hear
ear
dear
fear
near
rear

hill
fill
will
kill
hill
till

clock
sock
dock
lock
mock
rock

tree

track

trap

treat

trip

trice

clock

clack

clan

claj)

claw

cleat

nailed
stewed
shelled
spelled
walled
filled

168

SUGGESTED CORRELATION. STEPS 1 to 5
Basic Story. Piggy Wig's House.

1. Conversation. Sec pictures in Reader, First Year — Second

Half, p. 4; also pp. 6-11.

2. Music. Good Morning Song (First Year Music, Dann).

Piggy Wig and Piggy Wee (F'ingcr Plays, Poulsson).

3. Memory Selection. Cock Crows in the Morn. (Reader,

First Year — Second Half, p. 5.)

4. Picture Study. Pig, rabbit, duck, rooster.

5. Nature Study. Pig, rabbit, duck, rooster.

6. Story-telling. Piggy Wig's House. (See Reader, First Year

— Second Half, pp. 7-12.)

7. Dramatization. Piggy Wig's House.

8. Analysis. Thought-groups.

Sentences.

Word Groups. 1

Sight Words. > (See Summary, Steps 1 to 5.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Piggy Wig's House.

12. Visualization and •Penmanship : tree. (Write family from
memory.) (See Phonetic Summary, Steps 1 to 5.)

13. Game. Animal Blind Man's Buff (Games, Bancroft).

14. Occupations. Trace, cut, draw, color, or mount : Pig,
rabbit, hammer.

Illustrate the story.

169

DRAMATIZATION

Story. Piggy Wig's House.
Characters.

(1) Piggy Wig.

(2) Peter Rabbit.

(3) Gray Duck.

(4) White Cock.

Scene.

Piggy Wig is in his pen. Standing in the room are Peter
Rabbit, Gray Duck, and White Cock.

Piggy Wig leaves his pen and starts to ivalk around the
room.

Dialogue.

Note. One pupil should recite the descriptive parts.

{Pupil.) Piggy Wig lived in a pen. He did not like his
pen.

{Piggy Wig.) " I will build a house."

{Pupil.) So he went to the forest for some wood. On
the way he met Peter Rabbit.

{Peter Rabbit.) "How do you dc^ Piggy Wig! AVhere
are you going this bright morning .f* "

{Piggy Wig.) " I do not like my pen. I am going to
build a house."

{Peter Rabbit.) " May I go along and help you ? "

{Piggy Wig.) " Wliat can you do.'^"

170

{Peter Rabbit.) "^ Do you soo my sharp teeth? 1 can
gnaw the trees and gel the wood for your house."

{Piggy Wig.) " Then you are the very one I want.
Come along with me."

{Pupil.) They walked along till they met Gray Duck.

{Gray Duck.) "Quack, quack! How do you do, Piggy
Wig! Where are you going this })right morning?"

{Piggy Wig.) " I do not like my pen. I am going to
build a house."

{Gray Duck.) " May I go along and help you ? "

{Piggy Wig.) " What can you do? "

{Gray Duck.) " Do you see my nice flat bill ? I can
carry mud in it and help to plaster your house."

{Piggy Wig.) " Come along with me. You are the very
one I want."

{Pupil.) Very soon they met White Cock.

{White Cock.) " Cock-a-doodle-doo! How do you do,
Piggy Wig! Where are you going this bright morning? "

{Piggy Wig.) " I do not like my pen. I am going to
build a house."

{White Cock.) " May I go along? "

{Piggy Wig.) " What can you do? "

{White Cock.) " I can crow in the morning and wake you.
I will be your clock. Hear me crow. Cock-a-doodle-doo! "

{Piggy Wig.) " Very well, come along with me."

{Class in Unison.) Soon they came to the forest.

Peter Rabbit gnawed the wood.

Piggy Wig nailed the boards.

Gray Duck plastered the house.

And White Cock crowed every morning, when it was
time to rise.

Note. Have each animal act the part as the class speaks in unison.

171

STEP 1

Story. I*i(KiY Wig's House.

Note. The steps indicate the order in which the work is to Ijo taken uj), rather
than the time, because classes vary in ability.

Language, i. Picture study and conversation : Introduction
of the characters and animals of the book. (See frontispiece,
p. 4, Reader, First Year — Second Half.)

2. Rhyme. Cock Crows in the Morn. (See picture, p. 5.)
Teach the rhyme.

3. Picture study of illustrations for the story, Piggy Wig's
House. Call the attention of the children to as many of the
sight words and key words as possible, in the conversation about
the pictures.

When any of the words mentioned in the Summary for the
story occur, incidentally place these words on the blackboard or
indicate the card on which each may be found. Do not let the
word drill predominate in the lesson, but rather the thought getting
from the pictures.

Reading. Tlirough the cooperation of the teacher and the
pupils build, orally, the story, Piggy Wig's House. This will
afford an opportunity to develop and associate the 7vord groups
found in the Smnmary.

Phonetics. Recall the key words from the story, and indicate
the elements in these words that are to be used for study.

Note. For those teachers who have not taught the Story Method, see p. 55,
Phonetic Type Lesson, for the manner of approach in phonetic work.

STEP 2
Story. Piggy Wig's House.

Language, i. Oral reproduction of the rhyme, Cock Crows
in the Morn.

2. Picture study and conversation : Thought-groups in Piggy
Wig's House.

172

Reading. Books: 'V\\v cliildren may ()|hmi their hooks to the
story. Piggy Wig's House, and find as many of their old friends as
they can. For those children who have read the Story Hour
Reader for First Year — First Half, the following words will be
old friends: lived, in, a. He, did, not, his, said, I, will, house. So
he went, to, the, some. On the way, met. How do you do, Where
are you going, my, am, along, and, help, asked, What, can, .see,
get. Then, very, one. Come, me. They, walked, till. Gray Duck,
Quack, nice, it, well, came.

The teacher may recall the sentences in which the word groups
for the story occur, and associate the visual image of each word
group with the same on card and on blackboard.

Phonetics. The following test words found in the story may be
obtained phonetically by the children, from the power they should
have acquired by this time through the Story Method : pen, like,
wood, fiat, plaster, wake, boards, rise.

Note. Read p. Ifi6. Pen consists of the phonogram p and the family en;
boards, of the phonograms b, oa as in oak, r, d, and the ending s (= z). In present-
ing the words like, icake, rise, remind the chikiren that in many words with only
two vowels, such as ate and ice, the second vowel is not sounded but makes the
first vowel tell its name (Manual, p. 150). A test word that proves too difficult
can be taught as a sight word.

STEP 3

Story, Piggy Wig's House.

Language. Oral reproduction of the story, Piggy Wig's House,
dividing the storj^ into thought-groups, as the pictures suggest.
(See pages for thought-groups, Summary.)

Reading. Analysis : Drill on the word groups and sight words
for the story. (For Devices, see pp. 41-46, Manual.)

Phonetics. Build the lists as found in the Summary for the
story. (See Phonetic Type Lesson, p. 55, Manual.)

173

STEP 4
Story. Piggy Wig's House.

Language. Drills for expression will he found necessary and
helpful from time to time. Let these serve a double purpose
when possible, by using the same sentences as those that contain
the word groups and sight words for the story. The drill may
be as follows : Have each child tell something that any one of the
characters in the story said. Let different children repeat the
same ; encourage vividness of expression. Dialogue is an excel-
lent aid in securing a live situation.

Reading. Books: Analysis. Drill on the word groups and
sight words for the story, using the books. Let the children find
the word group, or word, dictated by the teacher, in the sentence
in the story, then tell the word group or word, and also the sen-
tence in which it is found.

Phonetics. Drill on the lists found in the Summary for the
story.

STEP 5

Story. Piggy Wig's House.

Language, i. Recall the rhyme, Cock Crows in the Morn.

2. Dramatize the story. Piggy Wig's House.

Reading. Books: i. Rapid review of the words which have
been found difficult for the children to remember.

2. The story may be read first in thought-groups, by the chil-
dren, and then as a whole by one child. (See Manual, p. 19,
Reading from the Book.)

Phonetics. Apply the new phonetic elements acquired in the
story to the context, and continue the drill on the lists found in
the Summary for the story.

174

SUMMARY. STEPS 6 to 10

Story. Billy Goat and the Wolf.

Rhyme. There Was a Piper.
Thought-groups. 1. P. 14.

2. P. 15, 16 (three lines).

3. P. 16 (begin with hue 4), 17 (three Hne.s).

4. P. 17 (begin with line 4).

I. WORD GROUPS

2. SIGHT WORDS

anything to say for my dinner

Billy Goat grew

favor

before you do once more

Nanny Goat fierce

coming

I have heard

meadow know

again

3. PHONETICS

Key Words: dark hide Test Words : butterfly growl

music

play that

woods stood

time

life scampered

became wish

dogs

Note. The sound 6 in dogs, across, gone, lost, and many otlier words is midway
between the sounds 6 in lot and 6 in lord.

Families

Initial Phonograms

dark

— ark

life

— ife

(Blend)

play-

-ay

hide — ide

that —

th { = th)

scamper — sc

Blending

dark

play

say

plays

hide

that

bark

bay

way

playing

ride

than

hark

day

bray

player

side

then

lark

fay

fray

played

tide

thee

mark

gay

flay

life

wide

park

hay

gray

fife

bride

scamper

spark

jay

pray

rife

pride

scold

shark

lay

slay

wife

slide

scow

175

SUGGESTED CORRELATION. STEPS 6 to 10
Story. HiLLv (Joat and tiik Woi.f.

1. Conversation. See pictures in Reader, First Year — Sec-
ond Half, pp. 14 and 16.

2. Music. The Butterfly (Song Primer — Teachers' Edition,

Bentley) .
Come and Play (First Year Music, Hollis Dann).

3. Memory Selection. There Was a Piper.

4. Picture Study. Goat, wolf, butterfly.

5. Nature Study. Goat, wolf, butterfly.

6. Story-telling. Billy Goat and the Wolf.

7. Dramatization. Billy Goat and the Wolf.

8. Analysis. Thought-groups.

Sentences.

Word Groups."!

Sight Words. I (See Summary, Steps 6 to 10.)

Phonetics. J

9. Devices. See Manual, pp. 36-50. /

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

1 1 . Reading. Books : Billy Goat and the Wolf.

12. Visualization and Penmanship : hide.

(Series from memory.) (See Summary, Phonetics, Steps 6-10.)

13. Game. Looby Loo (Bancroft).

14. Occupations. Trace, cut, draw, color, or mount: Goat,
wolf.

Illustrate the story.

The writing of phonetic words in series may also be used for
occupation work.

176

STEP 6

Story. Billy Goat and the Wolf.

Language, i. Teach tlie rhyme, There Was a Piper. Let the
children have their books open to the rhyme (p. 13). 2. Picture
study of the ilhistrations for the story, Billy Goat and the Wolf.

Reading. The teacher and the children build, orally, the story,
Billy Goat and the Wolf, the teacher directing and suggesting in
as many ways as possible, to aid the children in getting thought
from the printed page. Let the books be open at the story,
always, during this phase of the work, so as to give the children
as many opportunities as possible for association.

Phonetics. The following words may be found and reviewed
in the story, as they occur in Reader, First Year — First Half,
or in the previous story; they are old friends: was, eating, grass,
in, the. His, mother, too, ran, after. He, chased, into. It, very, and,
frightened, heard, Gr-r, There, big, hungry. Wolf, am, going, to,
eat, you, said. Have, can, kill, me, But, may, ask. What, Will,
dance, well. Yes, So, played, danced. By, stopped, playing, is.
Please, only, could, all, your, came, see, who, had, run, away. As,
down, road, saw, look, Oh, cried, Let, us. They, back, never.

Note. The sound of a in grass, after, ask, and dance (a) is midway between the
sounds a in at and a in father. The a sound should be avoided in such words.

The following words listed under test ivords are new words in
the story, which contain phonetic elements previously taught.
The children should pronounce the words independently, thus
making use of the phonetic power acquired: butterfly, woods,
became, growl, stood, wish, music, time, dogs.

STEP 7

Story. Billy Goat and the Wolf.

Language, i. Review the rhyme. There Was a Piper.
2. Oral re|)roduction of the story, with the teacher's help.

ST. HR. MANUAL — 12 177

Reading. Hooks: Children open the books at the story, Billy
(ioiit ;iii(l I he Wolf, and find all their old friends. This is to
he followed by an initial drill on the word groups and sight words
for this story, as found in Summary, Steps 6 to 10. (See pp. 41-
46, for Devices.)

Phonetics. Teach the key words and build on the blackboard
the lists found in Summary, Steps 6 to 10.

STEP 8
Story. Billy Goat and the Wolf.

Language. Reproduction and drill on the story, Billy Goat
and the Wolf, in the following way: The children may have
their books open while the teacher tells the story. She may read
or tell the descriptive parts of the story, and have the children
find and tell the conversation which ensues from time to time.

Reading. Analysis: Drill on word groups and sight words for
this story. (See pp. 41-46, for Devices.)

Phonetics. Drill on the phonetic lists for the story, as found
in the Summary.

STEP 9
Story. Billy Goat and the Wolf.

Language, i. Oral reproduction of the rhyme. There Was a
Piper. Review the rhyme. Cock Crows in the Morn.

2. Dramatization of the story, Billy Goat and the Wolf.

Reading. Drill on the word groups and sight words for the
story. The children may find the word groups or sight words in
the sentence in which each occurs. (See pp. 41-46, for Devices.)

Phonetics. Drill on the phonetic lists for this story. (See
pp. 46-49, for Devices.)

178

STEP 10
Story. Billy Goat and tuk Wolf.

Language. Dramatization of the story, Billy Goat and the
Wolf.

Reading. Hooks: Reading of the story, Billy Goat and the
W^olf, from the books. (See p. 19, Reading from the Book.)

Phonetics. Application of the phonetic elements acquired in
Steps 6 to 10.

Blackboard Review

Note. Since the .success of blend work depends upon practice and review, the
following device for review i.s suggested.

Ircc

hear

bill

dark

may

life

bee

dear

fill

bark

bray

fife

fee

fear

will

hark

fray

rife

see

near

kill

mark

flay

wife

free

rear

hill

park

gray

flee

shear

pill

spark

l>ray

tear

quill

shark

slay

hide

blear

frill

stay

ride

she

spear

grill

play

clay

side

year

still

bay

tray

tide

skill

day

clock

spill

fay

plays

that

clack

gay

{)laying

than

free

clan

nailed

hay

player

then

track

clap

toyed

jay

played

thee

trap

cleat

shelled

lay

treat

spelled

say

scamper

trip

walled
grilled
stewed

scold
scow
scup

179

SUMMARY. STEPS 11 to 15
Story. Tommy Tart.
Rhyme. The Queen of Hearts.

Thought-groups.

1. P.

19. 6. P.

25, 26.

2. P. 20 (six lines),

7. P.

27, 28 (twelve lines).

3. P. 20 (begin line 7), 22

(two 8. P.

28 (begin with line

; 13), 29

lines) .

(two lines).

4. P. 22 (begin with line 3), 23. 9. P.

29 (begin with hne 3), 30.

5. P. 24.

I. WORD GROUPS

SIGHT WORDS

Stop running these tarts

Queen of Hearts Frisky Lamb

afraid

Are you sure too sweet

Knave of Hearts Bruin Bear

thirsty

Why should I

Tommy Tarl
3. PHONETICS

: oven

You'll
while

Key Words:

Test Words:

make about

cool

making

from Hello

snap

smart rushed

drink

steal

tall nearer

must

Families Initial Phonograms Ending

make — ake rush — ush ( Blend) rushed — ed {= t)

smart — art cool — ool drink — dr

about — out drink — ink smart — sm

Blending

make

smart

about

rush

cool

smart

drink

bake

cart

gout

gush

fool

small

draw

cake

dart

pout

hush

pool

smell

drip

lake

start

rout

mush

tool

smear

rushed

spake

part

shout

blush

stool

jumped

quake

tart

stout

brush

spool

stopped

180

SUGGP:STED correlation, steps n to 15

story. Tommy Taut.

1. Conversation. See i)ictures in Reiuler, First Year — Sec-
ond Tlulf, PI). 18 to 30.

2. Music. The Candy Man (Tlollis Dann).

Honk, Honk (Bentley).

3. Memory Selection. The Qneen of Hearts.

4. Picture Study. Lamb, rabbit, bear, fox.

5. Nature Study. L:unb, rabbit, bear, fox.

6. Story-telling. Tommy Tart.

7. Dramatization. Tommy Tart.

8. Analysis. Thought-groups.

Sentences. •

Word Groups. ]

Sight Words. > (See Summary, Steps 11 to 15.)

Phonetics. J

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Bonk.'i: Tommy Tart.

12. Visualization and Penmanship : make. (Series from mem-
ory.) (See Summary, Phonetics, Steps 11 to 15.)

13. Game. The Squirrel Loves a Pleasant Cha.se (First Year
Music, Hollis Dann).

14. Occupations. Trace, cut, draw, color, or mount: Hearts,
basket, rabbit, fox, bear.

Illustrate the story.

Note. The writing of phonetic words in series may also be used for occupation
work.

181

STEP 11
Story. Tommy Tart.

Language, i. Teach the rhyme, The Queen of Hearts. (See
p. 18, Reader, First Year — Second Half.)

2. Picture study of the illustrations for the story. Tommy
Tart. Select thought-groups.

Keep in mind, throughout the lesson, the plot of the story.

Reading. The children may find their old friends in the story ;
these include the following list: One, day, was, some, she, them,
said, herself, will, nice, little, boy, out, of, made, and, put, into,
saw, open, door, jumped, across, floor, wish, called. But, down,
the, road, after, laughed, shouted, If, catch, could, till, met, have,
away, give, Indbed, cried, asked. Nobody, ever, grass, stopped,
went, back, talk, Come, rest. Thank, teeth, gone.

Phonetics. Test Words: New words from the story that the
children may recognize phonetically: making, steal, from, tall.
Hello, nearer, snap, must.

STEP 12

Story. Tommy Tart.

Language, i. Review the rhyme. The Queen of Hearts,

2. Tell the story. Tommy Tart. The children may have their
books open during the telling of the story, so that they may indi-
cate the thought-groups as the story progresses.

Reading. A cooperative telling of the story by teacher and
j)upils, the teacher either writing the word groups and sight words
on the blackboard, or indicating the perception cards which
contain the word groups and sight words for the story.

Phonetics. Develop the key words as sight words. (See Sum-
mary, Steps 11 to 15. See also pp. 46-49, for Devices.)

182

RTEF' 13
Story. Tommy Tart.

Language. Oral reproduction of the story, Tommy Tart, by
the chihlreii, with tiic aid of the illu.strations.

Reading. Drill on the word groups and sight words for the
story. (See pp. 41-46, for Devices.)

Phonetics. Building on the blackboard the lists found in the
Summary, Steps 11 to 15.

STEP 14
Story. Tommy Tart.

Language, i. Review the rhyme. The Queen of Hearts.

2. Dramatization of the story, Tommy Tart.

Reading. Drill on the word groups and sight words for the
story. The children may find the word groups and sight words
in the sentences in the story and tell the sentences in which these
occur. (See pp. 41-46, for Devices.)

Phonetics. Drill on the lists built in Step 13.

STEP 15
Story. Tommy Tart.

Language, i. Dramatization of the story. Tommy Tart.

Reading. Bonks: i. A brief rapid drill on the words found in
the Summary for the story, using perception cards.

2. Read the story. Tommy Tart. (See p. 19, Reading from
the Book.)

Phonetics. Drill on the lists found in the Summary for the
story, and application of the new phonetic elements developed
during Steps 11 to 15, to the story. Tommy Tart.

183

SUMMARY. STEPS 16 to 20

Story. Frisky, Skippy, and Tbixy.
Rhyme. Three Little Kittens.

Thought-groups. 1. T. 35. 6. P.

2. P. 86, .S7 (four lines). 7. P.

3. P. 37 (line 5 through line 10). 8. P.

4. P. 37 (begin with line 11), 38 (five lines)

5. P. 38 (begin with line 6), 39 (six lines).

39 (begin with line 7).

40 (eight lines).

40 (begin with line 9).
9. P. 41.

I. WORD GROUPS

Have you been See here

We sadly fear Our mittens

you shall have

put on their mittens

your own mittens

took off their mittens

2. SIGHT WORDS
Mother Black Cat

Frisky

Skippy

Trixy

kittens

Children

Key Words:

barn soon what
yard cut sadly

while soiled

3. PHONETICS

Test Words:
named
bring
cold

dear
Tag
meet

naughty

to-day

fence

pieces

washed

hay darling
under hung
leaves rat

barn-
yard

■am

- ard

Families

while — He
soon — oon

Initial Phonogram Ending

cut — 7d what — - wh ( = \iw) sadly — ly
goil — oil Note. Insist on hw pronunciation

of wh.

harn yard

darn bard

yarn lard

hard

while

file

mile

pile

Blending

soon cut

moon but

noon nut

croon shut

184

soil what sadly

boil when darkly

coil whip nearly

foil wheat brightly

SUGGESTP:D correlation, steps 16 to 20
story. Frisky, Skippy, and Trixy.

1. Conversation. See pictures in Reader, First Year — Sec-
ond Half, pp. 31 to 41.

2. Music. Three Little Kittens (Hollis Dann).

Jack Frost (Bentley).

3. Memory Selection. Three Little Kittens.

4. Picture Study. Cat, kittens.

5. Nature Study. Cat.

6. Story-telling. Frisky, Skippy, and Trixy.

7. Dramatization. Frisky, Skippy, and Trixy.

8. Analysis. Thought -groups.

Sentences.

Word Groups, j

Sight Words. > (See Summary, Steps 16 to 20.)

Phonetics. j

9. Devices. See Manual, pp. 36-50.

10. Materials. Perception Cards.

Blackboard.
Charts.
Pictures.
Books.

11. Reading. Books: Frisky, Skippy, and Trixy.

12. Visualization and Penmanship : sooti. (Series from mem-
ory.) (See Summary, Phonetics, Steps 16 to 20.)

13. Games. Tag.

Hop, Hop, Hop (Hollis Dann).

14. Occupations. Trace, cut, draw, color, or mount: Kittens,
mittens, ball.

Illustrate the story.

Select a key word in the story, and write the phonetic series
from memory.

185

STEP 16
Story. Frisky, Skippy, and Trixy.

Language. The teacher reads or recites the rhyme, Three Little
Kittens. The children may have their books open at the rhyme
while she recites it. Conversation following the reading of the
poem may aid in introducing many of the word groups and sight
words found in the story to follow.

Reading. The children may find their old friends in the story,
Frisky, Skippy, and Trixy ; these are included in the following list:
Once upon a time, lived, in, with, her, three, little. One, was, And,
day, said, I, am, going, to, the, house. If, are, good, away, will,
some, pie, may, go, out, play, very. Yes, went. Let, us, be, came,
home, from, big, Then, Why, where, lost, find, hunt, found, near,
began, cry. Look, scampered.

Phonetics. New words in the story which may be found pho-
netically: named, bring, cold, dear. Tag, meet, hay, under,
leaves, darling, hung, rat.

STEP 17

Story. Frisky, Skippy, and Trixy.

Language, i. The teacher reads or recites the rhyme. Three
Little Kittens, and the children may join in this, having their
books open as it is given.

2. The teacher tells the story. Frisky, Skippy, and Trixy.

Reading. The teacher introduces the word groups and sight
words, as found in the Summary for the story.

Phonetics. Develop key words in Summary, Steps 16 to 20.

STEP 18

Story. Frisky, Skippy, and Trixy.

Language, i. Oral reproduction of the rhyme. Three Little
Kittens ; also have the children give the rhyme in pantomime.

186

2. Orul reproduction of the story, Frisky, Skippy, and Trixy,
l)y the children, each chihl giving a. thought-groit]).

Reading. ])rill on the word groups and sight words for the
story. (See |)p. 41-46, for Devices.)

Phonetics. IJuihl the lists found in the Summary, Steps 16
to 20.

STEP 19
Story. Frisky, Skippy, and Trixy.

Language, i. Dramatization of rhyme. Three Little Kittens.

2. Oral reproduction of the story. Frisky, Skippy, and Trixy.

Reading. Drill on the word groups and sight words for this
story, as found in the Summary. (See pp. 41-46, for Devices.)

Phonetics. Drill on the lists found in the Summary, Steps 16
to 20. (See pp. 46-49, for Devices.)

STEP 20
Story. Frisky, Skippy, and Trixy.

Language, i. Three Little Kittens in pantomime.

2. Dramatization of the story, Frisky, Skippy, and Trixy.

Reading, i. A brief rapid drill on the word groups and sight
words for the story; find also the word groups and sight words
in the sentences in the story, and have the children tell the sen-
tences in which these occur.

2. Read the rhyme. Three Little Kittens, and the story. Frisky,
Skippy, and Trixy, from the book. (See Manual, p. 19.)

Phonetics. Drill on the lists found in the Summary, Steps
16 to 20.

Have also a review of the phonetic elements already acquired,
and their application to the story.

187

TYPE TREATMENP Ol^^ THE STORY

The Slory Method has hccn thoroughly established during the
First Year — First Hall' and in Ihe four stories outlined for this
book.

To aid the teachers who wish to be guided from day to day in
the other stories of this book, a Type Treatment of stories is pre-
sented here, consisting of five Steps and including the subjects
Language, Reading, and Phonetics.

The Type Treatment does not necessitate taking up the story
exactly as given. The teacher will decide the order in which the
lessons may be taken up from day to day. This is largely de-
termined by the progress of the children, for classes differ in
ability.

Suggested Correlation will not be given; the teacher will de-
cide whether it is advisable to use correlation, and she will select
her own material. In addition to the Summary, there will be
given a list of old friends, and also a phonetic review.

Note. The order in which the subjects. Language, Reading, and Phonetics, shall
be presented may be determined by the teacher. Drills should be separate ex-
ercises. Different periods of the daily program may be used for each subject, or
the development of the lesson may require that the three subjects be combined.

STEP A

Language, i. Teach the rhyme.

2. Picture study of the illustrations of the story.

3. Selection of thought-groups.

Reading. Children find old friends in the story in the book.
Phonetics. Children find new words that may be oV)tained
phonetically. (See Test Words in each Summary.)

STEP B

Language. The teacher may tell the story when it is not fa-
miliar to the children ; or she may obtain the story from the cliildren

18S

by aid of the illii.slnilions and Ihroufili skillful (|uc.stioning, when
the story is more or less familiar to them.

Reading. The teaeher gives an initial dcn-elopinent lesson of
the word groups and sight words. (See Summary for the story.)

Phonetics. Teach the key words for the story as sight words.

STEP C

Language. Oral reproduction of the rhyme and the story.
Reading. Drill on tiie word groups and sight words foimd in
the Summary for the story. (See pp. 41-46, for Devices.)
Phonetics. Build on bhu^khourd lists found in Summary.

STEP D

Phonetics. Drill on the lists built in preceding steps. (See
pp. 40-40, for Devices.)

Reading, i. Drill on the word groups and sight words. Find
these in the sentences in the story in the books, and tell the sen-
tences in which each occurs. 2. Reading the story from the
books. (See Manual, p. 19.)

Language. Children retell the story and dramatize the same.
The story may sometimes be given in pantomime.

STEP E

Phonetics, i. Drill on the phonetic lists found in the Summary
for the story.

2. Rapid drill with perception cards.

3. Review the phonetic elements acquired, and apply the same
to the material at hand.

Language. Dramatization of the story.

Reading. Reading the story from the books, to give pleasure
to the listener.

189

SUMMARY. STEPS 21 to -25

Story. The Old Woman and Her Pig.

Rhyme. There Was an Old Woman.

Thought-groups. 1. P. 43 (six lines).

2. Dialogue of Old Woman with Dog.

3. Dialogue with Stick.

4. Dialogue with Fire.

5. Dialogue with Water.

6. Dialogue with Ox.

7. Dialogue with Butcher.

8. Dialogue with Rope.

9. Dialogue with Rat,
10. From "Then,—"
to end of story.

I. WORD GROUPS
almost midnight
An hour ago
burn Stick
quench Fire

Key Words:
bite
gave
rope

2. SIGHT WORDS

shoe

dollar
bought

Butcher

hang

cheese

3. PHONETICS

Test Words:
gold began

market It's

moonlight beat

Families

bite — ite
gave — ave
rope — ope

Vowels —

Rule I

ate -

— a

eat-

— e

ice -

- 1

oak -

— 6

use-

— u

190

Rvic I . Ill many words that have only two vowels, the first
vowel is lona; and the second vowel is silent.

Blending

(Long

Vowels)

bite

gave

crave

rope

gate

crate

kite

cave

grave

hope

meat

wheat

site

pave

slave

mope

nice

price

quite

rave

stave

slope

soak

cloak

spite

save

brave

scope

fuse

muse

smite
white

shave
wave

STEPS 21 to 25
Story. The Old Woman and Her Pig.

Old Friends: Old Woman, who, hved, found, She, went, Pig,
Then, said, let, us, go, home. But, would, not, Dog, will. See, by.
Time, met, drink, kill, some.

Phonetic Review. Blending.

Blackboard

make

.smart

about

rush

cool

rushed

bake

cart

gout

gush

fool

jumped

cake

dart

pout

hush

tool

stopped

lake

mart

rout

mush

stool

stooped

spake

part

shout

blush

quake

tart

stout

crush

drink

rake

spout

flush

draw

sake

smart

scout

plush

drip

shake

small

trout

slush

drill

take

smell
smear

drake

191

SUMMARY. STEPS 26 to 30

Thought-groups.

Story. The Race.
P. 55 (five lines).

2. P. 55 (begin with line 6), 56 (two lines).

3. P. 56 (begin with line 3).

4. P. 57.

5. P. 58 (thirteen lines).

6. P. 58 (begin with line 14), 59.

2. SIGHT WORDS

Slow-but-Sure friends

By-and-By says

Reynard the Fox fields

tortoise Ready

hare wind plodded

judge Ah first

Note. The sound of a in fast is midway between tlie sounds of a in at and in
father. Reynard is pronounced ra'nard ; tortoise is pronounced tor'tt/s.

I. WORD GROUPS

run very fast
Perhaps he can
Why don't you
Let us try
crept slowly

Key Words:
race asleep

swiftly rest

started

PHONETICS

Test Words:
creeping set
willing nap

talking mark

awoke

wnis

Families

race — ace
swift — ift
asleep — eep
rest — est

Beginning
asleep — a ( = d)

Ending
started — ed

192

Blending

race

swift

asleep

rest

asleep

started

face

gift

deep

best

awhile

hunted

lace

lift

keep

jest

abide

landed

mace

rift

peep

lest

ago

snuirtcd

pace

sift

sheep

nest

abate

routed

brace

shift

weep

pest

along

wooded

grace

drift

creep

quest

alight

minded

place

steep

test

space

vest

trace

west

STEPS 20 to 30
Story. TuK Race.

Old Friends : was, One, day, along, when, she, met, Good morn-
ing, my, said. Do, you, not, wish, that, could, can, think, beat, cried,
Oh, shall, see, about, well, am. Here, comes, be, of, What, are,
start, here, and, across, great, oak, tree, So, Get, on, your, go, off,
they, went, like, looked, back, fine, clover, take, fell, took, long,
stop, reached.

Phonetic Review. Blending.

Blackboard

barn

irhile

soon

soil

what

sadly

darn

file

moon

boil

when

darkly

yarn

pile

noon

coil

whip

nearly

mile

croon

foil

wheat

brightly

yard

tile

spoon

broil

why

blindly

bard

stile

cut

spoil

while

boldly

lard

smile

nut

dearly

hard

but

keenly

card

shut

ST. UR. MANUAL -

193

SUMMARY. STEPS 31 to 35

Story. Trading Babies.

Poem. Over in the Meadow.
Thought-groups. 1. P. 64 (six lines).

2. P. 64 (begin with line 7), 65.

3. P. 66 (four lines).

4. P. 66 (begin with line 5), 67 (seven lines).

5. P. 67 (begin with line 8), 68 (seven lines).

6. P. 68 (begin with line 8), 69.

7. P. 70, 71 (seven hnes).

8. P. 71 (begin with line 8), 72.

I. WORD GROUPS

One fine day
her baljy brother
in the meadow
There is nothing
Here lived
on the shore

2. SIGHT WORDS

Sophie

walk

anywhere

burrow

honeybee

love
four
babies
soft

Key Words:
toad snug

leap far

trade glad

3. PHONETICS

Test Words:
sand clever

sun stream

wink fishes

swim golden blink reeds

muskrat
dive
beehive
five

buzz
hum
best

Families

toad — oad
leap — eap
trade — ade

swim — im
snug — ug
far — ar

Initial Phonogranu
(Blend)
swim — siv
snug — sn
glad — gl

194

Ending
golden — 671 ( = 'n)

Blending

toad

trade

swim

snug

Jar

swim

glad

load

fade

dim

hug

l)ar

swell

gland

road

made

him

dug

car

swing

glen

shade

rim

hug

jar

sweep

glee

leap

wade

l)rim

jiig

mar

swift

glade

lieap

blade

grim

tug

tar

reap

grade

prim

mug

star

snug

golden

spade

slim

pug

spar

snip

darken

trim

rug

scar

snake

blacken

whim

lug

snap

frighten

Review Rule I, Steps 21 to 25.

STEPS 31 to 35
Story. Trading Babies.

1. Old Friends: took, out, walk, met, old, mother, one, said,
What, will, give, dear, sweet, near, your, wish, with, where, blue, two,
swam, away, big, tree, bluebird, three, sing, birds, flew, soon,
saw, asked, began, cry, home, told, about, best, bright, pretty, eyes,
hair.

2. Phonetic Review. Blending. Rule I.

Blackboard

bite

gave

brave

rope

gate

crate

kite

cave

crave

hope

meat

wheat

site

paA'e

grave

mope

nice

price

quite

rave

slave

slope

soak

cloak

spite

save

stave

scope

fuse

muse

smite

shave

lave

white

wave

195

SUMMARY. STEPS 36 to 40
Basic Story. The Three Pigs.

Thought-groups.

1. P. 74, 75 (nine lines).

2. P. 75 (begin with hne 10, through line 15).

3. P. 75 (begin with line 16), 76 (ten lines).

4. P. 76 (begin with line 11).

5. P. 77, 78 (three lines).

6. P. 78 (begin with line 4), 79 (five lines).

7. P. 79 (begin with line 6).

8. P. 80 (ten lines).

9. P. 80 (begin with line 11), 81 (six lines).
10. P. 81 (begin with line 7), 82.

I. WORD GROUPS 2. SIGHT WO]

iDS

There was once

Big Pig _

blow

One of them

Middle-sized

Pig

built

their fortune

Little Wee Pig

to-morrow

Be ready

Mr. Wolf

angry

five o'clock

knocked

blew

through the chimney

pail

3. PHONETICS

Key Words:

est Words:

must red

seek puffed

growled killed

huff hot

straw apples

roof

supper

bricks chin

huffed picked

Families

Initial Phonogram

Vowels — Rule II

must — list

chin — ch

at-

-a

huff ■ — liff red —

egg-

— e in — 1

brick — ick hot —

ox — 6
up — u

196

Rule II. In many words that have only one vowel, not at the
end of the word, the vowel is short.

Blending

must

huff

bride

red

hot

chin

gust

huff

kick

bed

dot

chat

dust

cuff

quick

fed

cot

chap

just

muff"

sick

led

not

chop

rust

puff

wick

shed

shot

chill

crust

ruff

crick

wed

blot

chest

trust

bluff

slick

bred

plot

chump

fluff

stick

bled

slot

cheap

gruff

click

fled

spot

stuff

pick

sled

trot

STEPS 36 to 40

Story. The Three Pigs.

1, Old Friends: Mother, who, three, little, named, away.
Very, well, went, man, with, some, Please, give, build, house,
door. Let, come, hair, ate, wood, soon, know, where, get, nice,
ready, up, four, for, asked, laughed, them, made, climbed, down,
water, fell, cut, hole, coat, jumped.

2. Phonetic Review: Blending.

Blackboard

grand

vent

skin

frock

slumj)

black

spent

fling

prop

blunt

flat

quell

grip

crop

SUJ)

ran

men

wig

fox

hunt

sat

went

slip

stop

hump

wrap

bell

spin

lock

cup

197

SUMMARY. STEPS 41 to 45

Story. The Snowbirds.

Rhyme. Sing a Song of Sixpence.
Thought-groups. 1. P. 85 (eleven lines).

2. P. 85 (begin with line 12), 87 (ten lines).

3. P. 87 (begin with line 11), 88.

4. P. 89 (nine lines).

5. P. 89 (begin with line 10), 90 (eleven lines).

6. P. 90 (begin with line 12), 91 (four lines).

7. P. 91 (begin with line 5).

I. WORD GROUPS

2. SIGHT WORDS

four and twenty

Jack Frost

would perch

Sammy Scare Crow

upon his shoulders

North Wind

warm

thought

At that moment

Blackbirds

parlor

torn

Snowbirds

bread

rye

icicles

surprise

always

snow

chance

showed

breath

turned

changed

3. PHONETICS

ey Words:

Test Words:

coat brothers

visit

filled

counting

grains straw

wore

clothes

dainty

maid pockets

trimmed

happened

nipped

badly

baked

nose

198

Families

coat — oat maid — aid
grain — ain brother — other

Initial Phonogram Ending

( Blend) pocket — et

straw — str

Blending

VoweL

• : Comparisons

coat

grain

maid

draw

Rules I and II

boat

brain

laid

strap

coat

cot

goat

plain

paid

strand

rain

ran

moat

slain

raid

string

maid

mad

bloat

stain

braid

strip

meat

met

float

Spain

strong

road

rod

chain

brother

stray

hope

hop

pocket

drain

other

stride

hide

hid

cricket

train

another

strife

cute

cut

wicket

swain

mother

strut

cane

can

STEPS 41 to 45
Story. The Snowbirds.

1. Old Friends: lived, field, near, King's castle, with, His,
hair, looked, white, made, hat, were, very, old, liked, They,
would, shoulders, sing, When, came, flew, away. Where, have,
gone, asked, frightened, cold. How, long, stay, there, know, garden,
hanging, Perhaps, called, pie, opened, began, indeed, laughed,
honey, told, before, angry.

2. Phonetic Review. Blending.

Blackboard

fat

met

mop

cub

fate

meat

pine

mope

cube

cap

bet

din

rot

tub

cape

beat

dine

rote

tube

199

SUMMARY. STEPS 46 to 50

Basic Story. IAjrest Rover.

Rhyme. John Brown Had a Little Indian.

Thought-groups. 1. P. 93, 94 (seven lines).

2. P. 94 (begin with line 8), 95.

3. P. 96 (sixteen lines).

4. P. 96 (begin with line 17),

97.

5. P. 98, 99 (two lines).

6. P. 99 (begin with line 3).

7. P. 100 (fifteen lines).

8. P. 100 (begin with line 16)

, 101.

I. WORD GROUPS 2. SIGHT

WORDS

belt of beads Forest Rover

trousers

bows and arrows Fleet-of-Foot

because

Indian

second

wigwam

third

father

wear

birthday

presents

beautiful

cave

moccasins

3. PHONETICS

Key Words: Test Words:

fine threw deerskin saying fourth taken

run unhappy much legs middle those

feeling finest started slippers bracelet

sad

Families Initial Phonogram

Ending

fine — ine feel — eel ( Blend) Beginning

finest — est

run — un sad — ad threw — thr unhappy — ■ un

200

fine

dine bun

brine

Blending
run feel sad threw unhapprf

heel

bad thrice unkind

line

fun

keel

had

three

unbent

mine

gun

peel

lad

thrill

unjust

nine

nun

reel

fad

shine

pun

steel

mad

Comparisons

vine

sun

wheel

pad

fine

finer finest

spine

shun

shad

kind

kinder kindest

whine stun

spun

brad bright brighter brightest

clad swift

swifter

swiftest

STEPS 46 to 50
Story. Forest Rover.

1. Old Friends: time, there, little, boy, name, lived, mother,
gave, coat, pair, made, put, clothes, walk, forest. Bear, very,
frightened, after, growled, going, eat, please, give, to-day, walked,
lost, stood, behind, along, heard, fierce, looked, use. Keep, danced,
around, rock, moment, some, hunt, again, back.

2. Phonetic Review. Blending.

Blackboard

race

sivift

asleep

rest

asleep

started

face

gift

deep

best

awhile

hunted

lace

lift

keep

jest

abide

landed

mace

rift

peep

lest

ago

smarted

pace

sift

sheep

pest

abate

routed

brace

shift

weep

quest

along

wooded

grace

drift

creep

test

alight

minded

place

steep

vest

space

west

201

SUMMARY. STEPS 51 to 55
Basic Story. The Clever Jackal.

Rhyme. I Saw a Ship A-Sailing.

Thought-groups. 1. P. 104, 105 (two lines).

2. P. 105 (begin with line 3).

3. P. 106 (ten lines).

4. P. 106 (begin with line 11), 107 (six lines).

5. P. 107 (begin with line 7).

6. P. 108, 109 (two lines).

7. P. 109 (begin with line 3).

8. P. 110, 111 (five lines).

9. P. Ill (begin with line 6), 112.

I. WORD GROUPS

2. SIGHT WORDS

What shall I do

Jackal

above

leather

which go puff
you always speak
against the door

Mr. Alligator
minute
mistake
often

. PHONETICS

hiding

softly

gathered

bubbles
mouth

Key Words:
crab let
thank did

began
sail

Test Words:
l)aw
foolish

pretend
crawled

broken
piled

lashed look

weeks

ground

smoked

easy

inside

Families
crab — ab let —

-et

Initial Phonogram Beginning
thank — th began — be

thank — ank did -

— id

lash — ash look

— ook

sail -

— ail

202

Blending

crab

thank

lash

let

look

thank

began

cab

rank

cash

get

book

think

beside

Mab

blank

dash

jet

cook

thick

behind

nab

crank

rash

yet

hook

thump

begun

Rab

frank

sash

nook

thin

behold

grab

j)lank

crash

did

rook

slab

clank

flash

hid

shook

sail

stab

drank

smash

lid

took

fail

drab

shank

trash

slid

brook

jail

flank

clash

skid

crook

mail

bank

bid

rid

mid

nail
pail
rail

STEPS 51 to 55
Story. The Clever Jackal,

1. Old Friends: lived, near, river, day, Dear, me, hungry,
must, find, dinner, went, water, catch, snap, thought, pull, kind,
clever, those, reeds, hope, good, opened, fast, could, called, angry,
again, around, began, himself, before, blow, where, great, door,
always, Hello, wood, make, fire, still, burned, found, coat.

2. Phonetic Review. Blending.

Blackboard

sidm

snug

glad

threw

golden

unhapp!/

swell

snip

glen

thrice

darken

unkind

swing

snake

glee

three

blacken

unbent

sweep

snap

glade

thrill

frighten

unjust

203

SUMMARY. STEPS 56 to 60

Basic Story

Mother Goose's May Party.

Thought-groups.

P. 113.

P. 114.

P. 115.

P. 116.

P. 117 (nine lines).

P. 117 (begin with line 10)

P. 119.

P. 120 (seven lines).

P. 120 (begin with line 8, through line 15).

]

10.

P. 120 (begin with line 16)^

, 121.

I. WORD GROUPS

2. SIGHT WORDS

Queen of the May

Mother Goose

carried

home again

Marjory Daw

ribbons

through the air

Tommy Tucker

sentinel

Polly

brought

Simple Simon

contrary

Mistress Mary

wanted

child

wander

3. PHONETICS

Key Words:

Test Words:

games time

crown tea

daddy

sang invited

pole pieman

tumbling

plum kettle

beside roast

gander

nimble

singing beef

mounting

Families

Beginning

Endings

game — aine plum

I —

- 7im invite — in

kettle — tie

sang — ang time

—

ime

nimble — ble

204

Blending

game
came

sang
bang

plum
gum

time
dime

invite
inflate

kettle
bottle

dame
fame

gang
hang

hum
mum

lime
chime

inv'ent
incline

cattle
whistle

name

same

shame

lame

pang
rang
fang

slang

SUM!

glum

slum

thrum

Review

start

land

Endings: ed,
started
landed

{d), (t); ing
starting
landing

blame

clang

nail

nailed

nailing

frame

nimble

play

played

playing

flame

tumble
grumble

jump
thank

jumped
thanked

junipmg
thanking

STEPS 5() to 00
Story. Mother Goose's May Party.

1. Old Friends: Mother Goose, children, Party, Jack, wore,
head. Little Jack Horner, marched, pink, blue, cai)s, house, built,
Where, owl, door, stood, play, some, other, supper, gave. Please,
thumb, pulled, Queen of Hearts, made, tarts, each, market,
dance, around, quite, together, lamb, race, ride, Good-by, Would,
caught, moon.

2. Phonetic Test. Blending.

Blackboard

plowman

banging

hearing

crooning

quacking

dosing

blackening

clearing

racking

elfin

bedding

clearly

backbone

glimmering

brighter

cho})i)er

grindstone

awning

brighten

chipnuink

hanging

awake

frighten

scolding

205

DANCE TO YOUR DADDY

:iv=^=^

w^^

:$=£

Dance to your dad - dy, My lit - tie bab - by ;

h? ^ -• ? — <* — J — 1 "^ i^ 1 — = —

[4^^ 5 i—^—^^-J ^ — ^_j_^_

Dance to your dad - dy,

"^Pt — T^ — ^ — ^ — ^ — ^ 1

lit - tie lamb.

— \ s- ' 1

=^^^-^~-*^-^-g=j=

-i"

-^-i^-— ?-^- T~

«j

— W W .

You shall have a fish - y In a lit - tie dish - y ;

:¥==^

--f=^

You shall have a fish - y When the boat comes in."

ALPHABET SONG

=1:

tEE^

-^ — ^

I can say my A B C's, a, b, c, d,

--^

e, f, g, h, i, j, k,

ni, n, o,

j 1-=1:

•— ^1^ r

p, q, r, s, t, u, V, w,

206

-i9-

X, y, z.

SUMMARY. STEPS 61 to 65

Rhyme

. The Alji

ihabet.

Sight Words and Letters :

Alice

apples

A a

Nellie

Bessie .

bed

B h

Olive

Charles

captain

C c

Paul

Dick

dunce

D d

Queenie

Elmer

elephant

E e

Ralph

Frank

fig

F J

Stella

George

goat

a ii

Thomas

Harry

hound

II h

Una

Ida

ice

I i

Vera

Jessie

jelly

J j

William

Kate

kite

K k

Xerxes

Laura

light

L I

Yetta

Minnie

mill

M m

Zella

nuts N n

orange o

penny P p

quail Q q

rail R r

sugar iS s

tarts T I

urn U II

valley I ' v

whale W ir

expected X .v

yew Y y

zebra Z z

(1) Teach the alphabet in consecutive order.

(2) Associate the names of the letters with their .symbols, both
in print and in script.

(3) Teach the Alphabet Song. See p. 206.

The following series of words may be used for the recognition
of the letters of the alphabet; also for the beginning of oral and
written spelling.

man

nut

bed

fig

fly

eat

can

but

red

jig

neat

van

cut

fed

pig

meat

rice

bill

quail

hold

late

boat

price

kill

pail

box

use

zoo

slice

will

sail

fox

muse

moo

207

SUMMARY. RECAPITULATION. STEPS 66 to 70

Phonetics, i. Review all the key words and families taught
in the sixty-five Steps. Rai)id drill with perception cards.

2. An exercise to test the child's phonetic power. Place on the
blackboard words belonging to all the families and containing the
initial phonograms, Ijeginnings, and endings thus far taught, but
not the key words. (See p. 209 for Words for Testing Phonetic
Power.)

3. Review Rules I and II for Vowels. (See pp. 191 and 197.)
Apply these rules to other selected words.

Language, i. Review all the rhymes taught during the sixty-
five Steps. Let each child choose a rhyme.

2. Have several of the rote songs reviewed. Let the children
select the songs.

3. Review the alphabet and drill; also begin oral spelling, using
the words given at the foot of page 207.

4. Have several stories given in pantomime. Let the children
name each story after it has been acted in pantomime.

5. Have several stories retold. Let each child make his own
selection.

Reading, i. A drill to review all the word groups and sight
words given in the sixty-five Steps. Rapid drill with perception
cards.

2. A language exercise in which the children use the word groups
or sight words in sentences selected from the stories.

3. Reread several stories. Let the children choose the stories.
(Independent Reading.)

208

WORDS FOR TESTING PHONETIC' POWER

Before the close of I lie first year, ])upils will have gained
considerable power in i)lioiieticizing unfamiliar words.
After the daily i)honetie |)eriod it is well to place upon the
blackboard a few words which the children have not seen,
and have these pronounced. No attention should be i)aid
to the meaning of the words, nor should the children be
expected to recognize them a second time except by the
building process. The pupils are delighted at their ability
to build up words.

Build the word synthetically. To aid in blending always
begin at the left. Take, for example, the word mailing.
Write upon the blackboard the initial phonogram, m.
Then add the family ail, making the word 7?iail. (No .sepa-
ration of the phonograms.) Affix ing and the word mailing
is complete. The children should blend the phonograms
silently, then tell the complete word. They may also an-
alyze the words, finding families, phonograms, beginnings,
and endings.

mailing

enjoy

primer

clouding

blacker

enjoyment

cooler

smearing

cracker

remind

spinner

soiling

bringing

reminder

shutter

upper

lampoon

reminding

shelter

charter

woodland

pumping

printing

whipping

slinging

brakeman

skipper

blandly

shopman

greenback

ulster

splendidly

spelling

winter

spilling

milestone

taller

omit

canter

shutting

ST. HR.

MANUAL — 14 20

toyman

figment

drinking

laces

railin<?

stopper

staying

drifting

unstrung

winner

sprinting

sleeper

clanging

digging

astride

flounder

greener

matting

banker

switchman

pretended

blindly

thanksgiving

swooping

gladly

creeper

thrasher

clustering

velvet

bracelet

thrifty

clipper

undergo

bricklayer

unbending

scarlet

reaping

freshman

unbind

scarfskin

maiden

grapevine

undertake

smooth

gruffly

greenhouse

untwine

intent

dusting

slashing

unfold

translate

blotting

sharpen

understand

abate

chatting

shawl

behindhand

ablaze

chatterbox

shocking

belonging

apartment

cloudy

sparkling

benighted

around

shorter

quaker

bewitching

underbrush

fretting

quenching

ajar

underground

ticket

drowning

amazement

trumpeter

smothering

chapter

abounding

thrush

floating

clearstarch

amendment

thunderclap

swiftest

clinker

amount

trombone

decked

clownish

avoid

whippoorwill

ducked

glassware

spoiling

trimming

becloud

swaying

incline

tripping

speaking

sweeper

statehouse

crashing

speeding

scatter

starfish

spendthrift

meshes

scrapbook

quickstep

triweekly

rushing

script

cheapen

befalling

thinking

smokestack

checkmate

trawl net

thanking

snappishly

cheering

truckman

missing

jamming

gloomily

nickname

highest

skylight

sweetmeat

Frenchman

210

CHRONOLOGICAL PHONETIC SUMMARY

First Year — Second Half

Steps

Stories

Key
Words

Initial
Phonograms

(Blend)

Families

Begin-
nings

Endings

1-5

Piggy Wig's
House

tree

hear

bill

clock

nailed

tr
el

ee
ear
ill
ock

ed(=d)

6-10

Billy Goat and
the Wolf

dark

play

life

hide

that

scamper

th(=4fr)

ark

ife
ide

11-15

Tommy Tart

make

smart

about

rush

cool

drink

rushed

sm
dr

ake
art
out
ush
ool
ink

ed (=t)

16-20

Frisky, Skippy,
and Trixy

barn

yard

while

soon

cut

soil

what

sadly

wh(=hw)

arn

ard

ile

oon

oil

211

CHRONOLOGICAL

PHONETIC SUxMMAHY-

- ( 'out

iniied

Steps

Stories
The Old Woman

Key

Words

Initial
Phonograms

(.Blend)

Families

Begin-
nings

Endings

21-25

bite

ite

and Her Pig

gave
rope

ate

eat

ice

oak

use

{ Vowels)
a
e
1
6
u

ave
ope

26-30

The Race

race

swift

asleep

rest

started

ace

ift

eep

est

a(=d)

31-35

Trading Babies

Over in the
Meadow

toad

leap

trade

swim

snug

far

glad

golden

sw
sn

oad

cap

ade

en(='n)

36-40

The Three Pigs

must

huflF

brick

red

hot

chin

egg

( Vowels)
a
e
1

ust

uflF

ick

212

CHRONOLOGICAL PHONETIC SUMMARY-

- Continued

Steps

Stories

Key
Words

Initial
Phonograms

(.Blend)

Families

Begin-
nings

Endings

41-45

The Snowbirtls

coat

grain

maid

brother

straw

pocket

str

oat
ain
aid
other

46-50

Forest Rover

fine

run

feel

sad

threw

unhappy

finest

thr

ine
un
eel
ad

est

51-55

The Clever

crab

Jackal

thank

lash

let

did

look

ank

ash

ook

I Saw a Ship

sail

ail

A-Sailing

began

56-60

Mother Goose's
May Party

game

sang

plum

time

invite

kettle

nimble

ame
ang
um
ime

tie
ble

2L3

Stories
Billy Goat and the Wolf
Frisky, Skippy, and Trixy
The Three Pigs
The Clever Jackal

Steps 21-25

(The Old Woman and Her Pi<.)

PHONETIC KEY

First Year — Second Half
Key Words

Steps 36-40
(The Three Pigs)

Piggy Wig's House
Billy Goat and the Wolf
Tommy Tart

Trading Babies

Over in the Meadow

The Snowbirds
Forest Rover

Piggy Wig's House

that
what
chin
thank

ate

eat

ice

oak

use

egg

tree

clock

scamper

smart

drink
f swim

snug
[ glad

straw

threw

tree
hear
bill
clock

Initial Phonograms

th(=^)

th
( Vowels)
a
e
1
6
u
a

e
1
6
u

{Blend)
tr
cl
sc
sm
dr
sw
sn

gl
str
thr
Families
ee
ear
ill
ock

214

Stories

Billy Goat and the Wolf

Tommy Tart

Frisky, Skippy, and Trixy

The Old Woman and Her Pig

The Race

Trading Babies

The Three Pigs

Key Words

Familu

dark

ark

play

life

ife

hide

ide

make

ake

smart

art

about

out

rush

ush

cool

ool

drink

ink

^ barn

yard

ard

while

ile

soon

oon

cut

soil

oil

bite

ite

gave

ave

rope

ope

race

ace

swift

ift

■

asleep

eep

rest

est

toad

oad

leap

eap

■

trade

ade

swim

snug

far

must

ust

huff

uff

brick

ick

red hot

215

Stories Key Words

Families

coat

oat

The Snowbirds

grain
maid

ain
aid

brother

other

fine

ine

Forest Rover

run
feel

un
eel

sad

' crab

thank

ank

The Clever Jackal

lash
let

ash

did look

id oo!

I Saw a Ship a-Sailing

sail

ail

game

ame

Mother Goose's May Party

sang
plum

ang
um

time

ime
Beginnings

The Race

asleep

a ( = a)

Forest Rover

unhappy

The Clever Jackal

began

Mother Goose's May Party

invite

in
Endings

Piggy Wig's House

nailed

ed ( = d)

Tommy Tart

rushed

ed(= t)

Frisky, Skippy, and Trixy

sadly

The Race

started

Trading Babies

golden

en ( = 'n)

The Snowbirds

pocket

Forest Rover

finest

est

Mother Goose's May Party

1 kettle
1 nimble

tie
ble

216

WORD

First Year

Steps 1 to .5

this bright morning
May I go
my sharp teeth
for your house
with me
Very soon
every morning
when it was time

Steps 6 to 10
anything to say
before you do
I have heard
for my dinner
once more

Steps 11 to 15
Stop running
Are you sure
Why should I
these tarts
too sweet

Steps 16 to 20
Have you been
We sadly fear
you shall have
put on their mittens
your own mittens
took off their mittens

GROUPS

— Second Half

See here
Our mittens

Steps 21 to 25

almost midnight
An hour ago
burn Stick
quench Fire

Steps 26 to 30
run very fast
Perhaps he can
Why don't you
Let us try
crept slowly

Steps 31 to 35
One fine day
her baby brother
in the meadow
There is nothing
Here lived
on the shore

Steps 36 to 40
There was once
One of them
their fortune
Be ready
five o'clock
through the chimney

217

Steps 41 to 45

Steps 51 to 55

four and twenty

What shall I do

would perch

which go puff

upon his shoulders

you always speak

At that moment

against the door

Steps 46 to 50

Steps 56 to 60

belt of beads

Queen of the May

bows and arrows

home again

through the air

SIGHT

WORDS

First Year-

- Second Half

Steps 1 to 5

favor

Piggy Wig

coming

Peter Rabbit

again

White Cock

Cock-a-doodle-doo

Steps 11 to 15

build
forest

Queen of Hearts

Knave of Hearts

Tommy Tart

gnaw
want

Frisky Lamb

Bruin Bear

carry

oven

crow

afraid

mud

thirsty

Steps 6 to 10

You'll

Billy Goat

while

Nanny Goat

meadow

Steps 15 to 20

grew

Mother Black Cat

fierce

Frisky

know

Skippy

218

Trixy

Steps 81 to 85

kittens

Sophie

Children

walk

naughty

anywhere

to-day

burrow

fence

honeybee

pieces

love

washed

four

babies

Steps 21 to 25

soft

shoe

dollar

Steps 86 to 40

bought

Big Pig

Butcher

Middle-sized Pig

hang

Little Wee Pig

cheese

Mr. Wolf

Steps 26 to 30

knocked

Slow-but-Sure

blow

By-and-By

built

Reynard the Fox

to-morrow

tortoise

angry

hare

blew

judge

pail

wind

Steps 41 to 45

friends

Jack Frost

says

Sammy Scare Crow

fields

North Wind

Ready

Blackbirds

plodded

Snowbirds

first

icicles

219

snow

Steps 51 to 55

breath

Jackal

warm
parlor

Mr, Alligatoi
minute

bread

mistake

surprise

often

chance

above

turned

thought
torn

hiding

softly

gathered

rye

leather

always
showed

mouth

changed

bubbles

Steps 46 to 50

Forest Rover

Steps 56 to 60

Fleet-of-Foot

Mother Goose

Indian

Marjory Daw

wigwam

Tommy Tucker

father

Polly

birthday

Simple Simon

beautiful

Mistress Mary

moccasins

carried

trousers

ribbons

because

sentinel

second

brought

third

contrary

wear

wanted

presents

wander

cave

child

220

TEACHING VOCABULARY

Words in First Year — Second Half not included in the Teach-
ing Vocabulary for First Year — First Half.

, barn

beautiful

cave

anything

bring

because

clothes

again

burn

bracelet

counting

bought

bubbles

crab

afraid

butcher

broken

crawled

about

bite

brought

carried

almost

beat

beside

contrary

ago

but

beef

child

baby

bed

crown

asleep

brother

Bessie

captain

awoke

burrow

Charles

anywhere

babies

angry

blink

cock

dark

apples

beehive

carry

dogs
drink

arrows

buzz

crow

always

best

clock

door

against

blow

coming

dear

alligator

built

cool

darling

dollar

don't

above
Alice

blew
bricks

catch
children

blackbirds

dive

dainty

deerskin

breath

cold

build

bread

cheese

bill

brothers

crept

daddy

boards

badly

creeping

dunce
Dick

before

baked

clever

butterfly

belt

chimney

became

beads

chin

Bruin

bows

chance

every

been

birthday

changed

ever

22X

eyes

fig

huff

lamb

easy

Frank

hot

leaves

elephant

huffed

love

expected

gnaw

grew

growl

gave

gold

glad

golden

happened

leap

Elmer

hiding

legs

hound

leather

for
forest
fiat
fierce

Harry

into
icicles

lashed
look
light
Laura

favor

growled

Indian

from

grains

inside

may

floor

gathered

ice

mud

frisky

ground

Ida

fear

games

meadow

fence

gander

music

fire

goat

judge

make

fast

George

jackal

making

friends

jelly

mittens

fields

hear

Jessie

meet

first

his

midnight

four

hide

know

market

far

hearts

kill

moonlight

fishes

hello

knave

mark

five

herself

kittens

muskrat

fortune

here

knocked

middle-sized

frost

hung

killed

moment

fleet

hour

kettle

moccasins

foot

hang

kite

much

father

hare

Kate

middle

feeling

her

minute

finest

honeybee

mistake

fourth

hum

mouth

foolish

hair

life

Marjory Daw

222

Mistress

Mary

mounting

mill

Minnie

nailed

Nanny

never

nearer

naughty

named

nothing

north

nipped

nose

nimble

nuts

Nellie

oven

own

off

our

o'clock

often

orange

Olive

^^ggy Wig
Peter

piaster

pieces

perhaps

plodded

pail

puffed

picked

perch

parlor

pockets

presents

puff

paw

pretend

piled

Polly

plum

pole

pieman

penny

Paul

Queen

quench

quail

Queenie

rise

running

rat'

Reynard

ready

race

rest

reeds

roof

rye

rover

ribbons

roast

rail

Ralph

S
sharp
soon
say

scamjjered

stood

stopped

stoj)

sure

should

sweet

smart

steal

sadly

shall

see

soiled

smell

stick

shoe

slowly

slow

says

swiftly

started

set

shore

Soj)hie

soft

snug

sand

sun

stream

seek

straw

Sammy

scare

snowbirds

snow

surprise

showed

second

sad

saying

slippers

speak

softly

sail

smoked

simple

Simon

sentinel

sang

singing

sugar

Stella

this

teeth

trees

223

that

trousers

which

these

third

with

weeks

tarts

threw

when

wander

too

taken

want

wanted

Tommy

those

wood

whose

thirsty

thank

wake

whale

tall

Tucker

well

William

their

tea

wish

took

tag

tuml)ling
Thomas

while
we

Xerxes

try

washed

tortoise
talking
toad
trade

under
unhappy

what
wind
willing
wins

your

yes

you'll

yard

yew

Yetta

through

to-morrow

twenty

urn
Una

walk
wink
wee

turned

warm

thought

visit

wore

zebra

torn

valley

wigwam

zoo

trimmed

Vera

wear

Zella

224

SECOND YEAR

Aims. (1) To foster in the child an interest in thought
getting, by the choice of material that appeals to him, keeping
in mind that the child is the epitome of the race.

(2) To inspire in the child the desire to read pleasingly
to others.

(3) To continue phonetic drills, for the purpose of teaching
phonetic elements not acquired in the first year.

It would be well for the teacher to note wherein the sec-
ond year aims differ from the first year. She can best
understand this by reading pages 1 to 22, and also by ac-
cjuainting herself with the first-year plan of work.

The teacher will find in the Summary for each story
the Thought-groups, also lists of words placed under the
headings (1) Word Groups, (2) Sight Words, (3) Phonetics.
These lists include every word in the story excepting old
friends.

As aids in teaching these words, make use of (1) pic-
tures illustrating the story, (2) conversation, (3) rhymes.
Through this method of approach to the story, the child's
interest is aroused, and this will lead to a desire on his part
to acquire the story as a whole. He may then be per-
mitted to attempt to read the story silently, by himself.
Whether the story is clear or vague in the mind of the child
may be determined by requiring oral reproduction of what
he has read. The success of the reproduction will deter-
mine the necessity, or otherwise, for added drills, and will
motivate the same for the children. The drills may be

ST. HR. MA>aTAL — 15 225

varied l)y the u.se of Devices. (See pp. 3G-50.) Do not
overlook the language phase of the drills, and make as many
associations as possil)le with the context. Silent reading of
the story may follow tlie drills. Oral reading of the story
is the final step. (See Reading from the Book, p. 19.)

The teacher will aid the children, by every means avail-
able, to determine the thought-groups of each story. This
phase was partially developed during the first year. Tlie
stories lend themselves so easily to tlramatization that it
may be profitable as a third means of reproduction to dram-
atize the story. The long descriptions which did not enter
into the stories of the first-year books may have their
first interpretation from the lips of the brighter children.
This affords a good opportunity for the language phase to
be emphasized, by allowing the children to reproduce the
descriptions already given, in their own language. Some
teachers may prefer to have the dramatization precede the
last reading of the story, instead of following the order given.

The value of dramatization in the second year is : (1)
to give expression to impression ; (2) to enlarge the col-
loquial vocabulary of the child ; (8) to coordinate thought^
impulse, and expression.

TYPE TREATMENT OF THE STORY

Preparation by the Teacher, i. Decide how to present each
of the word groups and sight words found in the Summary for the
story. (See p. 225, for suggested aid.s in teaching.)

2. Determine the thought-groups of the story.

3. Select Devices to be used for drills, for word groups, for
sight words, and for phonetics. (See p. 225, for suggestions in
teaching. See also pp. 36-50, for Devices.)

4. Arrange helpful Correlation with the story.

22G

STEP A

Note. The steps indicate llic order in which the work is to be taken uj), rather
than the time, because chisses diti'er in ability. Language, Reading, and I'lionetics
may be given as separate exercises, occupying different periods of the daily pro-
gram ; or the development of the lesson may require all three subjects to be com-
bined in one period.

1. Language. (1) The poem preceding the story may be treated
as a memory selection.

(2) Study the illustrations of the story through conversation,
keeping in mind the thought-groups.

2. Reading. Silent reading of the story to obtain an impression
of it as a whole, the teacher guiding the class and testing the chil-
dren individually through quiet questioning.

3. Phonetics. Presentation of Test Words (new words contain-
ing familiar phonograms), given in the Summary for the story.

STEP B

1. Language. (1) Review of the poem.

(2) Oral re])roduction of the story, which has been read silently
in Stej) A.

2. Reading. (1) Finding oW/r/c^f/.s in the story. (Books.)
(2) Development of the word groups and sight words found in

the story.

3. Phonetics. (1) Continue Test Words. (Blackboard.)
(2) Develop key words as sight words.

STEP C

1. Phonetics. Presentation of the phonetic elements derived
from the /.r// ivords found in the Summary for the story.

2. Reading. Drill upon the word groups and sight words given
in the Summary for the story.

3. Language. Oral reproduction of the thought groups of the
story suggested by the illustrations, particular attention being paid
to the descriptive parts of the story. (Teacher and pupil working
together.) This may be a preparation for dramatization.

227

STEP D

1. Phonetics. Building of lisls given in the Summary for the
story.

2. Reading. Reading of the story ah)ud by the chiklren. Tiie
success of this reading will determine whether further drill is nec-
essary.

3. Language. Dramatization of the story. Aim for original
sentences (paraphrase), thus making use of enlarged vocabulary.

STEP E

1. Phonetics. Drills. Make use of Devices.

2. Language. Dramatization of the story.

3. Reading. Reading of the story aloud by the children, to
give pleasure to the listener.

Noie. The preceding drills and the dramatization should produce fluency in
the 6nal reading. If not, let the story be followed by more drill.

Reading from the books. The final reading of the story from
the books should be accomjjlished without interriijition, other than
indication by the teacher of the end of the thought. Into this ex-
ercise should come all the elements in embryo of good oral reading :
Pleasantly modulated voice, clear enunciation, pleasing manner to
the observer, and interpretation of the thought and emotion in-
volved in the story.

Supplementary Reading. Suitable books should be selected for
reading as supplementary to the basic Story Hour Reader. Drills
should be subordinated in the treatment of supplementary reading.
The value of supplementary reading is to furnish concrete applica-
tion of the power already acquired, and to supply a variety of
context.

Library, The teacher may have a number of books which are
used as a circulating library. Children should be encouraged to
use the Public Library.

228

SUMMARY. ST I : PS 1 to .0

Basic Story. Giant (Iiro (pronounced jl'ro).

Poem. Frolic of the Fairies.
Thought-groups. 1. 1*. (J, 7 (four lines).
2. P. 7 (begin with line 5), 8 (ten lines).
.S. V. 8 (begin with line 11), 0, 10 (two lines).

4. P. 10 (l)egin with line .'J), 11 (seven lines).

5. P. 11 (begin with hne 8), 12, 13 (four lines).
0. P. 13 (begin with line 5).

I. WORD GROUPS

2. SIGHT WORDS

Billy Goat bridge

Nanny Goat turned

Giant Giro horns

Bumpety-bump taught

Thumpety-thunip backward

Thudety-thud pushed

You've danger

crossed huge
Note. The o sound in such words as crossed, belonged, dog, soft, is midway be-
tween the sounds o in lof and o in lord.

family of goats
go over
tiny dwarf
Giant Giro roared
great, gruff voice
tried to remember
could not move

3- PHONETICS

Key Words: Test Words (New words in the story, con-

feet twirl taining familiar phonograms) :

end giant feeling delighted safely monster

club suddenly started instead swiftly

unable bumping hidden belonged

wiggle

Families
feet — eet club — nb

end — end twirl — irl

Initial Phonograms
giant — ■ g (= j) (Blend)

twirl — tw

229

Blending

feet

end

club

twirl

giant

twirl

meet

bend

stnb

girl

(riro

twig

beet

lend

cnb

swirl

gill

twin

sheet

mend

dub

whirl

gist

twit

fleet

rend

hub

gem

twice

greet

send

rub

gentle

twain

sweet

tend

tub

twang

street

vend

drub

twine

sleet

wend
blend
spend
trend

Old Friends : The following old friends may be found by the
children, in the context of the story in the books: lived, meadow,
river, One, them, third. Frisky, grass, some, said, morning, afraid,
owns, likes, sure, walked, away, very, heard, help, this, little,
your, thumbs, nothing, laughed, alone, great, much, frightened,
could, half. Because, surprised, across, nothing, changed, into,
angry, rushed. After.

Phonetic Review. Families and Blending : long — ong; let — et;
why — y; that — at; loill — ill; sprang — ang.

Blackboard

long

lei

why

thai

mil

sprang

song

bet

thy

bat

bill

bang

tong

get

sty

fat

dill

fang

thong

jet

sly

hat

fill

gang

prong

met

fry

cat

gill

hang

strong

net

dry

mat

kill

pang

throng

pet

shy

pat

mill

rang

wet

try

rat

pill

sang

230

SUMMARY. STEPS (5 to 10
Basic Story. Thk 'J'hkee Bears.

Poem. 15c<l in SuiniiuT.
Thought-groups. 1. P. 10.

2. P. 17.

3. P. 18, 19 (four lines).

4. P. 11) (begin with line 5), 21 (four lines).

5. P. 21 (begin with line 5).

6. P. 22, 23 (twelve lines).

7. P. 23 (begin with line 13), 25.

8. P. 26.
9

P. 27.
I. WORD GROUPS
in the midst
great, huge bear
bowls of porridge
fast asleep
middle-sized voice

2. SIGHT WORDS
Father Bear exactly

Mother Bear returned

Baby Bear Ugh

Goldilocks neither

Note. The sound ;i in such words as fast, grass, ask, raft, path, is midway be-
tween the sounds of ti in at and a in father ; the a sound in such words should be
avoided. Ugh is pronounced 06.

3. PHONETICS

Key Words

Test Words:

•

low

knocked

cabin room

tired

upstairs

latch

shady

cooling tasted

tumbled

lying

awoke

flowers nor

bedroom

window

entered chairs

sitting

reached

Families

Initial Phonog

ram Ending

low — oiv ( ■■

= 6) awoke

— oke (Silent Letter) shady ■

-Z/(=i)

latch — atch

knock — kn

231

Blending

low

latch

awoke

knock

shady

bow

grow

l)a,tch

coke

knack

knife

shaky

mow

glow

nialcli

joke

knee

knight

handy

row

slow

patch

poke

kneel

knit

sandy

sow

stow

snatch

woke

knell

knob

woody

tow

snow

hatch

broke

knew

knot

lumpy

show

throw

spoke

know

stringy

blow

choke

mighty

crow

smoke

foxy

flow

stroke

yoke

Old Friends: Once upon a time, three, bears, lived, log, woods,
was, tiny, One day, went, out, for, long, walk. They, left, table,
While, were, away, little, had, gone, pick, some, girl, door, came,
open, lifted. When, hot, cold, ate, looked, about, her, very, thought,
that, would, climbed, hard, tried, soft, right, rocked, pieces, down,
floor, thumpety, thump, beds, high, low. Before, hungry, eaten,
growled, around, frightened, until, safe.

Phonetic Review. Families and Blending : rock — ock; fell — ell;
eat — eat; hard — ard; soon — oon; jump — ump.

Blackboard

rock

fell

eat

hard

soon

jump

dock

bell

beat

yard

moon

hump

lock

dell

heat

bard

noon

dump

mock

quell

meat

lard

loon

I>um])

sock

shell

neat

card

spoon

lurtip

shock

tell

seat

slump

crock

well

peat

tart

spool

clumj)

clock

yell

bleat

cart

cool

thump

block

smell

cheat

dart

tool

plump

frock

swell

wheat

part

stool

trumj)

232

SUMMARY. STEPS 11 to 15

Basic Story. How the Pony Was Won.
Poem. To a Honeybee.
Thought-groups. 1. P. '50 (tliirteen lines).

P, 80 (hcf^iu with line 14), 82 (eleven lines).

P. 82 (begin with line 12), iV.i.

P. 34, 35 (eight lines).

P. 85 (begin with line 9), 86, 87 (three lines).

P. 37 (begin with line 4).

P. 38, 39 (fivehnes).

P. 89 (begin with line 6), 40 (five lines).

P. 40 (begin with line 6), 42.

I. WORD GROUPS
began to quarrel
stood in front
no time to listen
across the path
and spread them
toward the pond
squeaky noises
a fine idea
balsam fir

2. SIGHT WORDS

Arthur

Raymond

Howard

youngest

son

bullfrog

watched

poured

meshes

buy .

bought

cause

moss

lining

prize

Key Words:
each
bag

cheerful
fir
skill
squirrel

3. PHONETICS

Test Words:
leading
Shetland

pony
wished
happily
claimed

knew

foolish

hemp

woven

loosely

between

233

rushed

chattered

merrily

wax

chatterbox

hurry

frisked

croaked

hoarse

muddy

leaked

empty

Families

Initial Phonograms

Ending

each —

each

{Blend)

cheerful

- Jul

bag — (

skill -

— sk

cheer —

- eer

squirrel — squ

( = skw)

fir — ir

Blendin

each

bag

brag

cheer

.skill

squirrel

cheerful

beach

gag

flag

deer

skate

squaw

fearful

peach

hag

slag

beer

skew

squall

willful

reach

lag

stag

peer

skip

squill

playful

teach

rag

snag

jeer

skin

squib

hopeful

preach

tag

drag

queer

skim

squint

thankful

bleach

wag

crag

steer
sneer

fir

sir

stir

squeeze
squeak

shameful

Old Friends : Three, lived, oldest, second, while, flying, com-
ing, road, wanted, asked, brothers, birthday, nothing, would,
about, belongs, filled, water, pleased, hoped, first, reached, hole,
carry, shook, head, holding, again, mouse, friendly, hear, gathered,
leaves, chance, honeybee, turned, around. Thank, kind, think,
indeed, surprised.

Phonetic Review. Blending.

Blackboard

feet

end

club

ticirl

giant

tirirl

meet

bend

stub

girl

Giro

twig

beet

lend

cub

swirl

gill

twin

sheet

mend

dub

whirl

gist

twit

fleet

rend

hub

sight

gem

twice

greet

send

rub

tight

gentle

twain

sweet

tend

tub

slight

twang

street

vend

drub

twine

234

SUMMARY. STEPS 16 to 20
Basic Story. Si'uv Mouse and Mr. Frog.

Poem. Frog.s jit School.
Thought-groups. 1. I*. 44.

2. r. 45, 4() (two liiu's).

3. P. 40 (begin with line 3),

4. P. 48, 49 (fonr lines).

5. P. 49 (begin witli line 5), 50.

I. WORD GROUPS

2. SIGHT WORDS

could dance

Spry Mou.se

a dainty dish

Mr. Bullfrog

with a piece

Mr. Hawk

through the w

'ater

among

fur coat

bruised

only laughed

pulled dt)wnward

luncheon

pulled upward scarcely

hobble

3. PHONETICS

Key Words:

Test Word.'

s '.

wish center

invited

served

enjoyed

j)ond si)lash

visit

flies

lily'

neck

need

banjo

nibbled

tow

able

care

music

roots

tie

fur

Families
wish — ish

pond — ond care — are

need — eed fur — ur

Initial Phonograms

(Blend)
center — c ( = s) splash — spl

235

Blending

wish

need

breed

care

flare

splash

cente

dish

deed

bleed

bare

stare

splutter

cell

fish

feed

creed

dare

spare

split

cent

swish

heed

greed

fare

scare

spleen

city

reed

steed

hare

snare

splint

pond

seed

speed

mare

glare

splice

bond

weed

tweed

pare

fond
blond

rare
ware

fur
slur

frond

blare
share

spur

Old Friends : Mouse, field, lived, near, pond, invited, Please,
your, play, next, dance, could, thanked, very, much. While, eating,
home, would, along, great, swim, foot, mine, strong, grass, sail,
after, boat, ready, cried, frightened, naughty, flew, catch, dinner,
thought, caught, tumbled, ground, again.

Phonetic Review. Blending.

Blackhoard

neiv

nest

play

bring

boat

near

few

best

say

sing

coat

dear

hew

rest

gay

ring

goat

hear

mew

west

day

wing

moat

fear

pew

jest

clay

cling

bloat

rear

stew

lest

gray

sling

float

tear

crest

pray

string

year

chest

dray

thing

oak

smear

slay

sv/ing

cloak
croak

clear
spear

236

SUMMARY. STEPS 21 to 25
Basic Story. Unhappy Grass Stalk.

Poem. Song of the Grass.
Thought-groups. 1. P. 52, 53 (six lines).

2. P. o.'5 (begin with line 7), 55 (five lines).

3. P. 55 (begin with line 6), 56 (four lines).

4. P. 56 (begin with line 5).

I. WORD GROUPS

nearly uprooted
a grass stalk
something else
cluster of herbs
sharp-pointed picks
antlers of reindeer
nodded and swayed
cool breeze
ever afterwards

2. SIGHT WORDS

an Indian woman
The Indian women

baskets

whole

circled

3. PHONETICS

Key Word^

Test Words:

owl

ever

narrow

plant

vines

brown

grasses

slender

bringing

flying

felt

clever

just

growing

weave

creeping

contented

mats

Families

Ending

owl — owl

felt-

-elt

grasses —

■ es (= ez)

brown — own ever

— ever

237

Blending

owl

brown

felt

ever

grasses

fowl

down

belt

clever

matches

howl

gown

melt

never

dishes

cowl

town

pelt

sever

brushes

growl

crown

knelt

sashes

prowl

clown

welt

foxes

scowl

frown

Old Friends : Near, bank, river, grow, which, Indian, hold,
wished, saw, once, became, again, began. Where, liide, moment,
roots, dark, ground, nibble, become, Suddenly, flew, above, brown,
catch, quickly, sight, among, wished.

Phonetic Review. Blending.

Blackboard

loir

latch

airoke

knock

shady

bow

batch

coke

knack

shaky

mow

match

joke

knee

handy

row

patch

poke

kneel

sandy

sow

snatch

woke

knell

woody

tow

hatch

broke

knew

lumpy

show

choke

knife

stringy

blow

eating

smoke

knight

mighty

crow

beating

stroke

knit

foxy

glow

showing

yoke

knob

slow

growing

knot

stow

snowing

know

snow

matching

flow

patching

throw

snatching

grow

hatching

238

SUMMARY. STEPS 26 to 30
Basic Story. Mayor Rat's Niece.

Poem. Tlie Moon.
Thought-groups. 1. I*. .>8, 50.

2. r. ()() (leii lines).

3. P. GO (begin with line 11), 62 (six lines).

4. P. 62 (begin with line 7), 63 (three lines).

5. P. 63 (begin with line 4), 64 (nine lines).

6. P. 64 (begin with line 10), 6.5 (fourteen lines).

7. P. 65 (begin with line 15), Mi.

I. WORD GROUPS

2. SIGHT WORDS

Mayor of Ratvi

lie

White Rat

grains of wheat

Mr. dray Fur

greatest person

Mayor Rat

whole, wide world

North Wind

he will marry

uncle

mansion

were married

niece

cottage

lived happily

3. PHONETICS

Key Words:

Test Words:

like gnaw

pleasing

mistaken

hear

leave matter

dainties

floating

although

cried

wife

indeed

unable

whole

traveled

Families Initial Phonogram

like — ike cried — ied (Silent Letter) Ending

leave — eave whole — ole gnaw — gn matter — ter

239

Blending

leave

cried

whole

gnaw

matter

pike

heave

died

hole

gnu

batter

dike

weave

lied

mole

gnome

clatter

spike

cleave

tied

pole

gnat

totter

dried

sole

gnarl

stutter

fried

stole

gnash

sister

spied

starter

tried

canter

Old Friends: loved, beauty, pretty, wished. Every, would,
which, angry, beautiful, high. Perhaps, climbed, surely, laughed,
great, cloud, along, strong, around, walked, garden, happy.

Phonetic Review. Blending.

Review, Vmvels — Rule 1. In many words that have only two
vowels, the first vowel is long, and the second vowel is silent.

Blackboard

grain

hear

float

vnde

wife

gave

brain

dear

coat

hide

life

cave

plain

fear

boat

ride

fife

pave

slain

near

goat

side

rife

rave

stain

rear

moat

tide

strife

save

Spain

shear

gloat

bide

shave

chain

throat

bride

while

wave

drain

asleep

toad

pride

file

brave

train

deep

load

slide

mile

crave

swain

keej)

road

race

pile

trade

gain

peej)

leap

face

smile

fade

main

sheep

heap

lace

tile

made

pain

weep

mace

shade

240

SUMMARY. STEPS 31 to 35

Basic Story. Lilly Etta and Wee Bruin.
Poem. Who Has Seen the Wind.
Thought-groups. 1. P. (58, Gl) (five lines).

2. P. 69 (begin with line 6).

3. P. 71.

4. P. 72 (nine lines).

5. P. 72 (begin with line 10), 73, 75 (eight lines).

6. P. 75 (begin with line !)), 70.

7. P. 77.

8. P. 78, 79 (three lines).

9. P. 79 (begin with line 4), 80 (ten lines).
10. P. 80 (begin with line 11).

I. WORD GROUPS

SIGHT WORDS

among

the trees

Lilly Etta umbrella

ivory handle

Aunt Laura wonderful

soda-water fountain

Wee Bruin trouble

sweet-chocolate

Mr. Eagle break

,. PHONETICS

ey Words

: Test Words :

stream

store

sobbing

different gratitude

flowu

cheerfully

replied

grateful happiest

feast

swoop

spyglasses

kindness mount

lost

handle

carved

wondered gayly

scramble

topmost

exclaimed

thirsty dreaming

Families

Initial Phonogram

stream

— earn

feast — east

(Blend)

flown —

- ouni ( = on)

lost — ost ( =

ost) scramble — scr

ST.

HB. MANUAL — IG

241

Blending

stream

floum

fca.st

lost

scramble

beam

sown

beast

cost

scrap

ream

mown

yeast

frost

scream

seam

shown

least

scrim

team

blown

scratch

cream

grown

screen

dream

known

scrip

gleam

thrown

scruflF

steam

Old Friends : called, pretty, coat, green, very, to-day, ready, said,
away, held, high, hard, because, strong, blowing. Suddenly, reached,
know, crying, through, surpi-ise, buy, caught, anywhere, among,
looked, forest, Before, blink, climbed, drink, streams, thought, eyes,
lovely, yellow, moment, return, toward, reached, rode.

Phonetic Review. Blending.

Blackboard

each

bag

cheer

skill

squirrel

cheerful

beach

gag

deer

skate

squaw

fearful

peach

hag

beer

skew

squall

willful

reach

lag

peer

skip

squill

playful

teach

rag

jeer

skin

squib

hopeful

preach

tag

queer

squid

thankful

bleach

wag

steer

fir

squint

shameful

brag

sneer

stir

squeeze

flag

whir

squeak

stag

snag

rush

slush

thrush

v.-!

242

SUMMARY. STEPS 36 to 40
Basic Story. Hindu Sykes and the Quails.

Thought-groups. 1. P. 81, 82 (five lines).

2. P. 82 (l)eKin with line 6), 83.

3. P. 84, 8() (one line).

4. P. 86 (begin with line 2).

5. P. 87.

I. WORD

GROUPS

2. SIGHT WORDS

clever fowler

Hindu Sykes

learned

work toj

gether

Bob White

feather

through the meshes

quails

injured

thorn bush

company

enemy

became excited

obeying

many

meant no harm

PHONETICS

ey Words:

Test Words:

talked

chose

large

escape

w^aited

threw

wisest

market

succeed

stepped

head

leader

planned

evening

scolding

edge

supported

flock

several

intend

excuse

himself

instantly

themselves

Families
talk — alk head — ead

threw — ew ( = oo) edge — edge

243

Beginning

excuse

Blending

talk

threw

head

edge

excuse

balk

grew

lead

ledge

explain

walk

brew

read

hedge

exclaim

stalk

crew

dead

wedge

exhale

chalk

drew

dread

pledge

expand

screw

bread

sledge

expend

strew

tread

flew

stead

blew

thread

Old Friends : near, forest, among, house, wife, catching, listened,
would, large, caught, morning, sold, whole, about, become, poor,
thought, ready, sharp, meadow, lifted, snare, mind, quarrel. Please,
replied. Indeed, second, foolish, started, chance, carried.

Phonetic Review. Blending.

Blackboard

urish

need

care

center

dish

deed

bare

cell

fish

feed

dare

cent

swish

heed

fare

city

reed

hare

pond

seed

mare

fur

bond

weed

pare

slur

fond

breed

rare

spur

blond

bleed

ware

frond

creed

scare

splash

greed

splutter

steed

blare

split

speed

stare

spleen

tweed

spare

splint
splice

244

SUMMARY. STEPS H to 45
Basic Story, ("kdah Tree's Reward.

Poem. The Fairy Artist.

Thought-groups. 1. P. J)0, 91 (two line.s).

2. 1'. J)l (begin with hne 3), 92 (three line.s).

3. P. 9'"2 (begin with line 4), 93 (seven lines).

4. P. 93 (begin with line 8), 94 (eleven lines).

5. P. 94 (begin with line 12), 95 (seven lines).

6. P. 95 (begin with line 8), 97 (sixteen lines).

7. P. 97 (begin with Hne 17), 98, 99 (three lines).

8. P. 99 (begin with line 4), 100.

I. WORD GROUPS

against a branch

once more

to the wild music

plaintive call

wide-spreading

gayly-dressed

Key Words:
last

dressed
wear
l)rought
shrill
breathless

Autumn
Spring
South
Maple Tree
Elm Tree

SIGHT WORDS

Cedar Tree

heart

word

mention

dragged

Chestnut Tree

3. PHONETICS

Test Words:
harvest
intended
shivered
prepared
haste
perhaps

protect

blustering

brightest

fluttered

thickly

Families

last — ast
dress — ess

Initial Phonogram
(Blend)
wear — ear shrill — shr

brought — ought

245

covered whirled

shelter panting

cozy piped

storms kept

berries throughout

Ending
breathless — less

Blending

last

dress

wear

brought

shrill

breathless

fast

less

bear

bought

shrew

endless

past

mess

pear

fought

shred

cheerless

east

bless

tear

sought

shrift

needless

vast

press

swear

thought

shrimp

careless

mast

cress

shrink

lifeless

blast

shrub
shrug

sleepless
thankless

Old Friends : after, visit, knew, warm, leave, friend, ready,
broken, hopped, among, returns, dreaming, dance, beautiful, pretty,
yellow, replied, speak, anything, warmest, j^erched, merrily, roared,
started, harder, obeyed, happy.

Phonetic Review. Blending.

Blackboard

Old

brown

felt

ever

gras.se.s

fowl

down

belt

clever

matches

howl

gown

melt

never

dishes

cowl

town

pelt

sever

brushes

growl

crown

knelt

sashes

prowl

clown

whole

foxes

scowl

frown

hole

drown

cried

mole

matter

died

pole

patter

pike

leave

lied

batter

dike

heave

tied

gnaw

hatter

spike

weave

dried

gnu

tatter

cleave

fried

gnat
gnarl

chatter

246

SUMMARY. STEPS 46 to 50

Basic Story. Prince Roland
Poem. The Babes in the Wood.
Thought-groups.

1. P. 10.'}, 10-i (nine lines).

2. P. 104 (begin with line 10),

105 (seven lines).

3. P. 105 (begin with line 8), 106.

6. 1

7. 1

110 (sixteen lines).
110 (begin with line 17),
111 (sixteen lines).
P. Ill (begin with line 18),

4. P. 107, 108 (six hnes).

118, 114.

5. P.108(beginwithHne7),10{). 0. P. 115.

I. WORD GROIJI'S

are worthy
most successful
bade farewell
on their journey
sped merrily along
important errand
presented his gift
loveliest bride
horse-chestnut
won my throne

2. SKIHT WORDS

King Louis
Prince Roland
Princess Angora
Prince Charming
welcome
court

attendants
monkey
pleasures

palace

kingdom

passed

choose

distance

alas

nowhere

knelt

3. PHONETICS

Kev Words: Test Words:

morn

love

turn

join

spread

return

decide

strange

shining

admitted

perform

older

platform

number

pitter-pat

sounded

story

awakened

queer

wooden

247

forgotten

secured

smallest

arrived

admired

cracked

tiniest

later

season

merrymaking

perform

commanded

promised

fairies

Families

Initial Phonogram

morn

— orn

(Blend)

Beginning

love -

— ove

spread — spr

return — re

turn

— urn

join -

— oin

Blending

morn

love

turn join

spread

return

born

dove

burn coin

sprang

repair

corn

glove

spurn loin

spring

retrace

horn

shove

sprig

reload

scorn

sprout

refine

thorn

relate
refuse

Old Friends: queen, longer, sons, succeed, exclaimed, youngest,
traveled, forest, surprise, castle, instant, crossed, entered, music,
dreaming, beautiful, dainty, listened, bugle, ready, party, followed,
squirrels, brought, enjoyed, reach, replied, nothing, became, Per-
haps, mistaken, sword, obeyed, changed, angry.

Phonetic Review. Blending.

Blackboard

stream

flown

feast

cool

scramble

beam

sown

beast

fool

scrap

ream

mown

least

pool

screw

team

shown

yeast

tool

scrim

cream

blown

stool

scratch

dream

grown

lost

spool

screen

gleam

known

cost

scrip

scream

frost

seam

248

SUMMARY. STEPS 51 lo 5.5
Basic Story. Punchinello.

Poem. Who Stole the Bird's Nest.
Thought-groups. 1. P. 124, 125 (five lines).

2. P. 125 (hcffin with line 6), 120 (eleven lines).

3. P. 126 (begin with line 12), 127.

4. P. 128, 129 (five lines).

5. P. 129 (begin with line 0), 180, l.'Jl (nine lines).

6. P. 131 (begin with line 10), 182, 138 (two lines).

7. P. 133 (begin with line 3), 135. 8. P. 136.

I. WORD

GROUPS

2. SIGHT WORDS

full of mischief

Punchinello

wandered

playing pranks

Old King Cole country

his magic power

Court Jester thousand

grew heavier

brownie

dangled

comb her hair

fingers

school

Sure enough

lose

lamb

comical little fellow

eyelids

soul

tinkling

sound

eyebrows

3- PHONETICS

Key Words:

Test Words:

voice

form sulked

perched

gently suit

curl

farmer midst

catches

prize since

eight

bleating ouch

tiptoed

ordered remained

disappear

ninny screamed lifted

fiddlers

color

vanished sleepy

peoi)le

Families

Beginning

Endings

voice — oice

disappear

■ — dis

color — or (= er)

curl — url

people — pie ( = p'l)

eight — eight

249

Blending

voice

curl

eight

disappear

color

people

choice

hurl

weight

disband

tailor

pur[)le

rejoice

furl

freight

distrust

sailor

ample

unfurl

displease

staple

weigh

distaste

steeple

sleigh

maple

neigh

Old Friends : always, change, wished, wore, coat. Whenever,
about, fear, caught, belong, heard, carried, every, became, reached,
changed, golden, merry, o'clock, knot, tired, forest, threads, barn,
gnawed, tied, soldiers, search, evening, queer, awakened. Here-
after, clothes, slippers, wherever, escape.

Phonetic Review. Blending.

Blachhoard

Endings

ed, (d), (t) ;

iyig ; ly ; en ( =

'n) ; hie

start

started

starting

sadly

hunt

hunted

hunting

dearly

smart

smarted

smarting

keenly

mind

minded

minding

nearly

nail

nailed

nailing

golden

toy

toyed

toying

darken

shell

shelled

shelling

blacken

spell

spelled

spelling

frighten

rush

rushed

rushing

nimble

jump

jumped

jumping

tumble

thank

thanked

thanking

stumble

leap

leaped

leaping

grumble

250

SUMMARY. STEPS 56 to 00

Basic Story. A Mother Goose Circus.

Poems. Tlic Swing; The Months.
Thought-groups.

1. P. 139.

2. P. 140.

3. P. 141, 142 (nine lines).

4. P. 142 (begin witli line 10),

143.

5. P. 144.

6. P. 146.

7. P. 147, 148 (eight lines).

8. P. 148 (begin with line 9),
149, 150 (five lines).

9. P. 150 (begin with line 6),
151, 15'-2 (two lines).

P. 152 (begin with line 3),
153 (six lines).
11. P. 153 (begin with line 7),
154.

I. WORD GROUPS

began to worry
the canvas tents
a gilded band wagon
a beautiful chariot
Gallop-a-trot
Hobbledy-hop
Nixie, dixie
seated themselves
Hocus, pocus
swallowed the ladle

2. SIGHT WORDS

Circus

Joe

Allan

Dutchmen

Harlequin

Columbine

Cock-Horse

Banbury Cross

Looby Loo

Crooked Man

Peter Piper

Professor Know-it-all

Dr. Foster

Gloucester

hurrah

entrance

lemonade

procession

veils

corporals

wand

touched

springboard

bought

royal

daughter

cupboard

Key Words:

drawai perform
hoop appear
bone fiddle
curtain

3. PHONETICS
Test Words:
sign bagpipes hickory swept

billboard snow-white thirteen cobwebs
better noble newspaper plaster

forget lords lowered placed

peanuts lively

251

Families

Beginnings

Endings

drawn — awn

perform

— per

fiddle -

- die

hoop — oop

appear -

— ap

curtain -

— tain ( = tin)

bone — one

Blending

drawn

hoop

bone

perform

appear

fiddle

dawn

coop

cone

perhaps

appeal

twiddle

fawn

loop

hone

permit

appall

saddle

yawn

stoop

tone

perplex

appease

middle

lawn

swoop

zone

persist

apprise

pawn

droop

shone

pervade

approach

curtain

spawn

sloop

stone

certain

brawn

drone

captain

mountain

fountain

Old Friends: exclaimed, Perhaps, remembered, arrived, field,
selling, blast, ready, piper, eight, followed, ladies, Woman, spanked,
curling, pointed, cheered, turned, waddle, bubble, clumsy, stumbled,
fisherman, enough, gallop, toward, clown, smoked, pretended,
magic, blackbirds, basket, cliildren, sport, carried, remains, merriest.

Phonetic Review. Blending.

Blackboard

talk

threw

head

edge

excuse

balk

grew

lead

ledge

exchange

walk

brew

read

hedge

exclaim

stalk

crew

dead

wedge

exhale

chalk

drew

bread

pledge

screw

thread

sledge

strew

spread
tread

252

SUMMARY. STEPS 01 to 65
Basic Story. Princess Lily.

Poem. The Months.
Thought-groups. 1. P. 1.57.

2. P. 158 (fourteen lines).

3. P. 158 (begin with line 15),

159 (seventeen lines).

4. P. 159 (begin with line 18),

160, 161 (twelve lines).

5. P. 161 (begin with line 13),

162 (three lines).

6. P. 162 (begin with line 4),

163 (six lines).

7. P. 163 (begin with line 7),

165 (five lines).

8. P. 165 (begin with line 6,

through line 16).

9. P. 165 (begin with line 17),

166, 167 (seven lines).
10. P. 167 (begin with line 8),
168, 169 (seven lines).

11. P. 169 (begin with line 8).

I. WORD GROUPS

2. sjGirr WORDS

great wealth

Princess Lily

Listen carefully

Hans

magic crumbs

does

The swan screamed

grasped ma!

lice

joined a circus

village toward

An organ grinder

carriage comical

curious procession

chariot

3. PHONETICS

ey Words: Test Words:

ask angry sighed

willingly funny

amused

arm moment messenger

allow clown

splendid

dwarf beauty quickly

chain riding

captives

yonder

dyes strange

stroked

swimming

leading towers

253

Families I u it in! Plionofjnim licyinniiKj
ask — a,sk {Blend) angry — an{= ang)

arm

— arm dwarf — dw

Endings
moment — ment
beauty — lij

jflask

Blending

ask

arm

dwarf

angry

moment

beaidy

bask

farm

dwell

angle

raiment

empty

cask

harm

dwindle

angler

parchment

duty

task

charm

anguish

garment

sixty

mask

alarm

apartment

plenty

department twenty

Old Friends : lovely, walked, talked, tiny, queer, life, anyone,
To-morrow, snow-white, follow, Everyone, exclaim, wishes, pull,
feather, touches, wand, palace, disappeared, morning, beautiful,
started, toward, building, followed, circus, tents, merry, monkey,
mayor, wife, front, appeared, golden, greatly, admired, instant,
grateful, bride, married.

Phonetic Review. Blending.

Blackboard

last

dress

wear

brought

shrill

breathless

fast

less

bear

bought

shrew

endless

past

mess

pear

fought

shred

cheerless

cast

bless

tear

sought

shrift

needless

vast

press

swear

thought

shrimp

careless

mast

shrink

lifeless

blast

shrub
shrug

sleepless

254

SUMMARY. STEPS (iO to 70
Story. A Talk of Two Books.

Thought-groups. 1. P. 170.
'Z. P. 17'-2 (eleven lines).

3. P. 172 (begin with line U), 173.

4. P. 174, 17.5 (eight lines).

5. P. 175 (begin with line 9), 170 (thirteen lines).
0. P. 176 (begin with line 14), 177.

I. WORD (; ROUPS

2. SIGHT WORDS

shadowy figure

Careless Carl

Sandman

crooning voice

Tidy Tom

Ea.st Wind

glanced up quickly

Dreamland Tow

lesson

no soiled leaves

Paper-Covered Book

aches

stared sleepily

Linen-Covered Book

through

Book Hospital

straight

3. PHONETICS

Key Words:

Test Words:

page wrinkle

scowl hardly

straps

seemed

hurt surprise

study slipped

careful

eraser

soft sorry

presently lullaby

envy

cleaned

closed sleepy

tossed

patched

saying drowsy

yesterday ugly

torn

certainly studying

Families
page — age
hurt — urt
soft — o// (= 6ft)

Initial Phonogram
(Silent Letter)
wrinkle — wr

255

Beginning

Ending

surprise — sur sorry — ry

Blending

page

hurt

wrinkle

surprise

sorry

cage

curt

wrangle

surpass

hurry

rage

spurt

wring

surmise

scurry

sage

wrap

surmount

flurry

wage

soft

wreath

survey

worry

stage

loft
croft

wreck

wren

wrench

survive

curry

Old Friends: evening, chair, beside, table, because, learn, hard,
besides, words, window, quickly, wondering, nothing, moment,
softly. Covered, gayly, replied, soldier, leaves, corner, wanted,
growl, surprised, rained, unhappy, mother, downward, upstairs,
hours, returned, again, carefully, feeling, thought, hajipy.

Phonetic Review. Blending.

Blackboard

morn

turn

spread

gnaw

return

born

burn

sprang

gnu

repair

corn

spiu-n

spring

gnome

retrace

horn

sprig

gnat

reload

scorn

turned

sprout

gnarl

refine

thorn

turning
burning

iurirl

gnash

relate

love

burner

twig

matter

shady

dove

spurned

twin

patter

shaky

glove

spurning

twit

shelter

handy

shove

twice

blister

sandy

join

twain

quitter

woody

coin

twang

canter

lumpy

loin

twine

splutter

256

SUMMARY. STEPS 71 to 75

Basic Story. Pouchy Pelican.

Poem. Stop, Stop, Pretty Water

Thought-groups.

1. P. 17!), 180 (five lines).

2. P. 180 (begin with line G

3. P. 181 (begin with line 8

4. P. 18.'5 (begin with line .'}

5. P. 185 (begin with line .'5

6. P. 18G (begin with line 5

7. P. 187 (begin with line

8. P. 188 (begin with line G

9. P. 190 (begin with line 8

10. P. 191 (begin with line 7

11. P. 19,'5.

12. P. 194.

181 (seven lines).
182, 183 (two lines).
185 (two lines).
18G (four lines).

187 (five lines).

188 (five lines).
189, 190 (two lines).
191 (six lines).
192.

I. WORD GROUPS
demand the money
great malice
pelican's pouch
poisonous spider
})ecked him savagely
flapped his great wings
joyous greeting

2. SIGHT WORDS
Pouchy Pelican
Mr. Stork
Mr. Rope
Mr. Waterfall
Mr. Tarantula
courtyard
dungeon
furnace
waddled
hastened

ST. HR. MANUAL -

257

Key Words:

3. PHONETICS
Test Words:

peck demand

fishpond s

spoken

uncoiled

stung joyous

riding coil

jailor

loud number

offered twinkling

trembled

wound

agreed gatekeeper

wicked

failed receive

rout

shouted tank

glee

straightway rescue

crowd

foes

praises

shocking

Families

Beginning

Endings

peck — eck

demand — de

joyous

1 — ous ( = Us)

stung — ung

number — ber

loud — oud

wound — ound

Blending

peck stung

loud ivound

demand

number

neck rung

cloud bound

desist

slumber

deck hung

proud found

decrease

cumber

fleck lung

shroud hound

deplore

barber

speck sung

mound

detract

lumber

check strung

joyous pound

dethrone remember

dangerous sound

delay

December

curious round

define

hazardous ground

Old Friends: worked, owned, palace. Against, numbered, words,
heard, turned, friend, journey, idea, arrived, alligator, dead, sighed,
remembered, afraid, ordered, filled, rushed. Soldiers, screamed,
windows, bottom, danger, throne, people, happened, surprise,
awakened, chosen.

258

SUMMAR\ . STEPS 70 lo 80
Story. Meadow Lark's Concert.

Poem. A Secret.

Thought-groups. 1. I*. lOO, 107 (five lines).

2. I'. 1!)7 (begin with line 6), 199 (two lines).

3. P. 199 (begin with line 3).

4. P. 200.

5. P. 201 (ten line.s).

(). P. 201 (begin with line 11).

7. P. 202 (thirteen lines).

8. P. 202 (begin with line 14), 203, 204 (five lines).

9. P. 204 (begin with line 6).

I. WORD GROUPS

interesting notice
gave the signal
shrill ])itch pipe
croaked a bass solo
played a tattoo
chanted a melody
tones of a fife
that he whistled
rich, ringing notes
flutelike notes
choir of sweet songsters
sang in chorus
merry throng dispersed

2. SIGHT WORDS

Meadow Lark
Prince Spring
IVIr. Woodpecker
Queen of the Fairies
Chipping Sparrow
Warblers
Bumblebees
Mr. Bullfrog
Song Sparrow
Red-eyed Vireo
Jolly Bobolink
Noisy Blue Jay
Oriole
Nuthatch
Swallows
Scarlet Tanager
Goldfinch

259

Veery

Wood Thrush

Yellow Warbler

Little Wren

Robin

Bluebird

South Wind

Flower Elves

Lily-bells

Snowdrop

Violet

Crocus

Princess Summer

hours

honor

carol

rustled

promised

3. PHONETICS

Key Words:

Test Words:

soar

yellow

decided

alighted

matin

gowns

pitch

scarlet

trunk

rollicking flitting

tune

prepare melody

j>osted

mimic

burst

chimes

concert

greeted

tenor

chirped

tripped

humming

twittering dales

finally

frail

birch

quiet

echoed

fluttering

warbled

silken

died

soaring

Families

Beginningi

Endings

soar — 1

oar

prepare — pre

yellow — loiv

(=lo)

pitch —

itch

concert — co7i

scarlet — let

melody — dy

Blending

soar

pitch

prepare

concert

yellow

scarlet

roar

ditch

preclude

concept

fellow

varlet

boar

stitch

prevent

convict

bellow

violet

oar

witch

precede

conic

mellow

amulet

switch

precise

tallow

prevail

willow

melody

predict

pillow

candy

prefer

hollow

shallow

dandy
lady

Old Friends: song, following, To-morrow, o'clock, welcome,
people, ready, chariot, butterflies, carried, charming, shrill, croaked,
twittered, branch, maple, perched, hummed, softly, sweeter, sud-
denly, joyous, greeting, wonderful, everywhere. Presently, dainty,
woven, spiders, waterfall, delighted.

260

12;

a> ? .^

O cS O

.2 o

S II

CO t»

fcfl

a
^

9 ci -^ ki ^-^

0) V ■--

g^l=J

»o

-a

a; ^ O ^3 cfl (w o

1=1

S bC

261

4J S- «-i

OJ ce 3

O O ii 0)

-14

;2 aj.s o

oS t^ o3 cw
O) O OJ O

£|

H
O

I— I

o
o

c3 F"

1/3 CX3 s^ ^

OJ o

1=1

«5
I

262

cs <u a> 0)

w M oj P
eS OJ Oi O

C S E^ CI
O O 3 O

*0 3'S

0) ^^

;=* £ Si

0; 3

be o

+j +j ,rq OJ a;

^ c/-. 2 -< rs !*
■t^ OJ g O t-i

^ 0) E^

o > i;
fl o 3

c f^ ^
O C D

> O 11

c3 oi
^3 ^

-73

■<^

«5

263

H
W

o
o

o
:^
o

o a.

0) c

^ O C
rt O O

-« a

o3 o3

03 s o

S s
^05

^
TS

•r.

rawn

oop

one

erform

ppear

ddle

-4->

angry

moment

beauty

a; 4J
be t-

-0

-d J3^

a c3<«

cs-Td

aj3

tn !>

o
O

I
CO

0) t«

pLH

o
I-

264

3 0^

^-Si-T3

0)
T3

-^3

= 33
<y 3 O O

I. W3 3
-^ 3 "O 3

oi^

3 p 3

t- Tl =- ^

O -7- O

O -3

ij 3
* C

G, a 5

3
-3

3
O

265

PHONETIC KEY — Second Year

Stories

Key Words

Initial Phonograms

Giant Giro

giant

9i=i)

Spry Mouse and Mr. Frog

center

c(=s)

The Three Bears

knock

kn (Silent Letter)

Mayor Rat's Niece

gnaw

gn (Silent Letter)

A Tale of Two Books

wrinkle

wr (Silent Letter)
(Blend)

Giant Giro

twirl

How the Pony Was Won

r skill

I squirrel

squ (= skw)

Spry Mouse and Mr. Frog

splash

spl

Lilly Etta and Wee Bruin

scramble

scr

Cedar Tree's Reward

shrill

shr

Prince Roland

spread

spr

Princess Lily

dwarf

dw
Families

Giant Giro

feet

eel

end

club

twirl

irl

The Three Bears

low

ow (=6)

latch

atch

awoke

oke

How the Pony Was Won

each

bag

cheer

eer

fir

ir = er

her

Spry Mouse and Mr. Frog

wish

ish

pond

and

need

eed

care

are

fur

266

Unhappy Grass Stalk

Mayor Rat's Niece

Lilly Etta and Wee Bruin

Hindu Sykes and the Quails

Cedar Tree's Reward

Prince Roland

Punchinello

A Mother Goose Circus

Princess Lily

A Tale of Two Books

owl

brown

own

felt

elt

ever

ike

leave

eave

cried

led

whole

ole

stream

earn

flown

own (= on)

feast

east

lost

est (= ost)

talk

alk

threw

ew {= oo)

head

ead

edge

last

ast

dress

ess

wear

ear

brought

ought

morn

orn

love

ove

turn

urn

join

oin

voice

oice

curl

url

eight

drawn

axon

hoop

oop

bone

one

ask

arm

page

age

hurt

urt

soft

oft (= 6ft)

267

Pouchy Pelican

peck

eck

stung

ung

loud

oud

wound

ound

Meadow Lark's Concert

soar

oar

pitch

itch
Beginnings

Hindu Sykes and the Quails

excuse

Prince Roland

return

Punchinello

disappear

dis

A Mother Goose Circus

perform

per

. appear

aj)

Princess Lily

angry

an ( = ang)

A Tale of Two Books

surprise

sur

Pouchy Pelican

demand

Meadow Lark's Concert

prepare
concert

pre

con

Endings

The Three Bears

shady

?/(=!)

How the Pony Was Won

cheerful

fid

Unhappy Grass Stalk

grasses

es(= ez)

Mayor Rat's Niece

matter

ter

Cedar Tree's Reward

breathless

less

Punchinello

color

or = (er)

people

plei=p\)

A Mother Goose Circus

fiddle

die

curtain

tain (= tin)

Princess Lily

moment

ment

beauty

A Tale of Two Books

sorry

Pouchy Pelican

joyous

ous (= us)

number

her

Meadow Lark's Concert

yellow

low {= l6)

scarlet melody

let dy

268

WORD GROUPS -Second Year

Steps 1 to 5

family of goats
go over
tiny dwarf
Giant Giro roared
great, gruff voice
tried to remember
could not move

Steps 6 to 10

in the midst
great, huge bear
bowls of porridge
fast asleep
middle-sized voice

Steps 11 to 15

began to quarrel
stood in front
no time to listen
across the path
and spread them
toward the pond
squeaky noise
a fine idea
balsam fir

Steps 16 to 20
could dance
a dainty dish
with a piece
through the water
fur coat
only laughed
pulled upward
pulled downward
scarcely hobble

Steps 21 to 25
nearly uprooted
a grass stalk
something else
cluster of herbs
sharp-pointed picks
antlers of reindeer
nodded. and swayed
cool breeze
ever afterwards
an Indian woman
The Indian women

Steps 26 to 30
Mayor of Ratville
grains of wheat
greatest person

269

whole, wide world
he will marry
were married
lived happily

Steps 31 to 35
among the trees
ivory handle
soda-water fountain
sweet-chocolate

Steps 36 to 40
clever fowler
work together
through the meshes
thorn bush
became excited
meant no harm

Steps 41 to 45
against a branch
once more
to the wild music
plaintive call
wide-spreading
gayly-dressed

Steps 46 to 50
are worthy
most successful
bade farewell
on their journey

sped merrily along
important errand
presented his gift
loveliest bride
horse-chestnut
won my throne

Steps 51 to 55
full of mischief
playing pranks
his magic power
grew heavier
comb her hair
Sure enough
comical little fellow
tinkling sound

Steps 56 to 60
began to worry
the canvas tents
a gilded band wagon
a beautiful chariot
Gallop-a-trot
Hobbledy-hop
Nixie, dixie
seated themselves
Hocus, pocus
swallowed the ladle

Steps 61 to 65

great wealth
Listen carefully

270

inagic crumbs
'^riic swan screained
joined a circus
An organ grinder
curious procession

Steps 66 to 70

shadowy figure
crooning voice
glanced up rapidly
no soiled leaves
stared sleepily

Steps 71 to 75

demand the money
great malice
pelican's pouch
poisonous spider

pecked him savagely
flapped his great wings
joyous greeting

Steps 76 to 80
interesting notice
gave the signal
shrill pitch pipe
croaked a bass solo
played a tattoo
chanted a melody
tones of a fife
that he whistled
rich, ringing notes
flutelike notes
choir of sweet songsters
sang in chorus
merry throng dispersed

SIGHT WORDS — Second Year

Steps 1 to 5

Billy Goat

Nanny Goat

Giant Giro

Bumpety-bump

Thumpety-thump

Thudety-thud

You've

crossed

bridge

turned

horns

Goldilocks

taught

exactly

backward

returned

pushed

Ugh

danger

neither

huge

Steps 11 to 15

Steps 6 to 10

Arthur

Father Bear

Raymond

Mother Bear

Howard

Baby Bear

youngest

271

son

bullfrog

watched

poured

meshes

buy

bought

cause

moss

lining

prize

Steps 16 to 20

Spry Mouse
Mr. Bullfrog
Mr. Hawk
among
bruised
luncheon

Steps "^l to 25

baskets

whole

circled

Steps 26 to 30

White Rat
Mr. Gray Fur
Mayor Rat
North Wind
uncle
niece
mansion
cottage

Steps 31 to 35

Lilly Etta
Aunt Laura
Wee Bruin
Mr. Eagle
umbrella
wonderful
trouble
break

Steps 36 to 40

Hindu Sykes

Bob White

quails

company

obeying

learned

feather

injured

enemy

many

Steps 41 to 45

Autumn

Spring

South

Maple Tree

Elm Tree

Chestnut Tree

Cedar Tree

heart

word

mention

dragged

272

Steps 46 to 50

King Louis

Prince Roland

Princess Angora

Prince Charming

welcome

court

attendants

monkey

pleasures

palace

kingdom

passed

choose

distance

alas

nowhere

knelt

Steps 51 to 55

Punchinello

Old King Cole

Court Jester

brownie

fingers

lose

eyelids

eyebrows

wandered

country

thousand

dangled

school

lamb

soul

Steps 56 to GO

Circus

Joe

Allan

Dutchmen

Harlequin

Columbine

Cock-Horse

Banbury Cross

Looby Loo

Crooked Man

Peter Piper
Professor Know-
it-all
Dr. Foster
Gloucester
hurrah
entrance
lemonade
procession
veils

corporals
wand
touched
springboard
bought
royal
daughter
cupboard

Steps 61 to Q5

Princess Lily
Hans
does
grasped

village

carriage

chariot

attendants

toward

comical

anyone

Steps 66 to 70

Careless Carl
Tidy Tom
Dreamland Town
Paper-Covered
Book

Linen -Covered

Book
Book Hospital
Sandman
East Wind
lesson
aches
through
straight

Steps 71 to 75

Pouchy Pelican
Mr. Stork
Mr. Rope
Mr. Waterfall
Mr. Tarantula
courtyard
dungeon
furnace
waddled
hastened

Steps 76 to 80

Meadow Lark
Prince Si)ring
Mr. Woodi)ecker
Queen of the

Fairies
Chipping Sparrow
Warblers
Bumblebees
Mr. Bullfrog
Song Sparrow
Red -eyed Vireo
Jolly Bobolink
Noisy Blue Jay
Oriole
Nuthatch
Swallows
Scarlet Tanager
Goldfinch
Veery

Wood Thrush
Yellow Warbler
Little Wren
Robin
Bluebird
South Wind
Flower Elves
Lily-bells
Snowdrop
Violet
Crocus

Princess Summer
hours
honor
carol
rustled
promised

ST. HR. M.\NUAL 18

273

TEACHING VOCABULARY

Second Year

Arthur

among

able

antlers

afterwards

although

Aunt

Autumn

Angora

attendants

alas

admitted

arrived

awakened

admired

Allan

appear

anyone

arm

allow

amused

aches

agreed

appeared

alighted

Bumpety-bump

bridge

backward

bumping

belonged

bedroom

balsam

bullfrog

buy

between

bruised

banjo

breeze

baskets

bringing

Bruin

bush

branch

breathless

blustering

berries

bade

bride

brownie

bleating

Banbury

bone

billboard

better

bagpipes

beauty

Book

bass

Bobolink

Blue Jay

birch

burst

club
crossed
cabin
cooling

274

chairs

cause

chattered

cross

cheerful

claimed

chatterbox

croaked

center

cl uster

clever

circled

creeping

contented

cottage

carved

cheerfully

company

chose

Chestnut

Cedar

covered

cozy

Charming

court

choose

cracked

commanded

comb

comical

country

Cole

catches

color

curl

circus

canvas

delighted

edge

chariot

downward

excuse

corporals

dainties

escape

C'olunibiiic

different

evening

Cross

dressed

Elm

crooked

dreaming

errand

cupboard

dragged

entrance

curtain

distance

enough

cobwebs

decide

eyelids

carefully

dangled

eyebrows

crumbs

dixie

eight

curious

disappear

East

carriage

Dutchmen

envy

comical

Dr.

eraser

chain

daughter

Elves

clown

drawn

echoed

captives

does

crooning

dyes

Careless

Dreandand

Carl

drowsy

family

closed

demand

feeling

certainly

dungeon

feet

careful

dispersed

flowers

courtyard

dales

front

coil

decided

fir

crowd

died

foolish

cleaned

frisked

chanted

fur

choir

flies

chorus

end

felt

Chipping

entered

flying

Crocus

exactly

floating

concert

empty

fountain

carol

enjoyed

flown

chirped

else

feast

chimes

ever

fowler

Etta

feather

])

Eagle

flock

exclaimed

fluttered

dwarf

excited

danger

enemy

farewell

275

fairies

farmer

forgotten

fellow

fingers

form

fiddlers

Foster

forget

funny

figure

flapped

furnace

fishpond

failed

foes

fife

flutelike

Fairies

Flower

finally

flitting

frail

Giant

Giro

gruff

Goldilocks

grasses

growing

grains

greatest

gnaw

grateful

gratitude

gayly

gift

gilded

gallop

gently

Gloucester

grinder

grasped

glanced

greeting

gatekeeper

glee

Goldfinch

greeted

gowns

huge

horns

hidden

happily

Howard

hemp

hurry

hoarse

hobble

Hawk

herbs

handle

happiest

harm

himself

haste

hinder

harvest

heart

horse-chestnut

heavier

hair

hurrah

Hobbledy-hop

Harlequin

276

hoop

hickory

Hans

Hospital

hurt

hardly

hastened

honor

humming

instead

idea

indeed

ivory

injured

instantly

intended

important

interesting

just

journey

join

Jester

Joe

jet

Jolly

joyous

jailor

jay

knew
kindness

kingdom

kepi

knelt

move
monster

midst

merrily
meshes

latch

lying

listen

lining

leading

loosely

leaked

luncheon

lily

Lilly

Laura

learned

large

leader

last

loveliest

Louis

later

lamb

lifted

ladle

lemonade

lose

lords

lively

lowered

listen

leading

Linen-Covered

lesson

lullaby

Lark

Lily-bells

moss

muddy

mats

mayor

marry

married

mansion

matter

mistaken

mount

many

meant

market

Maple

mention

monkey

merrymaking

mischief

magic

midst

messenger

money

malice

melody

mimic

matin

neither

nor

noises

need

nibbled

277

neck

iK^arly

nodded

narrow

niece

nowhere

number

ninny

nixie

noble

newspaper

notice

notes

Noisy

Nuthatch

over

obeying

older

ordered

ouch

organ

offered

Oriole

pushed

porridge

poured

path

prize

pony

piece

pond

plant

picks

person

pleasing

planned

pitch

plaintive

pipe

jjrepared

jjrepare

protect

posted

piped

promised

panting

presented

Prince

Princess

pleasures

palace

passed

perform

pitter-pat

platform

quarrel

quails

queer

quickly

quiet

promised
Punchinello

prize

roared

people

remember

pranks

room

power

returned

pickled

reached

peppers

Raymond

procession

rushed

perched

roots

Peter

reindeer

Piper

Ratville

Professor

Rat

peanuts

replied

plaster

Roland

placed

remained

Paper-Covered

rule

page

royal

patched

riding

Pouchy

Rope

Pelican

receive

pouch

rout

poisonous

rescue

pecked

rich

praises

ringing

presently

Red-eyed

rustled
rollicking

suddenly

safely

swiftly

shady

spread

squeaky

son

skill

Shetland

served

scarcely

splash

stalk

sharp-pointed

slender

soda-water

sweet-chocolate

scrambled

spyglasses

sobbing

swoop

supported

several

stepped

scolding

succeed

sent

spring

South

shrill

shivered

shelter

storms

successful

sped

squirrel

278

spread

strange

shining

sounded

story

smallest

secured

suit

school

sulked

screamed

since

soul

sleepy

swan

sighed

swimming

smiling

splendid

stroked

spider

savagely

stork

shouted

spoken

straightway

shocking

season

seated

swallowed

sign

springl)oard

snow-white

swept

Sparrow

Swallows

Scarlet

South

Snowdrop

Summer

soar

tiptoed

silken

thousand

straight

tiniest

shadowy

tents

stared

tinkling

Sandman

touched

sorry

trotted

scowl

thirteen

studying

toward

seemed

towers

saying

town

slipped

Tidy

straps

Tom

signal

torn

solo

tossed

songsters

Tarantula

twinkling

trembled

tank

tiny

tattoo

tried

tones

Thnmpety-tliump

throng

Thudety-thud

through

turned

Tanager

taught

Thrush

twirl

tenor

tasted

tripped

tired

tune

tumbled

trunk

tie

twittering

tow

traveled

thirsty

topmost

unable

trouble

Ugh

thorn

upstairs

talked

upward

themselves

uprooted

throughout

uncle

thickly

umbrella

throne

Ugly

279

voice

vines

veils

vanished

village

Vireo

Veery

Violet

wiggle

window

watched

woven

wished

wax

whole

weave

wheat

wealth

wide

willingly

world

wrinkle

wife

Waterfall

wonderful

waddled

wondered

wound

work

wicked

wisest

whistled

waited

Woodpecker

word

Warblers

wild

Wren

wide-spreading

warbled

whirled

worthy

won

welcome

wooden

youngest

wandered

yellow

wand

yonder

worry

yesterday

wagon

Yellow

280

THIRD YEAR

Aims. (1) To provide material that will enlarge the child's
thought and speaking vocabulary^ with the constant consideration
of his interest at this stage of development.

(2) To present enough of the familiar in the context to furnish
review or drill.

(3) To continue phonetic drill, and to apply the same.

Suggestions for teaching the Third Year work may be
found in Type Treatment for the Second Year. (Pages 226-
228.)

It is not necessary that the stories in the third year be read
in the order in which they are given in the book. The stories
may be selected for correlation purposes. The variety of
stories suggests the various treatments of the same. The
stories may be dramatized if they lend themselves to drama-
tization. Familiar fairy stories afford excellent material for
oral purposes. Nature stories may be used as a basis for
study in nature and geography, as well as for language. The
various elements of nature are identified through folktale,
myth, and legend. The stories that deal with peoples of
different lands may be used for geography and also for history.
The numerous poems may be used to satisfy the rhythmic
and aesthetic sense of the child. Some of the stories are
purely imaginative, others appeal to a sense of humor.

The manner of conducting the lesson will depend upon the
story selected. The divisions of the story into thought-
grou])s will assist the child to think logically and will be a
guide in oral reproduction. In the language work, the teaclier
should aim for original sentences (paraphrase) , thus making

281

use of enlarged vocabulary. Encourage the individuality of
the child, and allow him to use his own initiative. For ex-
ample, the details of dramatization may be arranged by dif-
ferent pupils.

Devices. (1) Allow a bright pupil to read the entire story
aloud, for other children to reproduce orally.

(2) Have a pupil who is inclined to be slow read the story.
When he hesitates in pronouncing a word, allow the other
children, who have their books closed while listening to the
story, to try to supply the word. This, as well as the pre-
ceding device, calls for close attention on the part of every
child in the class.

The list given below shows the several types of stories
and poems :

Dramatization: Hansel and Gretel, Cinderella.

Fairy Stories: Thorn Rose, Cinderella, Hansel and Gretel,
Queen Hulda and the Flax, The Magic Girdle.

Indian Folklore (Closely allied with Nature) : The Beavers'
Lodge, Manitou and the Squirrels, The Swift Runner, Brother
Rabbit, Gray Mole and the Indian, The Water Lilies, The Corn-
fields, The Gift of Corn.

Nature and Geography : Sennin the Hermit, The Frog's Travels,
The Merchant's Caravan.

Mythology: The Bag of Winds, Diana and Apollo, Great and
Little Bear.

Humor: Why the Sea is Salt, The Bonfire in the Sea, The Magic
Girdle.

Wonder Tale: Aladdin and the Magic Lamp.

Serial Story: Robinson Crusoe.

Poems: The Land of Story Books, Hiawatha's Brothers, Queen
Mab, The Wind, The Tree, Hiawatha's Sailing, Where Go the
Boats, The Boy and the Sheep, Robin Redbreast, The Cornfields,
A Boy's Song, Aladdin's Lamp, The Whiting and the Snail.

282

FAIRY TALE

Poem. The Land of Story Books.
Story. Hansel and Gretel.

Thought-groups. 1. P. 6, 7 (six lines).

2. P. 7 (begin with line 7), 8 (thirteen lines).

3. P. 8 (begin with line 14), 9 (ten lines).

4. P. 9 (begin with line 11), 10, 11 (one Hne).

5. P. 11 (begin with line 2).

6. P. 12, 13 (three lines).

7. P. 13 (begin with line 4), 15 (six lines).

8. P. 15 (begin with line 7), 16. 10. P. 18, 10 (two lines).

9. P. 17. 11. P. 19 (begin with line 3), 20.
Word Groups : busily at work ; mending brooms ; knitting stock-
ings ; squeaky voice. (For clear enunciation.)

Context Words : Peter, Gertrude, Hansel, Gretel, Germany,
Sandman, Dew Fairy, Witch of the Forest, Elder Bush, anxiously
(p. 9), worse (p. 10), guessed (p. 18).

Note. Use the context for these words. Through silent reading, the pupils
may find the characters and places in the story. Other words given need special
drill. Pupils may find the words given here and read the sentences or paragraphs
in which these occur.

Grouping : village (p. 6), knitting (p. 6), gather (p. 8), terrible
(p. 9), squeaky (p. 15), unfastened (p. 19), clasped (p. 20).

Note. Have the pupils find these words in the context and read the word
groups in which they occur. This exercise is an aid to clear enunciation in oral
reading. It will also assist in correct phrasing.

Phonetics: (1) Key Words: (a) nymj)h {ph = f), orphan, cipher,
sphere, phrase, camphor, phonograph, pharmacy, triumph ; (b)
darkness (ness), boldness, weakness, thickness, richness, fitness,
lightness.

(2) Test Words (Words in the story, containing familiar pho-
netic elements. These words are to be recognized by means of
their phonograms) : husband, presently, lazy, finished, thrown,

283

punish, uiinbly, silly, strawberries, potatoes, meanwhile, hungry,
\vliisp(M'(Ml, terror, uiilasteiKMl, huddled, shun})ers, twelve, tripped,
gingerbread, nibbling, luuUcred, astride.

(3) Enunciation (Words found in the story, to be written upon
the blackboard for practice in clear enunciation) : (a) ('onsonant

— m (see Manual, p. 319) — maker, mother, mending, milk, mean-
while, making, mossy, man, midnight, made, magic, move ; (6)
Vowel — a (long) (see Mamial, j). 304) — maker, day, became,
play, lazy, taking, brave, strange, babe, gray, came, made, way,
rays, wake, ate, cage, bake, table ; (c) Vowel — 6 (medial) (see
Manual, p. 309) — gone, song, mossy, long, softly.

(4) Independent Recognition (Words, not in the story, to estab-
lish the independent recognition of words. Tea(;h the accent
mark) : main'sail, va'cate, na'tive, ma'jor, sa'cred, a'eroplane.

FABLE

Story. The Eagle and the Fox.

Thought-groups. 1. P. 21. 2. P. 22, 24 (three lines).

3. P. 24 (begin with line 4, through line 17).

4. P. 24 (begin with line 18), 25.

Word Groups: terribly frightened; small grass stalks.

Grouping: talons, porpoises (pronounced p6r'pws-ez), prove.

Phonetics: (1) Key Words: ha.sten (t silent letter), often, soften,
listen, castle, trestle, nestle, chestnut, glisten, whistle, epistle,
fasten, mortgage, moisten.

(2) Test Words: demanded, lonely, seals, walruses, whales,
mainland, raft, ashore.

(3) Enunciation: (a) Consonant — g (hard) (see Manual, p. 315)

— eagle, egg, grass, great, angry, grasped, going, began ; (b) Vowel

— e (long) (see Manual, )). 306) — eagle, tree, he, me, these, she;
e (short) (see Manual, p. 307) — eggs, nest, left.

(4) Independent Recognition: conceal', pe'ony, bequeath',
mem'orable, anem'one.

Clear Articulation : The angry eagle threw down an egg.

284

INDIAN FOLKLORE

Poem. Hiawatha's Brothers.
Story. The Beavers' Lodge.

Thought-groups. 1. P. '27 (.sixteen lines).

2. P. 27 (l)egin with line 17), 29 (sixteen lines).

3. P. 29 (begin with line 17), 30, 31 (three lines).

4. P. 31 (begin with line 4), 33 (four lines).

5. P. 33 (})egin with line 5).

Word Groups: busy people; winding tunnel ; the dainty house ;
a hearty welcome.

Context Words: Big Chief, Great Spirit, Master Beaver,
wampum.

Phonetics: (1) Key Words: (a) guest (u silent letter), guard,
guess, guide, guild, guile, guilt, guise ; (b) nevertheless (less), breath-
less, heartless, useless, needless, artless.

(2) Test Words: distance, shore, beaver, plenty, bestowed,
lodge, spaces, proud, dome-shaped, stranger, poplar, birch, willow,
lilies, suited, choice, maiden, neighbors, wedding, otters, weasels,
muskrats, council, cozy, handsome.

(3) Enunciation: (a) Consonant — b (see Manual, p. 313) —
big, beaver, obey, busy, bow, belt, bestowed, birds, build, built,
birch, bark, bank, beautiful, noble; (h) Vowel — a (short) (see
Manual, p. 305) — traveled, at, sat, am, and, have, an, dam, had,
handsome.

(4) Independent Recognition: attack', animal'cule, antip'odes,
Aphrodi'te, asbes'tos.

Story. Manitou and the Squirrels.

Thought-groups. 1. P. 34 (eight lines).

2. P. 34 (begin wdth line 9), 35.

3. P. 36 (fifteen lines). 4. P. 36 (begin with line 16), 37.
Word Groups : to eat greedily ; began to cough ; nibble acorns.
Context Words: Manitou (pronounced man'i-tob), scarcely.

285

Phonetics: (1) Key Words: (a) invilatum {lion = shwri), regula-
tion, education, ()l)servation, instruction, production, condition,
ammunition, opposition; (b) begged (ed — d), slammed, shamed,
robbed, rubbed, grinned, lined.

(2) Test Words: grandmother, facing, feast, accept, wood-
pecker, ashes, impolite, hollow.

(3) Enunciation: (a) Consonant — t (see Manual, p. 313) —
Manitou, tell, about, great, to, sat, told, meat, lifted, until, it, tree,
forest, together, feast, invite, accept, first, impolite, tasted, instant,
taken ; (6) Vowel — 6 (short) (see Manual, p. 309) — of, onward,
not, fox, hollow.

(4) Independent Recognition: colosse'um, com'batant, con'fis-
cate, conversa'tion.

Story. The Swift Runner.

Thought-groups. 1. P. 38 (fourteen lines).

2. P. 38 (begin with line 15), 39 (eleven lines).

3. P. 39 (begin with line 12), 40.

Word Groups : the swiftest runner ; great antlers ; gnawing twigs.

Context Words: Black Bear, White Rabbit, Swift Runner.

Phonetics: (1) Key Words: (a) proclaim (pro), provide, pro-
nounce, propose, profound, proceed, promote, procure ; (6) decided
(ed), derided, demanded, protested, contested, descended.

(2) Test Words: olden, contest, offered, brambles, woodland,
skillfully.

(3) Enunciation: (a) Consonant — r (see Manual, p. 318) —
runner, offered, reward, pair, antlers, gathered, other, iSrst, disap-
pear, ready, cheers, returned, winner ; (6) Vowel — i (short) (see
Manual, p. 308) — ^in, animals, himself, swiftest, his, running, win,
meeting, rabbit, willing, cutting, doing, begin, gnawing, swiftly,
skillfully. (For clear articulation.)

(4) Independent Recognition: in'nocence, tin'sel, shriv'el, rich'-
ness, clura'siness.

286

Story. Brother Rabbit.

Thought-groups. 1. P. 4*2 (nineteen lines).

2. P. 42 (be^in with line 20), 43.

3. P. 44 (twenty lines).

4. P. 44 (he^in with line 21), 46.

Word Groups: crisp and brown ; followed the footprints ; turned
pure white.

Context Words: Eagle Eye, canoe.

Phonetics: (1) Key Words: (a) pushed (ed = t), crushed, fished,
mashed, knocked, wrenched, wrecked, gnashed ; (6) mountain
(tain = tin), curtain, certain.

(2) Test Words: prairie, hunters, paddled, hauled, miles, plenty.

(3) Enunciation: (a) Co*isonant ^ — ^n (see Manual, p. 320) —
one, in, Indian, neither, nor, plains, gone, canae, morning, animals,
again, return, against, enemies, soon ; (6) Vowel — ii (see Manual,
p. 311)- Summer, hunters, up, hung, slump. ,

(4) Independent Recognition: consum'mate, mor'ibund, ro-
tund', pronuncia'tion.

Clear Articidation :

" None knew thee but to love thee,
None named thee but to praise."

FAIRY STORY

Poem. Queen Mab.
Story. Cinderella.

Thought-groups. 1. P. 50 (thirteen lines).

2. P. 50 (begin with line 14), 51 (sixteen lines).

3. P. 51 (begin with line 17), 52 (eighteen lines).

4. P. 52 (begin with line 19), 54, 55 (two lines).

5. P. 55 (begin with line 3), 56 (six lines).

6. P. 56 (begin with line 7), 57 (two lines).

7. P. 57 (begin with hue 3), 58 (five lines).

8. P. 58 (begin with line 6).

287

9. P. 59, 60 (ten lines).

10. P. 60 (begin with line 11).

11. P. 61, 62 (five lines).

12. P. 62 (begin with line 6).

13. P. 64.

Word Groups : the largest })umpkin ; touehed the rind ; splendid
livery ; elegantly dressed.

Context Words: Cinderella, Fairy Godmother, lizards, cushion.

Phonetics: (1) Key Words: (a) procession {don = shun) , succes-
sion, session, impression, mission, commission, admission ; (6) jeal-
ous (o7is = us), various, curious, odious, copious, serious, glorious.

(2) Test Words : selfish, daughters, housework, intended, par-
rot, kitchen, cinders, clothes, dressmaker, satin, velvet, swan's-
down, advantage, sobbed, pumpkin, scooped, coach, breathlessly,
lizards, footmen, alarm, livery, costume, pearls, elegant, rubies,
sparkling, crouching, knelt.

(3) Enunciation*: (a) Consonant — w (see Manual, p. 317) —
woman, was, were, went, washed, window, wear, wish, want,
will, watering, with, waiting, wonderful, would, worn, warming ;
(b) Vowel — i (long) (see Manual, p. 307) — time, fire, fine, find,
night, rind, live, mice, drive, chime, arrived.

(4) Independent Recognition : bronchi'tis, appendici'tis, menin-
gi'tis, Goli'ath, gladi'olus, accli'mate.

GREEK MYTHOLOGY

Poem. The Wind.

Story. The Bag of Winds.

Thought-groups. 1. P. 66, 67 (three lines).

2. P. 67 (begin with line 4, through line 15).

3. P. 67 (begin with line 16), 68 (eight lines).

4. P. 68 (begin with line 9), 70 (two lines).

5. P. 70 (begin with line 3), 71 (five lines).

6. P. 71 (begin with line 6).

288

Word Groups: cease his roaring ; go sullenly l>ack ; sing a song;
on llieir journey.

Context Words: Eolus (pronounced e'o-lws), North Wind, East
Wind, West Wind, anchored.

Phonetics: (1) Key Words: (a) ivhiri (//•/), swirl, twirl, girl;
(b) freeze {eeze), breeze, wheeze, sneeze, squeeze.

(2) Test Words: imprisoned, exercise, mischief, tempest,
blanket, discovered, unruly, harbor, treasure, suffered, hardsliip.

(3) Enunciation: (a) ('onsonant — ^v (see Manual, p. SIQ) —
caves, have, voice, waves, leaves, cover, very, giving, evening ;
(b) Vowel — 6 (long) (see Manual, p. 308) — home, go, blow, over,
snow, O, open, gold, arose.

(4) Independent Recognition: explode', ep'isode, provoke',
mar'igold, withhold'.

Story. Diana and Apollo.

Thought-groups. 1. P. 72, 73 (three lines). '

2. P. 73 (begin with line 4, through line 11).

3. P. 73 (begin with line 12).

Word Groups : a floating island ; the wood nymphs ; a golden
chariot ; wonderful present.

Context Words: Diana, Apollo, Neptune, Jupiter, Master,
Silver Bow, earth.

Phonetics: (1) Key Words: (a) pillar (lar = ler), regular-
popular, angular, singular, particular, perpendicular; (6) creature
(ture = tur), furniture, overture, temperature.

(2) Test Words: marble, graceful, heaven.

(3) Einuiciation: (a) Consonant — d (see Manual, p. 314) —
island, lived, had, Diana, fastened, rapidly, day, followed, wood,
wandered, deer, hunted, bestowed, golden, land, wonderful, prized,
used, called ; (b) Vowel — a ( = 6) (see Manual, p. 306) — was,
wandered, swan.

(4) Independent Recognition: swamp'y, wasp'ish, war'ren,
wat'tle, wad'ding, wam'pum.

ST. HR. MANUAL — 19 289

FAIRY STORY

Poem. The Tree.
Story. The Fairy Tree.

Thought-groups. 1. P. 76 (fifteen lines).

2. P. 76 (begin with line 16), 77 (five lines).

3. P. 77 (begin with line 6), 78 (six lines).

4. P. 78 (begin with line 7).

5. P. 79, 80 (fifteen lines).

6. P. 80 (begin with line 16), 82 (eight lines).

7. P. 82 (begin with line 9), 83.

Word Groups: obeyed her commands; fringed with pearls;
heard the sweet voice.

Context Words: Flora, Rainbow, Fairy Tree, ivory, buried.

Phonetics: (1) Key Words: (a) wait (ait), bait, strait; (b) sister
(ter), minister, register, canister, chorister, dissenter, banter, ros-
ter, sequester.

(2) Test Words: household, basin, delightfully, gathering,
mossy, flashed, colors, scales, crumbs, playfellow, oldest, baked,
hastened, fringed, trembled.

(3) Enunciation: (a) Consonant — f (see Manual, p. 316) —
Fairy, family. Flora, forest, fire, fell, often, for, fish, flashed, fed,
feed, follow ing, flowers, fruit, feet, leaf, find, if ; (b) Consonant —
ch (as in child) (see Manual, p. 315) — each, kitchen, which, catch,
marching, branches, reached ; (c) Vowel — oo (see Manual, p. 309)
— cool, cock-a-doodle-doodle-doo, too.

(4) Independent Recognition: reproof, lampoon', buffoon',
forsooth,' whoop'ing.

Clear Articulation :

" Full fathom five thy father lies."
The fairy leaf floated far away.
Flora fed the fairy fish.

290

INDIAN FOLKLORE
Poem. Hiawatha's Sailing.
Story. Gray Mole and the Indian.

Thought-groups. L P. 85.

2. P. 86 (fourteen lines).

3. P. 86 (begin with line 15), 87, 88 (.six lines).

4. P. 88 (begin witii line 7), 89 (seven lines).

5. P. 89 (begin with line 8, through line 20).

6. P. 89 (begin with line 21), 90 (fourteen lines).

7. P. 90 (begin with line 15), 92 (six lines).

8. P. 92 (begin with line 7), 93.

Word Groups: scorched and shriveled; furiously angry; fast
disappearing; carrying messages; pliant branches.

Context Words: Gray Mole, Western Sea, Breaking Light, Big
Sea Water, Red Willow, Marsh Reeds, Birch, Linden, Cedar,
Larch, Alder, warriors.

Phonetics: (1) Key Words: (a) presently (ly), carefully, proudly,
softly, busily ; (6) singing (ing), standing, wandering, speaking,
peeping, covering, starting, disappearing, shining, stirring.

(2) Test Words: messages, burrow, scorched, shriveled, summit,
council, wholesome, nations, chimed, fibrous, rosin, cluster, snare,
unfasten, picture-writing.

(3) Enunciation: (a) Consonant — h (see Manual, p. 315) — •
hungry, Jie, had, here, heard. Ha, home, his, himself, overhead,
hill, hidden, high, how, hot : (6) Diphthong — ou (see Manual,
p. 309) — found, proudly, boughs, councils.

(4) Independent Recognition: mount'ing, house'keeper, re-
sound', founda'tion, sound'ness.

Story. The Water Lilies.

Thought-groups. 1. P. 94. 3. P. 96, 97.

2. P. 95. 4. P. 98.

291

Word Groups: hearts of gold; a strange dream; ehoose for
yourself.

Context Words: Star Maiden, buflfaloes.

Phonetics: (1) Key Words: (a) nearer (er), folder, mender,
hearer, sweeter; (6) yourself (self), herself, himself, myself.

(2) Test Words: lilies, floated, paddling, blossom, hundreds,
listen.

(3) Enunciation: (a) Consonant — 1 (see Manual, p. 319) —
beautiful, lilies, flowers, floated, paddling, gently, suddenly, little,
smiled, listen, brightly; (6) Vowel — u (long — equivalents, you,
eio), (see Manual, p. 310) — beautiful, you, youth, music, beauty.

(4) Independent Recognition: confuse', curios'ity, cu'bit,
hu'man, hu'morous, pew'ter, renew'.

NORTHERN FOLKLORE

Poem. Where Go the Boats.
Story. Why the Sea is Salt.
Thought-groups. 1. P. 100.

2. P. 101, 102 (nine lines).

3. P. 102 (begin with line 10).

4. P. 104.

5. P. 105 (sixteen lines).

6. P. 105 (begin with line 17), 106.

7. P. 107.

8. P. 108, 109, 110 (eight lines).

9. P. 110 (begin with line 9), 111 (fourteen lines).
10. P. Ill (begin with line 15), 112, 113.

Word Groups : asked for bread ; a huge snowball ; groped his way.

Grouping : cupboard (pronounced kiib'erd) (p. 106), porridge
(p. 108), ocean (p. 111).

Context Words: Rich Brother, Poor Brother, Chief Dwarf.

Phonetics: (1) Key Words: (a) sizzle (zle), dazzle, muzzle, puzzle,
drizzle, embezzle; (6) manage {arje = aj), personage, parsonage,
hermitage.

292

(2) Test Words: (^liiiiiiioy, covered, annoyed, anf,'nly, dwarfs,
trudged, snowball, alleiilioii, nioiiieiil, twinkling, entrance, [)our-
ing, watching, (juenclied, boiling, kettle, crowded, teasing, grind,
excepting, exchange, climbed, furnished, choicest, astonishment,
oatmeal, twisted, screwed, handle, drowned, soaked, merchant,
borrow, easier, voyage, procure, cargo, captain, consented, care-
fully, further, overboard, herrings, dozen, grind, mowers.

(3) Enunciation : (a) Consonant — s (breath siliilant) (see
Manual, p. 316) — sea, salt, stingy, snow, starve, said, ask, us,
this, dwarfs, so, seven, sang, still, six, steam, .stood, suddenly,
(Children find others) ; (&) Vowel — O ( = u) (see Manual,
p. 309) — one, covered, brother, once, wonderful.

(4) Independent Recognition: com'forter, cora'pass, com'pany.

JAPANESE FOLKLORE

Story. Sennin the Hermit.

Thought-groups. 1. P. 114.

2. P. 115 (seventeen lines).

3. P. 115 (begin with line 18), 116, 117 (nine lines).

4. P. 117 (begin with line 10), 118.

Word Groups: long white beard ; into their midst ; recited some
verses ; reached the entrance.

Context Words: Sennin, Japan, Hermit of the Mountain.

Phonetics: (1) Key Words: (a) hermit {tiiit), permit, admit,
commit, remit, submit, transmit, omit; (6) nimble {hie), thimble,
tremble, humble.

(2) Test Words: far-away, direction, amuse, cherry, blossoms,
nightingale, recited, verses, company, farewell, fragrant, depths,

(3) Enunciation: (a) Consonant — p (see Manual, p. 313) —
Japan, play, pond, picked, surprised, stopped, patting, disap-
peared, depths, pointed, upwards, top ; (6) Vowel — a (Italian a)
(see Manual, p. 305) — far, father.

(4) Independent Recognition: palm'istry, mar'tin, gap'ing,
ar'mament, barn'yard, heark'ening.

293

GREEK MYTHOLOGY

Story. Great and Little Bear.

Thought-groups. 1. P. 120.

2. P. 122.

Word Groups: admire her ; on pleasant nights.

Context Words: CalHs'to, Jupiter, Juno, Areas, Great Bear,
Little Bear, North Star.,

Phonetics: (1) Key Words: (a) beautiful (ful), plentiful,
bountiful, merciful, useful ; (b) beauty (tij), surety, variety,
society, safety, sobriety.

(2) Test Words: revenged, terror, recognized, embrace, spear,
pleasant.

(3) Enunciation: (a) Consonant — c (= k) (see Manual, p.
315) — Callisto, because, cave. Areas, can; (6) Vowel — o (= oo)
(see Manual, p. 309) — whom, move.

(4) Independent Recognition : disapprove', behooved', entomb',
undo'ing.

FABLES

Poem. The Boy and the Sheep.
Story. The Boy Who Cried Wolf.
Thought-groups. 1. P. 125 (seventeen lines).
2. P. 125 (begin with line 18), 126.

Word Groups : a lonely place; enjoyed the company; the herd
of sheep.

Phonetics: (1) Key Words: (a) forest (est), interest; (b) com-
pany {nil), harmony, destiny, progeny, larceny, ceremony.

(2) Test Words: tended, excepting, valley, enjoyed, fooled,
really.

(3) Enunciation: (a) Consonant — k (see Manual, p. 315) —
dark, working, trick ; (6) Vowel — 66 (short) (see Manual, p. 309)
— good ; equivalents — could, would.

(4) Independent Recognition ; understood', broth'erhood,
undertook', forsook', like'lihood.

294

Story. The Lion's Share.

Thought-groups. 1. P. 127.

2. P. 128 (seventeen lines).

3. P. 128 (begin with line 18), 129.

Word Groups: prowling along; attacked tlie wolf; divided
the iiniinjil ; watehed greedily.

Context Words: King Lion, Friend Donkey.

Phonetics: (1) Key Words: (a) angry (gry), hungry;
(6) humbly {l)ly), probably, affably, unspeakably, pardonably,
fashionably, peaceably.

(2) Test Words: donkey, agreed, caught, portion, springing,
taught.

(.'}) Enunciation: (a) Consonant — c ( = s) (see Manual, p. 314)
— certainly, piece, once ; (6) Vowel — a ( = 6) (see Manual, \>.
306) — call ; eqidvalents — caught, taught.

(4) Independent Recognition: nau'scous, cau'liflower, cau-
sa'tion, cau'terize, au'dible.

FAIRY TALE

Poem. Robin Redbreast.
Story. Thorn Rose.
Thought-groups. 1. P. 132 (eighteen lines).

2. P. 132 (begin with line 19), 133 (nine lines).

3. P. 133 (begin with line 10), 134.

4. P. 136 (eighteen lines).

5. P. 136 (begin with line 19), 137.

6. P. 138 (seventeen lines).

7. P. 138 (begin with line 18), 139.

8. P. 140, 141.

9. P. 142.

Word Groups: summer afternoon; pearl cradle; the sweetest
voice ; a spiteful laugh.

Context Words: Thorn Rose, Prince Courageous.
Grouping : guests (p. 132), hearth (p. 138), pigeons (p. 142).

295

Phonetics: (1) Key Words: (a) /our//i (/A — brcalii), iifUi, sixth,
seventh, eighth, ninth, tenth, eleventh, twelfth ; (/;) disappear
{dis), disobey, disgrace, discharge.

(2) Test Words: rejoicing, hurry, afternoon, sleepily, ill-tem-
pered, keyhole, cheerfulness, witty, generous, spindle, shook,
forward, twisting, spinning, wheel, flaming, shadows, darkened,
sunny, hedge, towers, enchantment, whatever, tiptoed, narrow,
stairway, servants.

(3) Enunciation: (a) Consonant — th (as in thorn) (see Manual,
p. 314) — through, health, thread, hearth, thick ;4fe- (as in there)
(see Manual, p. 314) — them, the, that, then, there; (h) Vowel —
ee (as in teeth) (see Manual, p. 306) — queen, sleepily, sweet, fifteen,
asleep, wheel.

(4) Independent Recognition: disagree', ju'bilee, proceed',
indeed', decree'.

FABLE

Story. The Wolves and the Deer.

Thought-groups. 1. P. 143 (thirteen lines).

2. P. 143 (begin with line 14), 144, 145 (seven lines).

3. P. 145 (begin with line 8).

Word Groups: swift runners ; your mouths closed ; attacked the
deer.

Grouping : facing (p. 143), hungry (p. 145), opened (p. 145).

Phonetics: (1) Key Words: (a) invited (in), indeed, incrust, in-
crease, incline, inclose, inane; (6) prepare (pre), present, pre-
sume, prevent, prevail, prefix.

(2) Test Words: wolves, attacked, wondered, escaped.

(3) Enunciation: (a) Consonant — ng (equivalent, n = ?/) (see
Manual, p. 320) — hungry, angry, facing ; (b) Vowel — a (see
Manual, p. 305) — prepared; equivalent, there.

(4) Independent Recognition: star'ing, air'ship, there'abouts.
Word Groups: the diflScult journey ; added disdainfully ; polite

farewell.

296

INDIAN FOLKLORE

Poem. 'I'liK Cornfields.
Story. Tm: (Iift of Corn.
Thought-groups. 1. P. 117.

2. r. 148 (fifteen lines).

3. P. 148 (begin with line 16), 149, 150 (ten lines).

4. P. 1.50 (hei^in with line 11), 1;51 (twenty lines).

5. P. l.U (begin with line ^21), l.n.

Word Groups: glided swiftly along; wrestle together; with
greenish husks ; my green garments.

Context Words: Indians, Great Lakes, Brave Heart, Red Plume,
Moon of Falling Leaves, Gift of Corn, conquered.

Phonetics: (1) Key Words: (a) (/rf^n/*-/; (/.s7?), feverish, shrewish,
boyish, girlish, yellowish, womanish; (6) amazement (merit), em-
ployment, instrument, endowment, payment.

(2) Test Words: destroyed, enemy, driven, settled, powerful,
glided, stranger, smoke, stronger, succeeded, tripping, vanished,
garments, kernels, heavens, tassels, rustled, ripening, roasted,
cornfield, strength, brought, blessed, wrestle.

(3) Enunciation: (a) Consonant — y (see Manual, p. 319) —
yellow, you, your; (6) Vowel — y (=i) — enemy, swiftly,
suddenly, very, any, presentl\-, instantly.

(4) Independent Recognition: leg'acy, Cyn'thia, pros'ody, un-
speak'ably, vocab'ulary.

JAPANESE FOLKLORE

Poem. A Boy's Song.
Story. The Frogs' Travels.
Thought-groups. 1. P. 155, 156 (three lines).

2. P. 156 (begin with line 4, through line 13).

3. P. 156 (begin with line 14), 157 (ten lines).

4. P. 157 (begin with line 11), 158 (six lines).

5. P. 158 (begin with line 7).

297

Context Words: Japan, Tokio, Kioto (kyo'to), bade (bad).

Phonetics: (1) Key Words: (o) traiwl {el = e[), novel, towel,
trowel, hovel, marvel, gravel, vowel; (b) acquaintance {ance —
A owel a much obscured), inheritance, utterance, sufferance, tem-
perance.

(2) Test Words: difficult, *^especially, noses, exactly.

(3) Enunciation: (a) Consonant — j (see Manual, p. 315) —
journey, just; (6) Vowel — u (see Manual, p. 310) — turned,
further. Equivalents: were, early, world, heard, first, worth,
journey.

(4) Independent Recognition: jour'neyman, bur'nish, bur'lap,
bur'glar, research', earth'enware, pearl'fish, earth'quake.

EAST INDIAN TALE

Story. The JNIerchant's Caravan.

Thought-groups. 1. P. 159, 160 (three lines). 4. P. 163.

2. P. 160 (begin with line 4), 161 (two lines). 5. P. 164.

3. P. 161 (begin with line 3). 6. P. 165.
Word Groups : the merchant's goods ; guide the caravan ; con-
tinued the journey.

Context Word: Abdul (pronounced ab'dool).

Phonetics: (1) Key Words: (a) journey {ney = ni), tourney,
chimney, attorney, kidney, hackney ; (6) crystal (tal, vowel a
much obscured), brutal, acquittal, refutal, transmittal.

(2) Test Words: merchant, caravan, desert, camels, canvas,
leather, barley, required, pilot, guide, stretched, nostrils, eagerly,
oasis, waving, joyfully, refreshed, weary, lighten, fading, traders.

(3) Enunciation: (a) Consonant — sh (see Manual, p. 317) —
wished, shone, shall, shade, fresh, refreshed, shouting ; (6) Vowel
— e (see Manual, p. 307) — other, desert, over, leather, water,
another, eagerly, after, supper, under, traders. Equivalents: for-
ward, afterwards.

(4) Independent Recognition: Octo'ber, remem'bering.

298

EUROPEAN FOLKLORE
Story. Queen Hulda and the Flax.

Thought-groups. 1. P. 166.

2. P. 167. 4. P. 170.

3. P. 168. 5. P. 171, 172.

Word Groups : snow-capped mountain ; a deer appeared ;
across the pasture ; a golden girdle ; guarding tlie blossoms.

Context Words: Hans, Blue Grotto, Queen Hulda, Ali)ine.

Phonetics: (1) Key Words: (a) antler (ler), butler, pedler, cut-
ler, sutler; (b) thunder (der), hinder, ponder, wonder, blunder.

(2) Test Words: peasant, pasture, crossbow, marksman,
grazed, glittered, approach, tunnel, glimpse, crystals, girdle,
jewels, ceiling.

(3) Enunciation: (a) Con.sonant — wh (see Manual, p. 317) —
when, why ; (b) Vowel — a (see Manual, p. 306) — ask, fastened.

(4) Independent Recognition: danc'er, staff, aft'er, graft, path.

ARABL\N NIGHTS

Poem. Aladdin's Lamp.
Story. Aladdin and the Magic Lamp.
Thought-groups. 1. P. 174, 175 (eleven lines).

2. P. 175 (begin with line 12).

3. P. 176, 178 (twelve lines).

4. P. 178 (begin with line 13), 179 (six lines).

5. P. 179 (begin with line 7), 180 (seven lines).

6. P. 180 (begin with line 8), 181 (two lines).

7. P. 181 (begin with line 3, through line 19).

8. P. 181 (begin with line 20), 182.

9. P. 183. 14. P. 189.

10. P. 184 (eighteen lines). 15. P. 190.

11. P. 184 (begin with line 19), 185. 16. P. 191.

12. P. 186. 17. P. 192.

13. P. 188. 18. P. 193, 194.

299

Word Groups: a long distance; burning merrily; the colored
fruit; a dainly breakfast.

Context Words: .Aladdin, Persia, Magician, Mustaplia, Genie
(je'ni). Slave of the Lamp, Princess, Sultan, Africa, niche.

Phonetics: (1) Key words: (a) ividow (oui = 6), meadow,
shadow; (h) sunmion {mon = mwn), common, sermon, demon.

(2) Test Words: beckoned, tailor, nephew, delicious, powder,
girdle, mumbled, sprinkled, emeralds, amethysts, muttered,
terrified, managed, shutters, impossible, entirely, basins, thousand,
pretended, disguised, exchange, secure, beloved.

(3) Enunciation: {a) Consonant — ci (= sh) (see Manual, p.
314) — Magician, precious; {h) Vowel — oi, oy (as in oil, hoy) (see
Manual, p. 309) — coins, oil, royal, joy.

(4) Independent Recognition: disappoint', tur'moil, purloin',
coun'terpoise, destroy'.

AUSTRALIAN FOLKLORE

Poem. The Whiting and the Snail.
Story. The Bonfire in the Sea.

Thought-groups. 1. P. 197.

2. P. 199. 4. P. 201, 202 (thirteen lines).

3. P. 200. 5. P. 202 (begin with line 14), 203.
Word Groups : came splashing down ; were soon shivering ; on

frosty (lays.

Context Words: Australia, Fin-fin, Flying-fish.

Phonetics: (1) Key Words: (a) foremost {fore), forearm, fore-
castle, forefather, forefront, forefinger, foresight ; (6) comfortable
{able), portable, supportable, detesta})le, acceptable, accountable,
presentable, warrantable.

(2) Test Words: bonfire, level, towered, gliding, foremost,
circle, somersault, overhanging, serious, matches, smoldering,
sputtered, crackled, forgetting.

300

(3) Enunciation: (a) donsonanl — g ( = j) (see Maniml, p.
316) — edge, magic; {h) Vowel — e (as in there, equivalent lo Ci)
(see Manual, p. 307) — where, there.

(4) Iiidei)endent Recognition: heir'ess, heir'loom, swear, for-
bear'.

SERIAL STORY

Story. Robinson Crusoe.

Thought-groups. 1. P. 204.

2. r. '205. 6. P. 209.

3. P. 206. 7. P. 210.

4. P. 207. 8. P. 212.

5. P. 208. 9. P. 213.

10. P. 214, 215, 216 (six lines).

11. P. 216 (begin with line 7), 217, 218 (sixteen lines).

12. P. 218 (begin with line 17), 219 (seven lines).

13. P. 219 (begin with line 8), 221 (fifteen lines).

14. P. 221 (begin with line 1(5), 222.

Word Groups: to foreign lands; most miserable; many neces-
sary things ; on the desert island.

Context Words: Robinson Crusoe, Hull, London, Africa, Por-
tuguese, South America, Brazil, Friday, English, England.

Phonetics: (1) Key Words: (a) companion {ion = yun), pinion,
minion, dominion, opinion, onion, communion, million ; (b) diffi-
cult (cult), occult.

(2) Test Words: grieved, miserable, resist, voyage, aboard,
adventures, captured, pirates, managed, tobacco, hurricane,
peering, difficulty, swimmer, alertness, drowned, ebbed, biscuits,
carpenter, pistols, gunpowder, calendar, reckoning, belongings,
savages.

(3) Enunciation: (a) Consonant — z (see Manual, p. 318) —
Brazil ; (6) Vowel — u ( = oo — equivalent eiv) (see Manual, p. 311)
— Crusoe, crew, drew.

(4) Independent Recognition: ru'mor, jiru'dent, grew, eschew'.

301

FAlin TALE

Poem. The Wonderful World.
Story. The Magic Girdle.

Thought-groups. 1. P. 224.

2. P. 225, 226 (twelve lines).

3. P. 22G (begin with line 13), 227, 228 (seven lines).

4. P. 228 (begin with line 8), 230 (seventeen hnes).

5. P. 230 (begin with line 18), 231.

6. P. 232.

7. P. 233.

8. P. 234, 235, 236 (four lines).

9. P. 236 (begin with line 5).

Word Groups : to offend him ; a merry tune ; the heaviest part ;
enjoying the ride ; the curious girdle.

Grouping: mending (p. 224), narrow (p. 225), choice (p. 226),
world (]). 227), offend (p. 228), bargain (p. 230).

Phonetics : (1) Key Words : (o) overlook (over), override, over-
step, overtake, overthrow, overturn ; (6) unhappy (un), unhealthy,
unhurt, unhitch, unhinge, unharness.

(2) Test Words : cobbler, honey, blanket, shoulder, enjoying,
bargain, commander.

(3) Enunciation : (a) — Consonant — x ( = ks) wax, next ; (b)
Vowels — a, e, i, o, u, day, me, time, blow, tune ; a, e, i, 6, ii, sat,
mending, his, cobbler, hunter.

(4) Independent Recognition : a'miable, e'gotism, i'dleness,
overhaul', u'nicorn ; ad'ipose, en'trance, imposi'tion, opera'tion,
understand'ing.

Clear Articulation :

" I chatter over stony ways.
In little sharps and trebles,
I babble into eddying bays,
I bubble on the pebbles."

302

GUIDE TO ENUNCIATION

The organs of speech are a liuinaii music box, and Llie child
should be taught to use them deHcately and accurately.

The teacher should know the organs of speech and the
science of their use. It is not sufficient for her to know that
p, b, t, d, g, etc., are not sounded per, her, ter, etc., but she
should know why such enunciation is incorrect, and how
to remedy it.

Vowel sounds have their source in the glottis and in the
upper part of the larynx, which contains the cartilages
called vocal cords.

The sounds originating here are variously modified by the
tongue, teeth, lips, or other parts of the mouth as they
pass through, each sound being affected as to quality by
some particular part or parts. These modifications in the
utterance of vowels are limited to changing the shape of the
passage, so that the principal characteristic of a vowel is
continuity of resonance, due to the fact that the passage
of the breath is not interrupted.

Consonants, on the other hand, are caused by breath meet-
ing interference at some point in the vocal passages. The
character of this interference and of the interruption of the
sound caused by it distinguishes one consonant from another.

Diaphragmatic breathing should be taught in connection
with vowel enunciation. The proper position of the organs

303

of speech for correct utterance of each vowel and consonant
should be thoroughly mastered by the teacher.

The statements in the following pages are in harmony
with the Guide to Pronunciation in Webster's Secondary-
School Dictionary or in Webster's New International
Dictionary.

Lists of words illustrating each vowel sound should be
written on the blackboard, to be used for drill. The dia-
critic marks, however, should not be taught to the children
in the first three years.

Accent plays a very important part in clear enunciation,
and drill on this is strongly advised wherever the children
fail to place the accent properly, or to give proper stress to
the accented syllable.

VOWELS

The Eight Principal Sounds of a

1. a — as in ale, fate, is called long a, and is the name sound of
this letter.
In this vowel the mouth is more open than in e (p. 306) ; there

is a wider separation of the lips and teeth. The tongue (in the
front i>art of mouth) is
dropj)ed a little lower, and
at the end of this sound the
organs, for a brief instant,
are in the position of i (p.
308). This sound is there-
fore said " to vanish to a
point." The a is consid-
ered a double vowel, being
composed of e + i.

Ex. — Pay, may, vane, jay, tale, ape, fame, save, age, late.

304

2. a-

The
never

3. a-

- as in preface, senate, is a inodificalion of a in unaccented

syllables,
sonnd ranges between a {ale) and e {end) (p. .'}07j. It
' vanishes to a point," as a does.

- as in air, fare, care; this sound is called circumflex a.

In this sound there is a
little more separation of the
teeth then in e (p. 807), and
the tongue is tenser. This
sound is the narrow sound
correlative to the wide a
(am) .

Ex. — Chair, ])air, care,
prayer, mare, rare, hare,

'/ bear.

4. a — as in at, add ; this is called short a.

The positions of organs of si>eech are practically the same as in
a (air), but the vowel sound is much shorter. This is peculiarly
an English language sound and foreigners rarely give it correctly.

Ex. — Pan, hat, tack, man.

In some unaccented syllables the sound a is greatly obscured,
and is indicated by a, as in final, accord, rivalry.

5. a — as in far, arm, ah.

(Commonly called Ital-
ian a.) The mouth is
wide open, and the tongue
is in its natural flat posi- #A'
tion, y.

Ex. — Palm, mar, far, father, gape, arm, barn, hark.

ST. HR. MANUAL 20 305

6. a — as in ask, glass, fast.

In organic position this sound is between a (am) and a (arm).
It is not pronounced like a ; the main part of the tongue is raised
higher toward the roof of the mouth, and the lower jaw is not so
much depressed ; neither is the mouth so widely opened. The
vowel a has the sound a in many words, when followed by sk, ff, ft,
th, ss, sh, st, and nee; as ask, staff, graft, path, pass, etc.

In some unaccented syllables this sound is greatly obscured, and
is indicated by a, as in asleep, sofa.

7. a . ( = 6) ^ — as in awe,
talk, sivarm, vater. It
is a long vowel.
The mouth is wide open,
the corner of the lips slightly
rounded or drawn inward,
the tongue depressed below
its natural position. V^

Ex. — Pall, fault, shawl
daub, warm (rhymes with form), war (rhymes with for), yawn,
vault, jaw, raw.

8. a ( = 6) ^ — as in was, ivander, quality.

The identity of this sound with 6 (odd) is seen in the fact that
wander rhymes with ponder and fonder.

Six Sounds of e

1. e — as in eve, eel; this

is e long and is the name

sound of the letter.

The lips and teeth are

slightly parted, and the

upper surface of the tongue

is very near the roof of the

mouth, but does not touch it,

306

and I licrcforc docs iiol olislnicl llio \()ic(\ IMiis is a narrow vowel
and is not always an absolutely simple element. It eommonly
starts at a slightly wider angle (near i — ill) and moves to con-
sonant !j, as in ijc.s.

Ex. — She, peat, fear, read, cheer, theme, leash, leap, teeth.

2. e — as in enough, creation, is a modification of e in unaccented

syllables.

3. e — as in end, ebb; this is short e. The syllable is usually

closed by a consonant sound.
The mouth is in nearly the same position when uttering e as it is
in the first part of a.

Ex. — Met, them, sex, never, let, red, less, berry, yet, head, then.

In some unaccented syllables this sound is greatly obscured, and
is indicated by e, as in moment, garment.

4. e — as in perform, maker.

This sound comes before r in many unaccented syllables. The
similar sound in accented syllables {Ex. — her, injer) is equivalent
tou(p.:510).

5. e ( = a) — as in there, where.

This e sound occurs only before r. (See a, p. 305.)

6. e ( = a) — as in eight, veil, sleigh, they. (See a, p. 304.)

Four Sounds of i

1. i — as in time, ice, bind,
pie; this is long i and
is the name sound of
the letter.
The sound is double ; the
main part is the glide be-
tween the initial element a
(arm) and the terminal i(i^O- Final Position
Ex. — Pie, sigh, kite, dive, aisle, size. Equivalents. — Type, by.

307

mi»c/^Acai//////p

Initial Position

2. 1 — as in (7/, pit, iiniil ; Lliis is short /.

The organs of speech are in nearly the same position as when a
is uttered. The tongue is a Httle lower in the mouth, tlius widen-
ing the space between it and the roof of the mouth. 'J'his vowel
is the wide counterpart of narrow e.

Ex. — Fin, tip, this, whip, pin, dish. Equivalent-. — Lady, baby.

3. i ( = ij) — as in^r, virtue, is the ecjuivalent of // in burii, and

of e in such words as her, infer.

4. i ( = e) — as in machine, intrigue. (See e, p. 306.)
This sound of i occurs chiefly in words of foreign origin.

Eight Sounds of o

1 . o — as in old, over ; this is long o, the name sound of the letter.
The lips are rounded and the tongue depressed. This letter,

like a, changes its sound towards the end ; it terminates in a
" vanish " or momentary sound of o6 produced by contracting the

lips. It is not necessary to

compress the lips : merely

narrow the lip passage.
The quality of o before

r in an accented syllable is

sharply defined ; and the

"vanish" sound is e rather

than o6. The radical part

of the vowel is narrowed.

The lips are contracted and
the jaw depressed, but less than for 6 (lord).

Ex. — No, pole, vote, bowl, soak, own, tore, roar.

2. 6 — as in obey.

This sound differs from o by absence of the vanish and by taking
a wider form, which varies according to prolongation.

3. 6 ^ — (occurs only before r), as in orb, order, lord.
This sound is identical with a (all). (See p. 306.)

308

4. 6 — as m not, odd ; this is short o. It is a wide xowcl. The

lips are not as coiilraclcd as for a {all).
In some unaccented syUahlos this sound is j^really obscured and
is indicated by 6 as in occur, connect.

5. 6 — as in song, loss, cost. This is a medial sound between

6 and 6.
0. p ( = 6b) — as in do, prove, tomb.

7. o ( = o6) — as in vndf, woman, bosom.

8. 6 ( = u) — as in son, done, other. (The letter is douV)led in

blood, flood.)

Diphthongs of o

1 . 00 — as in moon , fool.
The sound is single ; it is
a long vowel. The lip must
be rounded as much as pos-
sible without obstructing
the voice. The tongue is
dropped low in the front of
\*^ ^ the mouth.

Ex. — Ooze, loop, pool, woo, tooth, choose. Equivalents. — Do,
canoe, group, rude, crew.

2. 66 — as in foot, wool. This is a w^ide form of the oo, and like

oo is a single sound.
Ex. — Book, good. Equivalents. — Wolf, put, full, could,
should.

3. ou — as in out; a true diphthong made up of a (art) and oo

(look).
Ex. — Pout, south, pouch, mouth, sound, loud. Equiraletits.
— Cow, owl.

4. oi, oy. — oi as in oil, oy as in boy. This sound is made up of

6 (or) and i (ill).
Ex. — Oil, poise, toil, noise, boy, royal, joy.

309

Six Sounds of u

1. u — as ill une, pure, riihc, dnfij ; tiiis is long u and is the name

sound of the letter.

This sound is a diphthong which has oo as its terminal and main
part. The initial element is brief and evanescent and varies from
y {yes) to i {ill) . The lips are slightly rounded on the initial ele-
ment and then are drawn closer all the way through to the end of
the 00. This labialization of the entire sound is very important.

In some cases, especially at the beginning of a syllable, the y
sound, as the initial element, is clearly heard, as in unit; this u
sounds like the word you.

Ex. — Use, mute, pure, hue. Equivalents. — Europe, pew, hew,
view, yew, you.

After d, I, s, t, and th the u is given with i instead of y as the
initial element ; as in duke, lute, suit, tune, enthuse.

2. u — as in unite, emulate, supreme.

This sound is a modification of u and differs from it by taking
o6 (foot) as its final element in place of oo (food). The initial ele-
ment is y (yes) or i (ill), as in the u sound. In colloquial speech
the initial element tends to assimilate with a preceding t or d,
forming more or less clearly the sounds of ch or j ; as in nature, ver-
dure. This tendency is indicated by the marks tu, dii.

3. u

ur7i, urge.

as in
burn.
The mouth is opened less
than for a (far) and the
back of the tongue is a
little more depressed. Care
should be taken to enun-
ciate the following r dis-
tinctly.

Ex. — Burn, turn, nurse, cur. Equivalents. — Fern, earn, sir,
word, world.

310

4. u — us ill up, bud, us, under; this is sliorL //.

Tlie vowel is a wide one and is voiced in the hack of the month.

Ex. — Pun, nut, jut, up, nudge. Equivalents. — Love, doth,
ton.

In some unaccented .syllahles this .sound is greatly ob-scured,
and is indicated by H as in circus, suhmit.

5. u ( = oo) — as in rude, rumor, blue, sure, jury.

6. u ( = ob) — as in bull, full, put, push.

For sounds of y, y, and y, see T, i, and i, pp. 307, 308.

CONSONANT SOUNDS

Place of Articulation

Lips (labials)

Lower lip and upper teeth (la

biodentals)

Tip of tongue and edge of

teeth

Tip of tongue and gums back

of upper teeth ....
Blade of tongue and teeth .
Blade of tongue and gums

back of upper teeth .
Middle of tongue and hard palate

(palatal)

Root of tongue and soft palate

(gutturals, or velars)
Same position as following vowel

(aspirate) . . . .

Oral

Nasal

Stopped

Open

Voiced

Voiceless

Voiced

Voiceless

Voiced

W ^
V

wh '

4b.

z
zh, j

s
sh, ch

9 (go)

k
h

w ^

wh '

ng{y)

• w and wh are articulated both at the lips and at the root of the tongue.
They are therefore called labiogutturals.

311

Definitions

Breath sound is produced by forcing the breath against the
organs at the place of obstruction, as in /, s {so), sh, th {thin),
aspirate h.

Stopped action is caused when all sound is cut off, leaving an
interval of silence during which the oral passage is closed at some
point ; as in p, t, k. Audible effects result from both the closing
and the opening of the closed passage.

Glides are the effects produced by the voice as it passes from con-
sonant to vowel, or vice versa; as in ebb, go, saw, ought.

Abruptness in English speech is due to :

{A) Initial form — forcing a passage between vocal cords
pressed tightly together.

{B) Terminal form — by checking the tone more or less abruptly
through a reverse process. Such actions {A and B) are called the
" glottal stop " or the " glottal check."

Clicking is produced by the sudden and forcible impact of one
surface upon another or their sudden separation, as heard in p and
t and k.

Voiceless consonants are consonants made with breath sounds
only, or by stopped action, as p.

Voiced consonants are consonants voiced or vocalized, as 6.

Stopped voiceless consonants, as initial sounds, have audible puff,
due to the sudden release of the compressed breath within the
distended walls of the oral cavity, as pay, kite.

Stopped voiceless consonants when final have a percussive sound
of lip or tongue against palate, as cup, back.

Note. In both positions these voiceless consonants produce and are
modified by the " glottal stop " and the " click." In an initial it is due to
the abrupt beginning of the vowel and the sudden separation of the
organs. In the finals the sudden impact of tlie organs produces the
" click," and at the same instant the abrupt cutting off the vowel is pro-
duced by the " glottal check."

312

p- as in ])in, is a voiceless
consonant.

IJring the lower lip against
the uj)i)cr ; a slight pntt' of
breath escapes as the lii)s
j)art.

Note. — Allow child to {)iifF
.so that it may be felt or to
puff out a candle.

Peel, pit, post, pug, keep, tip, cope, cup.

b — as in hih, rob, is a voiced consonant.

Lips are in the same position as for p\ but a voiced breath is
directed toward the closed lij^s ; this results in a muffled tone
made by the vocalized breath as it is injected into the cavity very
softly.

Ex. — Bean, bit, bat, boast, feeble, bail, cab, robe.

t — as in ////, is a voiceless consonant.

It is formed by the tip of
the tongue against the back
of the upper teeth, stopping
for an instant the breath
which is passing outward,
then allowing it to pass in
a slight Duff.

Ex. — Tea, tin, ten, eat, wit, net, tame, tan, time, mate, hat, bite.

Groups of words for practice :

Tie tight. I tied it. Not at all.
A twister, a twisting, a twist, etc.

313

th — as in thin, is a voiceless consonant, hut more continuous than
t, and modified by the aspirate h.

Flatten the tongue, and
place the end of it against
the edge of the upper teeth,
then breathe steadily.

Note. — Tell the child to
stick out the tip of the tongue
between the teeth and say
thick, thin. This is excellent
drill for those that stutter.

Ex. — Theory, thick, wrath, thought, youth, sheath, smith,
mouth, broth, breath.

4ht- — as in this, then, thy, is a voiced consonant.

Ex. — These, this, that, them, there, brother, thou, thine.

Note. th, voiceless 4h, voiced

7ioun mouth verb mouthed

noun bath verb bathe

710U71 wreath verb wreathe

sing, noun mouth plural noun mouths

sing, noun wreath plural noun wreaths

d — as in did, deed, is a voiced consonant. It is like t except
that it is voiced.

Ex. — Deed, dine, daily, feed, pride, avoid, dumb, dole, made,
need, mud, load.

When preceded by a voiceless consonant in the same syllable, d
has the sound of / ; as hissed, hooked, arched.
C — has two principal sounds, called soft and hard.

Soft c sounds like s (p. 310), and is made by the tongue against
the hard palate ; c is soft before e, i, or y.

Ex. — Civil, cent, face, fence, bicycle.

In some words soft c combines with a following i or e to form the
sound of sh. For example, in delicious, precious, ocean.

314

Hard c .sounds like /,•, ;is in c<irf, cdrao.

It is made hy I lie toii^iic af^aiiisl the soft |)alal('.

ch — as in child, is a foinhiiuilion of tlic sounds of / and .s7*
(p. 317).
E.V. — Cheaj), churn, chowchow, chose, peach, arch, vouch,
roach.

Note. — ch = 1 — rej^ular sound of cli in rlnirch.
'i — sli in chagrin, machine.
3 — hard c ( = k) in chorus, echo.

k — as in kick, is a guttural voiceless consonant.
Place the back of the tongue against the
soft palate.

Ex. — Keen, cake, kind, dock, speak, neck,
l)ike, clock. Equivalents. — Care, cart, coal,
^ cone ; queen, quick.

h — is a voiceless consonant, called aspirate.

The sound of h is produced by emitting the
breath with some force from the mouth in any
of the vowel positions.

Ex. — Heard, hoard, hook, hale.

j — as in judge, jaw, is the voiced consonant corresponding to
voiceless ch.

This is a combination of the sounds of d and ~//. The sound is
also represented by soft (j.

Ex. — Jail, jar, June, join, jovial, job. Equivalents. — Siege,
gin, ridge, huge, page.

g — is a voiced consonant, with two different sounds, hard and
soft.
Hard g, as in go, is a guttural, like k except that it is voiced. It
is produced by the tongue and the soft palate. The voice is forced

315

into the cavity of the pharynx, wliicli is ck)sed by the soft palate
and then arched, to bring the lower border in contact with the
tongue. While on the curve it is pressed back against the walls of
the pharynx.

g is hard — before a, o, k, /, r, s, as in r/a//, (/ini, glad, groiv; some-
times hard before e, i, or ?/, as in get, gii-e, gig, muggy : always hard
at the end of a word.

g is soft like j in many words where it is followed by e, i, or y,
as in gem, rage, magic.

gh = g hard, as in ghost, ghastly.

= / in some words after au or on, as in laugh, cough. It is
often silent after i, au, or ou, as in high, caught, dough, through.

f — as mfife, is an open voiceless consonant.

The lower lip is raised to the upper teeth and the breath escapes
through the interstices and sides of the lips and teeth.

In oJ,f takes the sound of r.

Ex. — Fine, fit, roof, knife, tiff, foot. Equivalents. — Rough,
enough, trough, telegraph, photograph, philosophy.

V — is the same as/ except that the consonant is voiced,
Ex. — Veal, vale, vine, weave, wave, hive,

S — as in sin, is a voiceless sibilant.

The tip of the tongue placed back of the upper teeth leaves a
slight orifice through which
the breath is forced, and as
it impinges upon the edges
of the upper or lower teeth
it produces a sharp hiss.

This s, as in see, so, stay,
fits, is pure breath.

Other Soimds of s. — .s'
has the sound of z (voiced
breath) in many words ; for example, is, rides, music .

816

;

HissiNCi Position

HUSHINI; POHITION

s has the sound of sli in .sure, .sugar ; and .si has the same sound in
mansion, version, etc.

s has the sound of zh (Hke
z in azure) in such words as
vision, leisure.

The(hff"erence})et\veentlic
hissing and luishing sounds
of 5 is due to the position of
tli(^ tongue. In the first the
tongue is closer to tlie teeth, in the .second the tongue tip seems to
become a vertical Unc.

sh — is an open voiceless
consonant.
The front of the tongue
is lifted toward the roof of
the mouth .so that the lower
surface of the tongue faces
the teeth.

E.T. — Shut, .shin, shame, share, flash, .shore,
w — is called a semivowel from its close rela-
tion to oo (food) or 06 (foot).

It always begins with a brief 00 or (Jo. The //? requires a con-
traction of the lips, and a constriction between the back of the
tongue and the soft palate, which makes »' guttural as well as labial.

Ex. — Weep, were, war, wall, wore, we, wax, wait, wise.

In such words as cow, plow, law, jaw, Jew, the w is reckoned as
a vowel. In blow, follow, etc., and in who, whom, whole, whoop,
the w is silent.

wh — as in ivheel, when, where.

wh = h + a voiceless iv, no voice being heard until the begin-
ning of the following vowel. The h represents the breath sound
produced by exhaling the deep breath which always begins a correct
enunciation of wh.

317

Device. — LcL llie ])U|)il

hold the palm of his hand

(or a sheet of thin paper)

a short distance from his

mouth, and then say the

words in each list below dis-
tinctly. He will feel the air

on his hand or see the
paper move when wh is uttered correctly. ^^^f^^^&B^iff/llllllllll''

Ex. — Where, which, whey, when, wheeze, whip, whoa, whither.
Contrast with the w sound in ivear, witch, way, etc.

z — an open voiced consonant, as in zeal, zone, maze.
It is produced in the forward part of the mouth by the tongue and
the hard palate, like s, except that it is voiced.

Ex. — Buzz, dizzy, size, frozen, maze. Equivalents. — Easy, his.

X = /iw, in fo.v, expand.
= gz, in exist, exliau.sf.
= z, when initial, as in Xerxes.

zh — is the voiced sound produced, like sh, with the front of the
tongue lifted toward the roof of the mouth. This sound is repre-
sented by z or .s' preceding u, or by si (never by zh in actual spelling) ;
for example, azure, leisure, measure, usual, confusion , erosion.

I — as in rear, row, is a voiced consonant.

It is produced with the

tongue, the tip of which is

curled backward, near the

hard palate. The breath

escapes at the sides. When

the tip of the tongue vibrates

it produces the trill or rough ,

r, which may be produced be- ^
fore, but never after, a vowel heard in the same syllable.

Ex. — Rill, fare, ragged, rascal, ran, pearl, world, girl, burn.

318

Note. — Some children need drill in pronouncing the r distinctly in
girl, world, etc.; others need to be cautioned against adding the r sound
to saw, law, ete.

y — as in year, young, is a
voiced consonant.
It is prodnced by raising
the arch of the tongue to
the roof of the mouth, as
when uttering e (eve), but
so closely as somewhat to
obstruct the passage of the
voice.

Ex. — Yet, yarn, you, year, yearn, young.
For the sounds of the vowel y, see T, T, I, pages 307, 308,

1 — is a voiced consonant.

It is produced by raising
the point of the tongue
against the hard palate, the
voice being allowed to es-
cape at the sides of the
tongue.

It is liquid in low, lie, ill,
hell.

It is explosive in battle,
pickle, bustle.

Ex. — Lid, fill, lane, bale, loyal, boil, loan, roll.

m — as in me, mine, is a nasal consonant.

The organs have the same positions as for
6 or p, but the sound passes through the nose.
Lip pressure is necessary.

Ex. — Seem, tame, men, man, mute, me,
mate, hem, ham, home.

319

n — as in no, nine, is a nasal consonant.

The tongue and lij)s are in the same positions as in producing t
and d, but the voice j)asses through the nose.

Ex. — Nail, need, pin, pane, none, snow, inn, change.

Device. — Teach the children to make the " wax-doll mouth "
showing two front teeth, and say n.

ng — is a single nasal consonant ; the sound of neither n nor g is
heard.

This sound is produced by contact between
the soft palate and the back of the tongue,
with a free passage l^etween the soft palate
and the wall of the pharynx, and the passage
through the nose open.

Device. — The child closes one nostril and
says singing — ringing. This helps him to
realize the nasal character of the sound.

Ex. — Fling, slang, bring, rang, ring, wrong, singer.

An equivalent sound (y) is represented by n alone in such words
as bank, sink, linger, longer.

320

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