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 wnfjimaiaamammfr- 
 
 HOUR READERS I 
 
 MANUAL 
 
 GOE AND CHRISTIE 
 
 AMERICAN BOOK COMPANY 
 
 rilMMMWHMBHI
 
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 Southern Branch 
 of the 
 
 University of California 
 
 Los Angeles 
 
 Form L I 
 
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 1525 
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 NOV 2 4 1924 
 
 JAN 4 ^?i?§ 
 
 Form L-9-15iyi-8,'24
 
 STORY HOUR READERS 
 MANUAL 
 
 THE STORY METHOD 
 
 BY 
 
 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
 
 Copyright, 1913, 1914, by 
 AMERICAN BOOK COMPANY. 
 
 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. 
 
 7
 
 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 
 
 8
 
 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 
 
 9
 
 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 
 
 10
 
 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.) 
 
 11
 
 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 
 
 12
 
 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 
 
 13
 
 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. 
 
 14
 
 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. 
 
 15
 
 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. 
 
 16
 
 (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 
 
 18
 
 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. 
 
 19
 
 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. 
 
 20
 
 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. 
 
 21
 
 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) . 
 
 22
 
 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. 
 
 23
 
 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. 
 
 24
 
 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. 
 
 25
 
 The little dog laughed 
 
 To see such sport, 
 
 And the dish ran away with the spoon. 
 
 Old Mother Hubbard 
 
 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. 
 
 26
 
 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. 
 
 27
 
 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. 
 
 28
 
 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. 
 
 29
 
 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. 
 
 30
 
 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) 
 
 
 31
 
 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.) 
 
 32
 
 ROTE SONGS 
 LITTLE BO PEEP 
 
 m 
 
 &2fi^ 
 
 Lit - tie Bo Peep has lost her sheep, And 
 
 ^ 
 
 can't tell whereto find them.Leave them a - lone, and 
 
 g 
 
 ^^t=t 
 
 W=it 
 
 s 
 
 p 
 
 ^ 
 
 :S=t* 
 
 they'll come home, Wag-ging their tails be -hind them. 
 
 HUMPTY DUMPTY 
 
 m 
 
 ^^ 
 
 ^?- 
 
 ^ ^ - 
 
 =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, 
 
 m 
 
 n 
 
 w 
 
 1: 
 
 :|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 
 
 #=^^ — i- — #- 
 
 :3 
 
 N 
 
 Eat-ing his Christmas pie; He put in his thumb and 
 
 m 
 
 ±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= 
 
 1^ 
 
 =P=^: 
 
 J ^- N N N- 
 
 = ^ -J -J- 
 
 ^n- 
 
 --^ 
 
 JtUt 
 
 see such sport, And the dish ran a - way with the spoon. 
 
 34
 
 SEE, SAW, MARJORY DAW 
 
 
 See, saw, Mar - jo - ry Daw, Jack shall have a new 
 
 ^1= 
 
 S 
 
 n » » — #- 
 
 mas - ter; He shall have but a pen - ny a day, 
 
 I 
 
 :n=^ 
 
 Be - cause he can't work an - v fast - er. 
 
 LITTLE BOY BLUE 
 
 r^^T 
 
 1 
 
 N 
 
 ^ 1 
 
 /\ W k'> m m 
 
 ^ ^ 
 
 m 
 
 
 P 
 
 J 
 
 fv^y Bo r 1 ■"■ ^ 
 
 
 
 J ^ 
 
 
 VT7 O J 
 
 1 1 
 
 \j 
 
 ^ 1 
 
 Lit - tie 
 
 k' 1 
 Boy Blue, 
 
 come blow your 
 
 horn ; The 
 
 x , " 
 
 ' 
 
 r^ 1 
 
 /fWw0 m 
 
 * 3 
 
 « 
 
 f 
 
 J 
 
 1 "1 
 
 f\\^\> r r : 1 : 
 
 
 
 ^ 
 
 J 1 ' 
 
 V- u ^ L' 
 
 y y 
 
 ^ 
 
 
 » « 
 
 sheep's ii 
 
 1 
 
 the mead - 
 
 S S K 
 
 o\v, 
 
 the cow's 
 
 in the corn. 
 
 V, " 
 
 ^ V K' 1 ' 
 
 
 ■ 
 
 X U u, J a 
 
 
 ^' ^' ^ 
 
 . 
 
 J 
 
 P 
 
 « « « 1 
 
 irrv'^ p» • -■-■- 
 
 
 1 VM; 
 
 
 > y ' 
 
 J 
 
 \\niere's the 
 
 lit- tie boy 
 
 that looks aft 
 
 - er tlie sheep? 
 
 [y 17 
 
 
 
 m 1 1 
 
 /T b b ^ 
 
 P 
 
 • » 
 
 « • 
 
 1 • i " II 
 
 
 
 r 1 
 
 1 ^-^ — ^ — 1 
 
 — U 
 
 — ]/ U 
 
 -^ U 
 
 LJ r 1 u 
 
 He's un - der the hay - stack, fast a - sleep. 
 
 35
 
 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 
 
 36
 
 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. 
 
 37
 
 (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. 
 
 38
 
 (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. 
 
 39
 
 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! " 
 
 40
 
 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. 
 
 41
 
 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 
 
 42
 
 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. 
 
 43
 
 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. 
 
 44
 
 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. 
 
 45
 
 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. 
 
 46
 
 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. 
 
 47
 
 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 
 
 48
 
 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. 
 
 50
 
 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. 
 
 52
 
 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. 
 
 53
 
 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." 
 
 (c) The teacher presents the phonetic card containing the 
 
 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. 
 
 54
 
 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 
 
 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. 
 
 55
 
 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. 
 
 56
 
 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. 
 
 57
 
 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. 
 
 58
 
 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 
 
 59
 
 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. 
 
 60
 
 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. 
 
 61
 
 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. 
 
 62
 
 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.) 
 
 63
 
 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. 
 
 04
 
 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. 
 
 66
 
 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. 
 
 67
 
 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.) 
 
 68
 
 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. 
 
 69
 
 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. 
 
 70
 
 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. 
 
 71
 
 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 
 
 72
 
 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). 
 
 73
 
 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. 
 
 74
 
 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. 
 
 75
 
 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 
 
 I. 
 
 2 
 
 
 3- 
 
 find— f 
 
 mf 
 
 men 
 
 am fall 
 
 lost — 1 
 
 fat 
 
 hen 
 
 ham hall 
 
 sat — s 
 
 mat 
 
 ten 
 
 ram tall 
 
 etc. 
 
 hat 
 
 l^en 
 
 Sam mall 
 pall 
 
 7G
 
 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. 
 
 77
 
 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. 
 
 78
 
 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. 
 
 79
 
 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. 
 
 80
 
 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. 
 
 82
 
 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, 
 
 83
 
 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. 
 
 84
 
 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. 
 
 S5
 
 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. 
 
 86
 
 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. 
 
 87
 
 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. 
 
 88
 
 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 
 
 
 cow 
 
 plum 
 
 sing 
 
 sow 
 
 
 cat 
 
 plan 
 
 ring 
 
 now 
 
 
 can 
 
 plow 
 
 
 how 
 
 
 call 
 cold 
 
 plump 
 
 Review Phonetic Summary, Steps 20 to 25. 
 
 89
 
 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. 
 
 90
 
 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 
 
 91
 
 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. 
 
 92
 
 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. 
 
 93
 
 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. 
 
 94
 
 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. 
 
 95
 
 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- 
 
 96
 
 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. 
 
 98
 
 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. 
 
 43 
 
 (be^in 
 
 with line 2). 
 
 3. P. 
 
 44. 
 
 
 
 4. P. 
 
 45, 
 
 46 (one line). 
 
 5. P. 
 
 46 
 
 (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 
 
 
 boy 
 
 
 frightened 
 
 toy 
 
 
 bat 
 
 
 frump 
 
 coy 
 
 
 ball 
 
 
 
 Roy 
 
 
 bump 
 
 bold 
 
 back 
 
 
 
 Review Phonetic Summary, Steps 31 to 35. 
 
 99
 
 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 
 
 
 3- 
 
 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 
 
 In 
 
 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). 
 
 3. 
 
 P. 58 (begin with 
 
 line '•2). 
 
 
 4. 
 
 P. 59. 8. 
 
 P. 
 
 , 63 (ten lines). 
 
 
 5. 
 
 P. GO. 9. 
 
 P 
 
 , 63 (begin with line 11). 
 
 6. 
 
 P. (51. 10. 
 
 P 
 
 . 64. 
 
 
 7. 
 
 P. 62. 
 
 
 
 
 WORD GROUPS 
 
 2. 
 
 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. 
 
 
 
 it 
 
 
 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 
 
 it 
 
 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 
 
 am 
 
 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 
 
 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 ( = 
 
 z) 
 
 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 
 
 d) 
 
 
 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 
 
 cry 
 
 fry 
 
 crack 
 
 sty 
 
 crop 
 
 sky 
 
 
 by 
 
 
 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 
 
 up 
 
 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 
 
 it 
 
 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 
 
 w 
 
 a 
 
 e 
 
 i 
 
 6 
 
 n 
 
 at 
 
 elf 
 
 in 
 
 ox 
 
 up 
 
 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 
 
 fa 
 
 fe 
 
 fl 
 
 fo 
 
 fu 
 
 a 
 
 e 
 
 I 
 
 6 
 
 u 
 
 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 
 
 
 
 h 
 
 
 at 
 en 
 
 am 
 all 
 
 an ump 
 old 
 
 
 pl 
 
 ing 
 
 c 
 
 
 ow 
 ack aw 
 
 g 
 
 
 ood 
 
 b 
 
 fr 
 
 oy 
 
 
 fl 
 
 ig 
 
 
 br 
 
 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 
 
 w 
 
 V 
 
 sh 
 
 spoon 
 
 shells 
 
 fox 
 
 quite 
 
 you 
 
 eating 
 
 pretty 
 
 
 cry 
 
 
 elf 
 
 use 
 
 ate 
 
 ice 
 
 oak 
 
 up 
 
 ( = dzh) 
 
 Familiea 
 
 End- 
 ings 
 
 ind 
 eat ew 
 
 ip 
 it 
 
 and 
 op 
 
 ong(=ong) 
 gr een ell 
 
 bl i ome 
 st 
 
 unt 
 
 ap 
 
 in 
 
 ent 
 
 sp 
 
 qu 
 
 ( = kw) 
 
 pr 
 or 
 
 Vowels 
 
 aeiou 
 aeioii 
 
 ox 
 
 er 
 
 s(=z) 
 
 mg 
 
 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 
 
 f 
 
 I 
 
 sat 
 
 s 
 
 men 
 
 m 
 
 home 
 tails 
 
 h 
 
 t 
 
 put 
 
 V 
 
 ran 
 
 r 
 
 none 
 
 n 
 
 cow 
 
 c 
 
 good 
 
 9 
 
 boy 
 
 b 
 
 dog 
 
 d 
 
 wall 
 
 w 
 
 very 
 
 V 
 
 shop 
 
 sh 
 
 kitty 
 
 k 
 
 jump 
 
 j(=dzh) 
 
 you 
 
 // 
 
 
 (Blend) 
 
 plum 
 
 pi 
 
 frightened 
 
 fr 
 
 flew 
 
 fl ■ 
 
 brown 
 
 br 
 
 slip 
 
 si 
 
 green 
 
 gr 
 
 j blue 
 1 stack 
 
 hi 
 
 St 
 
 skin 
 
 sk 
 
 spoon 
 
 sp 
 
 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 
 
 pr 
 
 qu (= kw) 
 
 cry 
 
 cr 
 
 
 Families 
 
 sat 
 
 at 
 
 men 
 
 en 
 
 am 
 
 am 
 
 fall 
 
 all 
 
 ran 
 
 an 
 
 old 
 
 old 
 
 jump 
 
 ump 
 
 ding 
 
 ing 
 
 cow 
 
 ow 
 
 Jack 
 good 
 
 ack 
 
 ood 
 
 saw 
 
 aw 
 
 boy 
 
 oy 
 
 [pig 
 I air 
 
 ig 
 
 air 
 
 bright 
 
 ight 
 
 find 
 
 ind 
 
 eat 
 
 eat 
 
 new 
 
 ew 
 
 slip 
 
 ip 
 
 it 
 
 it 
 
 and 
 shop 
 
 and 
 
 op 
 
 song 
 
 ong ( = ong) 
 
 jbell 
 
 ell 
 
 1 green 
 
 een 
 
 home 
 
 ome 
 
 155
 
 Rhymes Key Words 
 
 Families 
 
 
 hunt 
 
 unt 
 
 Bye, Baby Bunting 
 
 •skin 
 
 in 
 
 
 wrap 
 
 ap 
 
 Simple Simon 
 
 went 
 
 ent 
 
 The Fox 
 
 fox 
 
 ox 
 
 Singsong 
 
 cry 
 
 yi=i) 
 
 A Fay and an Elf 
 
 elf ate 
 . oak use 
 
 elf ate 
 oak use 
 
 Slippety, Slip 
 
 ice 
 
 ice 
 
 The Fox 
 
 up 
 
 up 
 Endings 
 
 Little Jack Horner 
 
 corner 
 
 er 
 
 Mistress Mary 
 
 shells 
 
 ■ si=z) 
 
 Little Miss Muffet 
 
 eating 
 
 ing 
 
 Vowels 
 
 Fa, Fe, Fi, Fo, Fu 
 
 a, 
 
 e, I, 6, u 
 
 Rab, Reb, Rib, Rob, Rub 
 
 a. 
 
 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 
 
 No 
 
 garden 
 
 spider 
 
 Steps 26 to 30 
 
 Old Mother Hubbard 
 
 away 
 climbed 
 
 It 
 
 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 . 
 
 1 
 
 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 
 
 B 
 
 Bo Peep 
 
 Boy 
 
 Blue 
 
 bird 
 
 By 
 
 by 
 
 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 
 
 C 
 
 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 
 
 D 
 
 danced 
 
 Dish 
 
 ding 
 
 ST. HR. MANUAL 11 
 
 161
 
 Duck 
 
 dinner 
 
 Do 
 
 dog 
 
 down 
 
 Drum 
 
 do 
 
 E 
 
 eating 
 
 eaten 
 
 each 
 
 Elephant 
 
 elf 
 
 F 
 
 find 
 
 found 
 
 fall 
 
 Fork 
 
 face 
 
 fine 
 
 Fox 
 
 frightened 
 
 fro 
 
 flew 
 
 fox 
 
 G' 
 give 
 garden 
 great 
 go 
 
 good-by 
 Good 
 Gray 
 
 Goose 
 
 I 
 
 good 
 
 I 
 
 gnawed 
 
 in 
 
 going 
 
 It 
 
 Gun 
 
 is 
 
 green 
 
 invited 
 
 grass 
 
 it 
 
 gone 
 
 Indeed 
 
 Goat 
 
 ice 
 
 H 
 
 J 
 
 Humpty Dumpty 
 
 Jack Horner 
 
 help 
 home 
 
 jump 
 
 him 
 
 K 
 
 Hen 
 
 Knife 
 
 himself 
 
 he 
 
 hole 
 
 kitty 
 King 
 
 Have 
 
 L 
 
 hundred 
 
 looked 
 
 hungry 
 
 Leave 
 
 have 
 
 Little 
 
 House 
 
 little 
 
 hard 
 
 lost 
 
 head 
 
 Let 
 
 home 
 
 laughed 
 
 heard 
 
 Lion 
 
 hunting 
 
 lived 
 
 How 
 
 
 Here 
 
 M 
 
 harder 
 
 Miss Muffet 
 
 half 
 
 men 
 
 Horse 
 
 me 
 
 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 
 
 So 
 
 Man 
 
 Pull 
 
 so 
 
 
 pull 
 
 swayed 
 
 N 
 
 pretty 
 
 scissors 
 
 not 
 
 
 swam 
 
 none 
 
 Q 
 
 supper 
 
 No 
 
 quack 
 
 sewing 
 
 nest 
 
 quite 
 
 slip 
 
 new 
 
 
 Spry 
 
 Nobody 
 
 R 
 
 shop 
 
 
 ran 
 
 Soldier 
 
 
 
 round 
 
 Sword 
 
 old 
 
 Red 
 
 song 
 
 Once 
 
 road 
 
 Store 
 
 Old 
 
 Robin Redbreast 
 
 stack 
 
 Owl 
 
 rabbit 
 
 Snake 
 
 On 
 
 rope 
 
 scratched 
 
 opened 
 
 Rabbit 
 
 skin 
 
 on 
 
 river 
 
 strong 
 
 one 
 
 run 
 
 stretched 
 
 only 
 
 rushed 
 
 sea 
 
 of 
 
 reached 
 
 spoon 
 
 oak 
 
 
 shells 
 
 
 S 
 
 street 
 
 P 
 
 she 
 
 swim 
 
 Please 
 
 sheep 
 
 snap 
 
 put 
 
 said 
 
 shouted 
 
 163
 
 shoukicr 
 
 Tin 
 
 wash 
 
 Squirrel 
 
 to-(l;iy 
 
 would 
 
 sting 
 
 thanked 
 
 White 
 
 
 time 
 
 white 
 
 T 
 
 Toy 
 
 who 
 
 thcni 
 
 Tug 
 
 walked 
 
 Then 
 
 three 
 
 way 
 
 tails 
 
 U 
 us 
 
 What 
 
 thumb 
 
 wall 
 
 there 
 
 upon 
 
 Where 
 
 They 
 
 used 
 
 wrap 
 
 they 
 
 up 
 
 War 
 
 together 
 
 1 
 V 
 
 Whale 
 
 table 
 
 water 
 
 the 
 
 very 
 
 Woman 
 
 There 
 
 W 
 
 Wolf 
 
 talk 
 
 went 
 
 Why 
 
 tell 
 
 was 
 
 
 think 
 
 Will 
 
 Y 
 
 to 
 
 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 
 
 
 J 
 
 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 
 
 
 be 
 
 tear 
 
 quill 
 
 shark 
 
 slay 
 
 hide 
 
 me 
 
 blear 
 
 frill 
 
 
 stay 
 
 ride 
 
 she 
 
 spear 
 
 grill 
 
 play 
 
 clay 
 
 side 
 
 we 
 
 year 
 
 still 
 
 bay 
 
 tray 
 
 tide 
 
 ye 
 
 
 skill 
 
 day 
 
 
 
 he 
 
 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 
 
 2. 
 
 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 
 
 close 
 
 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 - 
 
 13 
 
 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: 
 
 T 
 
 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 — 
 
 ed 
 
 
 egg- 
 
 — e in — 1 
 
 brick — ick hot — 
 
 ot 
 
 
 
 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 
 
 pin 
 
 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 
 
 3 
 
 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 
 
 next 
 
 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. 
 
 1. 
 
 P. 113. 
 
 
 
 2. 
 
 P. 114. 
 
 
 
 3. 
 
 P. 115. 
 
 
 
 4. 
 
 P. 116. 
 
 
 
 5. 
 
 P. 117 (nine lines). 
 
 
 
 6. 
 
 P. 117 (begin with line 10) 
 
 
 
 7. 
 
 P. 119. 
 
 
 
 8. 
 
 P. 120 (seven lines). 
 
 
 
 9. 
 
 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 
 
 i 
 
 ^ 
 
 :iv=^=^ 
 
 m 
 
 w^^ 
 
 :$=£ 
 
 f 
 
 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 
 
 My 
 
 lit - tie lamb. 
 
 — \ s- ' 1 
 
 =^^^-^~-*^-^-g=j= 
 
 -i" 
 
 -^-i^-— ?-^- T~ 
 
 «j 
 
 
 — W W . 
 
 i 
 
 You shall have a fish - y In a lit - tie dish - y ; 
 
 :¥==^ 
 
 1 
 
 m 
 
 --f=^ 
 
 You shall have a fish - y When the boat comes in." 
 
 ALPHABET SONG 
 
 4: 
 
 ^: 
 
 =1: 
 
 tEE^ 
 
 M 
 
 E# 
 
 -^ — ^ 
 
 I can say my A B C's, a, b, c, d, 
 
 --^ 
 
 e, f, g, h, i, j, k, 
 
 ni, n, o, 
 
 i 
 
 I 
 
 Em 
 
 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 
 
 my 
 
 neat 
 
 van 
 
 cut 
 
 fed 
 
 pig 
 
 by 
 
 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 
 
 9 

 
 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) 
 
 sc 
 
 ark 
 
 ay 
 
 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 
 
 ut 
 
 oil 
 
 
 ly 
 
 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) 
 
 ed 
 
 31-35 
 
 Trading Babies 
 
 Over in the 
 Meadow 
 
 toad 
 
 leap 
 
 trade 
 
 swim 
 
 snug 
 
 far 
 
 glad 
 
 golden 
 
 
 sw 
 sn 
 
 gl 
 
 oad 
 
 cap 
 
 ade 
 
 im 
 
 ug 
 
 ar 
 
 
 en(='n) 
 
 36-40 
 
 The Three Pigs 
 
 must 
 
 huflF 
 
 brick 
 
 red 
 
 hot 
 
 chin 
 
 at 
 
 egg 
 
 in 
 
 ch 
 
 ( Vowels) 
 a 
 e 
 1 
 
 
 ust 
 
 uflF 
 
 ick 
 
 ed 
 
 ot 
 
 
 
 212
 
 CHRONOLOGICAL PHONETIC SUMMARY- 
 
 - Continued 
 
 Steps 
 
 Stories 
 
 Key 
 Words 
 
 Initial 
 Phonograms 
 
 (.Blend) 
 
 Families 
 
 Begin- 
 nings 
 
 Endings 
 
 
 
 ox 
 
 o 
 
 
 
 
 
 
 
 up 
 
 li 
 
 
 
 
 
 41-45 
 
 The Snowbirtls 
 
 coat 
 
 grain 
 
 maid 
 
 brother 
 
 straw 
 
 pocket 
 
 
 str 
 
 oat 
 ain 
 aid 
 other 
 
 
 et 
 
 46-50 
 
 Forest Rover 
 
 fine 
 
 run 
 
 feel 
 
 sad 
 
 threw 
 
 unhappy 
 
 finest 
 
 
 thr 
 
 ine 
 un 
 eel 
 ad 
 
 un 
 
 est 
 
 51-55 
 
 The Clever 
 
 crab 
 
 
 
 ab 
 
 
 
 
 Jackal 
 
 thank 
 
 lash 
 
 let 
 
 did 
 
 look 
 
 th 
 
 
 ank 
 
 ash 
 
 et 
 
 id 
 
 ook 
 
 
 
 
 I Saw a Ship 
 
 sail 
 
 
 
 ail 
 
 
 
 
 A-Sailing 
 
 began 
 
 
 
 
 be 
 
 
 56-60 
 
 Mother Goose's 
 May Party 
 
 game 
 
 sang 
 
 plum 
 
 time 
 
 invite 
 
 kettle 
 
 nimble 
 
 
 
 ame 
 ang 
 um 
 ime 
 
 in 
 
 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 
 
 at 
 
 egg 
 
 in 
 
 ox 
 
 up 
 
 tree 
 
 clock 
 
 scamper 
 
 smart 
 
 drink 
 f swim 
 
 snug 
 [ glad 
 
 straw 
 
 threw 
 
 tree 
 hear 
 bill 
 clock 
 
 Initial Phonograms 
 
 th(=^) 
 
 wh 
 
 ch 
 
 th 
 ( Vowels) 
 a 
 e 
 1 
 6 
 u 
 a 
 
 V 
 
 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 
 
 ay 
 
 
 life 
 
 ife 
 
 
 hide 
 
 ide 
 
 
 make 
 
 ake 
 
 
 smart 
 
 art 
 
 
 about 
 
 out 
 
 
 rush 
 
 ush 
 
 
 cool 
 
 ool 
 
 
 drink 
 
 ink 
 
 
 ^ barn 
 
 am 
 
 
 yard 
 
 ard 
 
 . 
 
 while 
 
 ile 
 
 
 soon 
 
 oon 
 
 
 cut 
 
 ut 
 
 
 soil 
 
 oil 
 
 
 bite 
 
 ite 
 
 < 
 
 gave 
 
 ave 
 
 
 rope 
 
 ope 
 
 
 race 
 
 ace 
 
 
 swift 
 
 ift 
 
 ■ 
 
 asleep 
 
 eep 
 
 
 rest 
 
 est 
 
 
 toad 
 
 oad 
 
 
 leap 
 
 eap 
 
 ■ 
 
 trade 
 
 ade 
 
 
 swim 
 
 im 
 
 
 snug 
 
 ug 
 
 
 far 
 
 ar 
 
 
 must 
 
 ust 
 
 
 huff 
 
 uff 
 
 ' 
 
 brick 
 
 ick 
 
 
 red hot 
 
 ed 
 
 ot 
 
 215
 
 Stories Key Words 
 
 Families 
 
 
 coat 
 
 oat 
 
 The Snowbirds 
 
 grain 
 maid 
 
 ain 
 aid 
 
 
 brother 
 
 other 
 
 
 fine 
 
 ine 
 
 Forest Rover 
 
 run 
 feel 
 
 un 
 eel 
 
 
 sad 
 
 ad 
 
 
 ' crab 
 
 ab 
 
 
 thank 
 
 ank 
 
 The Clever Jackal 
 
 lash 
 let 
 
 ash 
 
 et 
 
 
 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 
 
 un 
 
 The Clever Jackal 
 
 began 
 
 be 
 
 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 
 
 ly 
 
 The Race 
 
 started 
 
 ed 
 
 Trading Babies 
 
 golden 
 
 en ( = 'n) 
 
 The Snowbirds 
 
 pocket 
 
 et 
 
 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 
 
 
 1 
 
 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 
 
 close 
 
 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 
 
 
 Ah 
 
 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. 
 
 A 
 
 , barn 
 
 beautiful 
 
 cave 
 
 anything 
 
 bring 
 
 because 
 
 clothes 
 
 again 
 
 burn 
 
 bracelet 
 
 counting 
 
 c5 
 
 as 
 
 bought 
 
 bubbles 
 
 crab 
 
 afraid 
 
 butcher 
 
 broken 
 
 crawled 
 
 about 
 
 bite 
 
 brought 
 
 carried 
 
 almost 
 
 beat 
 
 beside 
 
 contrary 
 
 ago 
 
 but 
 
 beef 
 
 child 
 
 ah 
 
 baby 
 
 bed 
 
 crown 
 
 asleep 
 
 brother 
 
 Bessie 
 
 captain 
 
 awoke 
 
 burrow 
 
 C 
 
 Charles 
 
 anywhere 
 
 babies 
 
 D 
 
 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 
 
 close 
 
 dive 
 
 dainty 
 
 deerskin 
 
 B 
 
 breath 
 
 cold 
 
 build 
 
 bread 
 
 cheese 
 
 bill 
 
 brothers 
 
 crept 
 
 daddy 
 
 boards 
 
 badly 
 
 creeping 
 
 dunce 
 Dick 
 
 before 
 
 baked 
 
 clever 
 
 butterfly 
 
 belt 
 
 chimney 
 
 became 
 
 beads 
 
 chin 
 
 E 
 
 Bruin 
 
 bows 
 
 chance 
 
 every 
 
 been 
 
 birthday 
 
 changed 
 
 ever 
 
 22X
 
 eyes 
 
 fig 
 
 huff 
 
 lamb 
 
 easy 
 
 Frank 
 
 hot 
 
 leaves 
 
 elephant 
 
 G 
 
 huffed 
 
 love 
 
 expected 
 
 gnaw 
 
 grew 
 
 growl 
 
 gave 
 
 gold 
 
 glad 
 
 golden 
 
 happened 
 
 leap 
 
 Elmer 
 
 hiding 
 
 legs 
 
 
 hound 
 
 leather 
 
 F 
 
 for 
 forest 
 fiat 
 fierce 
 
 Harry 
 
 / 
 
 into 
 icicles 
 
 lashed 
 look 
 light 
 Laura 
 
 favor 
 
 growled 
 
 Indian 
 
 M 
 
 from 
 
 grains 
 
 inside 
 
 may 
 
 floor 
 
 gathered 
 
 ice 
 
 mud 
 
 frisky 
 
 ground 
 
 Ida 
 
 more 
 
 fear 
 
 games 
 
 
 meadow 
 
 fence 
 
 gander 
 
 J 
 
 music 
 
 fire 
 
 goat 
 
 judge 
 
 make 
 
 fast 
 
 George 
 
 jackal 
 
 making 
 
 friends 
 
 H 
 
 jelly 
 
 mittens 
 
 fields 
 
 hear 
 
 Jessie 
 
 meet 
 
 first 
 
 his 
 
 K 
 
 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 
 
 L 
 
 mistake 
 
 fourth 
 
 hum 
 
 like 
 
 mouth 
 
 foolish 
 
 hair 
 
 life 
 
 Marjory Daw 
 
 222
 
 Mistress 
 
 Mary 
 
 mounting 
 
 mill 
 
 Minnie 
 
 nailed 
 
 Nanny 
 
 never 
 
 nearer 
 
 naughty 
 
 named 
 
 nothing 
 
 north 
 
 nipped 
 
 nose 
 
 next 
 
 nimble 
 
 nuts 
 
 Nellie 
 
 
 
 oh 
 
 oven 
 
 own 
 
 off 
 
 our 
 
 o'clock 
 
 often 
 
 orange 
 
 Olive 
 
 P 
 
 ^^ggy Wig 
 Peter 
 
 piaster 
 
 pieces 
 
 perhaps 
 
 plodded 
 
 pail 
 
 puffed 
 
 picked 
 
 perch 
 
 parlor 
 
 pockets 
 
 presents 
 
 puff 
 
 paw 
 
 pretend 
 
 piled 
 
 Polly 
 
 plum 
 
 pole 
 
 pieman 
 
 penny 
 
 Paul 
 
 Q 
 
 Queen 
 
 quench 
 
 quail 
 
 Queenie 
 
 R 
 
 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 
 
 T 
 
 this 
 
 teeth 
 
 trees 
 
 223
 
 that 
 
 trousers 
 
 W 
 
 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 
 
 X 
 
 Xerxes 
 
 try 
 
 
 washed 
 
 Y 
 
 tortoise 
 talking 
 toad 
 trade 
 
 U 
 
 under 
 unhappy 
 
 what 
 wind 
 willing 
 wins 
 
 your 
 
 yes 
 
 you'll 
 
 yard 
 
 yew 
 
 Yetta 
 
 through 
 
 to-morrow 
 
 twenty 
 
 urn 
 Una 
 
 V 
 
 walk 
 wink 
 wee 
 
 turned 
 
 warm 
 
 Z 
 
 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 — ( 
 
 W 
 
 skill - 
 
 — sk 
 
 
 
 
 cheer — 
 
 - eer 
 
 squirrel — squ 
 
 ( = skw) 
 
 
 
 fir — ir 
 
 
 
 Blendin 
 
 (1 
 
 
 
 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 
 
 more 
 
 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 
 
 like 
 
 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 
 
 2. 
 
 SIGHT WORDS 
 
 among 
 
 the trees 
 
 Lilly Etta umbrella 
 
 ivory handle 
 
 Aunt Laura wonderful 
 
 soda-water fountain 
 
 Wee Bruin trouble 
 
 sweet-chocolate 
 
 Mr. Eagle break 
 
 
 3 
 
 ,. 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 
 
 
 
 
 
 3- 
 
 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 
 
 ex
 
 
 
 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 
 
 share 
 
 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 
 
 like 
 
 
 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 
 
 8. 
 
 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 
 
 search 
 
 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. 
 
 10 
 
 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 
 
 n 
 
 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 - 
 
 17 
 
 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 
 
 follow 
 
 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
 
 H 
 
 
 W 
 
 « 
 
 12; 
 
 
 o 
 
 t^ 
 
 a 
 
 q 
 
 Ph 
 
 O 
 
 a> ? .^ 
 
 OJ 
 
 O cS O 
 
 
 .2 o 
 
 S II 
 
 CO t» 
 
 fcfl 
 
 a 
 ^ 
 
 9 ci -^ ki ^-^ 
 
 0) V ■-- 
 
 3* 
 
 g^l=J 
 
 o 
 
 »o 
 
 03 
 
 pq 
 
 -a 
 
 I 
 
 CO 
 
 a; ^ O ^3 cfl (w o 
 
 1=1 
 
 o 
 
 Of 
 
 ^; 
 
 
 c3 
 
 S bC 
 
 
 © 
 
 ;o 
 
 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 
 
 w 
 
 I— I 
 
 o 
 o 
 
 ;^ 
 
 o 
 
 
 
 
 
 3 
 
 
 c3 F" 
 
 1/3 CX3 s^ ^ 
 
 OJ o 
 
 o 
 
 1=1 
 
 P5 
 
 o 
 
 
 
 «5 
 I 
 
 © 
 
 
 262 
 
 10 
 
 CO 
 
 CO
 
 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 
 
 03 
 
 
 P5 
 
 c3 oi 
 ^3 ^ 
 
 K 
 
 
 -73 
 
 
 O 
 
 ■<^ 
 
 I 
 
 CO 
 
 «5 
 
 263 
 
 © 
 
 I
 
 
 
 
 H 
 W 
 
 o 
 
 u 
 
 o 
 o 
 
 o 
 :^ 
 o 
 
 w 
 
 o a. 
 
 
 0) c 
 
 ^ O C 
 rt O O 
 
 -« a 
 
 o3 o3 
 
 03 s o 
 
 S s 
 ^05 
 
 ^ 
 TS 
 
 
 •r. 
 
 
 0; 
 
 rawn 
 
 oop 
 
 one 
 
 erform 
 
 ppear 
 
 ddle 
 
 -4-> 
 
 en 
 
 1? 
 
 angry 
 
 moment 
 
 beauty 
 
 a; 4J 
 be t- 
 
 n 
 
 
 o 
 
 
 -0 
 
 w 
 
 Dh 
 
 -d J3^ 
 
 a c3<« 
 
 o 
 
 rt 
 
 cs-Td 
 
 aj3 
 
 w 
 
 tn !> 
 
 o 
 
 o 
 O 
 
 a; 
 
 j3 
 
 
 o 
 
 CO 
 
 I 
 CO 
 
 o 
 
 0) t« 
 
 It 
 
 PQ 
 
 pLH 
 
 CO 
 
 I 
 
 o 
 I- 
 
 
 264
 
 3 0^ 
 
 ^-Si-T3 
 
 0) 
 T3 
 
 
 -^3 
 
 = 33 
 <y 3 O O 
 
 
 si 
 
 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 
 
 a 
 
 3 
 O 
 
 03 
 
 Si 
 
 
 © 
 
 00 
 
 I 
 
 to 
 
 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 
 
 tw 
 
 How the Pony Was Won 
 
 r skill 
 
 I squirrel 
 
 sk 
 
 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 
 
 end 
 
 
 club 
 
 ub 
 
 
 twirl 
 
 irl 
 
 The Three Bears 
 
 low 
 
 ow (=6) 
 
 
 latch 
 
 atch 
 
 
 awoke 
 
 oke 
 
 How the Pony Was Won 
 
 each 
 
 each 
 
 
 bag 
 
 ag 
 
 
 cheer 
 
 eer 
 
 
 fir 
 
 ir = er 
 
 
 her 
 
 er 
 
 Spry Mouse and Mr. Frog 
 
 wish 
 
 ish 
 
 
 pond 
 
 and 
 
 
 need 
 
 eed 
 
 
 care 
 
 are 
 
 
 fur 
 
 ur 
 
 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 
 
 owl 
 
 brown 
 
 own 
 
 felt 
 
 elt 
 
 ever 
 
 ever 
 
 like 
 
 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 
 
 edge 
 
 last 
 
 ast 
 
 dress 
 
 ess 
 
 wear 
 
 ear 
 
 brought 
 
 ought 
 
 morn 
 
 orn 
 
 love 
 
 ove 
 
 turn 
 
 urn 
 
 join 
 
 oin 
 
 voice 
 
 oice 
 
 curl 
 
 url 
 
 eight 
 
 eight 
 
 drawn 
 
 axon 
 
 hoop 
 
 oop 
 
 bone 
 
 one 
 
 ask 
 
 ask 
 
 arm 
 
 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 
 
 ex 
 
 Prince Roland 
 
 return 
 
 re 
 
 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 
 
 de 
 
 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 
 
 ty 
 
 A Tale of Two Books 
 
 sorry 
 
 ry 
 
 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 
 
 search 
 
 passed 
 
 choose 
 
 search 
 
 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 
 
 B 
 
 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 
 
 C 
 
 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 
 
 F 
 
 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 
 
 E 
 
 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 
 
 follow 
 
 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 
 
 G 
 
 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 
 
 H 
 
 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 
 
 K 
 
 knew 
 kindness
 
 kingdom 
 
 kepi 
 
 knelt 
 
 M 
 
 move 
 monster 
 
 
 midst 
 
 L 
 
 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 
 
 more 
 
 mats 
 
 mayor 
 
 marry 
 
 married 
 
 mansion 
 
 matter 
 
 mistaken 
 
 mount 
 
 many 
 
 meant 
 
 market 
 
 Maple 
 
 mention 
 
 monkey 
 
 merrymaking 
 
 mischief 
 
 magic 
 
 midst 
 
 messenger 
 
 money 
 
 malice 
 
 melody 
 
 mimic 
 
 matin 
 
 N 
 
 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 
 
 Q 
 
 Prince 
 
 Princess 
 
 pleasures 
 
 palace 
 
 passed 
 
 perform 
 
 pitter-pat 
 
 platform 
 
 quarrel 
 
 quails 
 
 queer 
 
 quickly 
 
 quiet 
 
 promised 
 Punchinello 
 
 R 
 
 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 
 
 S 
 
 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
 
 search 
 
 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 
 
 T 
 
 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 
 
 TJ 
 
 thirsty 
 
 \J 
 
 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 
 
 W 
 
 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 
 
 F 
 
 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 
 
 Open 
 
 Voiced 
 
 Voiceless 
 
 Voiced 
 
 Voiceless 
 
 Voiced 
 
 b 
 
 P 
 
 W ^ 
 V 
 
 wh ' 
 
 / 
 
 m 
 
 4b. 
 
 th 
 
 r 
 
 
 
 d 
 
 t 
 
 I 
 
 z 
 zh, j 
 
 y 
 
 s 
 sh, ch 
 
 n 
 
 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
 
 ; 
 
 T 
 
 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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