LB I5Z5 UC-NRLF SB 17 CO I CHICO i STATE NORMAL SCHOOL BULLETIN No. 10 PRIMARY READING A Teacher's Manual to Accompany the Use of the State Series Texts BT LEILA OSBORN Supervisor of Primary Reading Chico State Normal School S02?T CALIFORNIA STATE PRINTING OFFICE SACRAMENTO 1917 STATE NORMAL SCHOOL CHICO, CALIFORNIA PUBLICATIONS BULLETINS Bulletin No. 1. SCHOOL GARDENS FOE CALIFORNIA SCHOOLS. A manual and teacher's guide in the making of school gardens, especially designed to meet the conditions of California schools. Illustrated, 80 pages, 80 cents postpaid. B. M. Davis, Chico State Normal School. Bulletin No. 5. Part I, Map Geography. Part II, Journey Geography for Beginners. 96 pages, 30 cents postpaid. C. K. Studley, Chico State Normal School. Outline Maps. A series of nine maps designed for use in teaching Map Geography and to accom- pany Part I, Bulletin 5. Those maps afford the basis for a valuable type of seat work and provide an unusually effective drill in the teaching of map geography. Postpaid, per set of C. K. Studley, Chico State Normal School. Bulletin No. 6. GEOGRAPHY COURSE OF STUDY (for use in the Fifth and Sixth grades). A series of lesson plans assisting the teacher in preparing and presenting an intro- ductory course in Geography, It follows the California State Series Introductory Geography text and is designed to lighten the work of the teacher and at the same time bring out the true values of the subject. 82 pages, 25 cents postpaid. C. K. Studley, Chico State Normal School. Bulletin No. 7. A SPELLING COURSE FOR l \RY SCHOOLS. A series t of spelling lessons consisting of words in common written use. These words are introduced a few at a time and adequate reviews are systematically pro- vided. The introduction sets forth some fundamental principles of spelling methods. 112 pages, 25 cents postpaid. C. K. Studley and Allison Ware, Chico State Normal School. Bulletin No. 8. TRAINING SCHOOL ADMINISTRATION. An outline of the rules and regulations for the administration of the Chico State Normal Training School. 12 pages, 5 cents postpaid. Bulletin No. 10. PRIMARY READING. A Manual for use with State Series Primer, First Reader and Second Reader. Provides a simple, practical method whereby these books may be used as basal readers. It includes phonics work in detail, provides materials, helps and devices in teaching phonics and reading, both as an individual and as a class exercise, and out- lines those mechanical reading habits which must be fixed in primary reading. Leila Osborn, Chico State Normal School. Primary Reading Manual. 52 pages, 20 cents postpaid. PHONICS FLASH-CARDS. Consonants. Blends. Families. Price per set, 85 cents postpaid. PHONICS SEAT WORK. For work with Primer and First Reader, small cards to be distributed to pupils as ne\y phonic elements are taught. Envelopes included. Price per set, postpaid. (To be printed later.) PHONICS CHARTS. No. I. Consonants and Blends. Nos. II, III, IV, and V. Families. Price per set, 65 cents, postpaid. SIGHT-WORD SEAT WORK FOR PRIMES AND FIRST READER. (To be published later.) Small cards to be distributed as new sight words are taught. Envelopes included. Price per set, postpaid. (To be printed later.) MANUAL, PHONICS FLASH-CARDS, and CHARTS, complete. Price, $1.70 postpaid. Address all orders and inquiries, and make all payments to the Bulletin Fund, State Normal School, Chico, California. CHICO STATE NORMAL SCHOOL BULLETIN No. 10 PRIMARY READING A Teacher's Manual to Accompany the Use of the State Series Texts BY LEILA OSBORN Supervisor of Primary Reading Chico State Normal School 30227 CALIFORNIA STATE PRINTINc; OFFICE SACRAMENTO 191T INTRODUCTION. Tins Bulletin is an attempt to help teachers use the State Series Primer. First Reader and Second Reader. State Series readers are crdinarily used for supplemental purposes, chiefly because the method Hint has been adopted involves the use of some other book as a basal reader. This Bulletin sets forth a method which makes possible the use of the State Scries Primer. First Reader and Second Reader as basal books. The method presented in Fart I is eclectic in its character. It seeks to combine in simple ways the best practices of successful teachers. Throughout, the needs of the average classroom have been uppermost in mind and a conscious effort has been made to avoid complex and ovcrelaborate methods. A phonics basis is provided for all textbook study. The use of the text follows the story method. Sight words are drilled upon before the lessons iu which they occur. Dramatizations, flash-cards, charts, black- board devices and plans for seat work are all included. The flash-cards for class use contain a complete set of consonants and blends, mid all families of the Primer. First Reader and Second Reader. Small cards in sheets of 2n car* Is each for individual or seat work are provided, the set being composed of the same phonic elements as class flash-cards. The sheets are cut up into cards, each pupil being given a card as a new element is taught. Envelopes are included. The charts are five in number. Number I is composed of consonants, blends and endings. Numbers II, III, IV and V, all families of the Primer, First Reader and Second Reader. Sight-word seat work cards are planned. As each new sight word is taught each pupil is provided with one of the sight-word cards. Envelopes are also included. The following outline suggests the order in which these factors should be combined in teaching the first three stories of the Primer: I. Oral Work. (a) Telling of the story by the teacher. (b) Free expression on content of story by the pupils. (c) Oral reproduction of story by the pupils. (d) Dramatization of story. II. Phonics. (a) Blackboard work. Pictures. (b) Seat work. Devices. M676G86 4 CHICO NORMAL SCHOOL. III. Sight Words. (a} Blackboard work. (~b) Seat work. Devices. IV. Book Work. (a) Silent study. (ft) Oral reading. Part II is an analysis of the new words in each week's work and on each new page in the texts. It will serve the teacher as a schedule for advance work in phonies and sight-word drill. I 'art III is a simple plan by which individual progress may be per- mitted and encouraged in primary reading. The suggestions in I 'art I may be used for regular class instruction. There is no reason why any teacher, and especially any rural school teacher, may not easily adapt them to individual instruction as shown in Part III. This plan of individual study and recitation in primary reading has gradually replaced class work in the Chico State Normal Training School, because the children make better progress by means of it. Part IV contains a simple, practical plan for class lessons in reading, giving an outline of steps to be followed and explaining fully each step. Ten mechanical habits to be earliest formed are treated also. PRIMARY READING. PART I. EARLIEST LESSONS IN READING AND PHONICS. A teacher confronting a group of children entering school for the first time feels a great desire to become acquainted, to know each child's nature intimately, to see him as in his own home, free from classroom formality, alive and interested in those things which belong to childhood. Stories, games, activities of all sorts suggest themselves as a medium of getting in personal touch with the little strangers. Effective work begins when a i earlier has broken down the barrier of self-consciousness, timidity and dependence shown by many children upon their first introduction to school life. The oral rendition of stories by the teacher, to be worked up later as What the reading 1. .1 good place to begin to arouse the child's interest, to hold his attention and to direct his thoughts in short to begin his mental does preparation for reading. No teacher can be entirely successful in teaching reading if she can not tell stories well. Enter into the spirit of the story, be filled with enthusiasm and show this enthusiasm in your voice and manner. Nothing defeats the purpose of story-telling more than a dead, hollow voice. Refrain from affected poses and speech, be not over- dramatic, do not let your enthusiasm drift into the excitable style. If the children fail to respond, fail to become interested, you have failed to accomplish the purpose for which the story is intended. Study your failure and try again. Dramatization is a natural response from children when a story has Dramatiza- become theirs. Being able to picture vividly in their minds the events in tion their chronological order, they are ready to play the story, which should be done as much as possible by the children, the teacher suggesting or -ling but not directing each move or each bit of dialogue for the little Teacher actors. Do not hold the children to verbatim repetition of the dialogue or to stiff, painful, studied acting. Their individuality in expression is only far more valuable. Do not attempt to force a diffident child to take part until lie manifests a desire to do so. Be patient and watchful for the light on his face when he forgets himself. Such a light is sure to come if you are a successful story-teller. Overforwardness or "smartness" is to be discouraged. (.Miietly ignore such manifestations of enthusiasm and soon the child will be willing to enter into the play in the right spirit. If any children are to take part more frequently or more prominently than others, select those children who have least talent for such exercises. The teacher should remember that dramatizations arc not for the purpose of delighting a spectator, the individual children are to lie the benefactors. Blackboard work begins with the teaching of phonic elements which will Blackboard prepare pupils to meet phonic words in the reading lessons. Before the work books are put into the children's hands, a sufficient stock of words must be learned thai the child may read without hesitation an assignment that is worth while, say at least a pag<> at a lesson. The words of the Primer. First and Second Headers, in the order of their appearance, have been Phonics classified as either sight or phonic words, and the phonic words divided into the three classes of phonic elements, consonants, blends and "families." In teaching consonant sounds, many of them are successfully introduced To introducc by pictures. Those pictures are put on the board, one at a time as needed, " arranged in a row across the top of the board from left to right. When the row is completed, erase the first, replacing it with another, then erase the second and replace it. and so on. Seeing these pictures often, the CHICO NORMAL SCHOOL. children are reminded of the sounds illustrated and learn them more readily. The following table of consonants classified as to momentary or con- tinuous, sonant (voice) or surd (breath), with suggestions for pictures illustrating the sounds, will prove a guide in teaching them correctly : Consonants. Classification ]> Classification. Momentary-sonant Blends c (Hard) Momentary-surd Momentary-sonant g h .1 I in ii qu Continuous-surd Momentary-sonant Momentary-surd Momen tary-son an t Momentary-surd Continuous-sonant Continuous-sonant ( Continuous-sonant Momentary-surd Momentary-surd r Continuous-sonant s (Soft) Continuous-sonant t Momentary-surd v Continuous-sonant w Continuous-sonant x Momentary-surd v Momentary-sonant Picture. Mil k bubbling from a bottle. "See and Say/' Book I, p. 12. Dainty cough as when pop- corn sticks in baby's throat. P. 71. Dove sitting on dovecote. P. 67. Cross cat. P. 42. Frog. P. 81. Tired dog on hot day. P. 84. Engine of motor boat. P. 70. Liko c. Children listening with ear- to telephone pole. P. 15. MoHier cow. P. 9. Baby calf answering mother, P. 24. Child blowing candle or dandelion. Tug boat. P.. 39. Not well illustrated. Ducks talking among themselves. P. 97. Cross dog. P. 21. Snake. P. 18. \Vaich ticking. P. 59. Steamboat whistle. Hum of electric car. P. 90. Wind in tall trees. P. 94. Engine waiting for passen- gers to board train. P. 101. Nol well illustrated. &}- (Hard) Continuous-sonant Bees at beehive. P. 27. pr tr wr sc ser sh sk si sm sn sp spl spr squ st str sw th thr ch wh PRIMARY RE AD IX'.;. All blends, with the exception of sh and ch. must be taught as sight elements as they are not illustrated. er Taught also as a family. Endinfls ed Taught also as a family. es ing Taught also as a family. s The teacher must be very" careful to know that children are learning to -oiinds correctly. In teaching consonants which are not introduced by pictures and blends and families, let the pupils hear and see you give the sounds a number of times. Then watch them as they give the sounds, noting particularly the position of tongue and lips. This must be done for all sounds taught. Then place the element on the board and drill for recognition. Combine a new consonant or blend with families already learned to make words familiar to the children. After the first six elements have been taught, lead the children to build lists of words, selecting component parts from the charts. The charts that accompany this manual are for drill, review, and refer- Teaching ence purposes. One chart is composed of the consonants and blends, the ^ len .^? and other four of families. They should be kept hanging in easy view during the phonics work and left on display continuously if wall space will permit. Any teacher can easily make her own charts, using a chart- printer and court tagboard in sheets 22* by 28 inches. Half-round tacked srriirely to upper and lower edges and tape loops for hanging attached at upper edge add to serviceability and durability of charts. Though the use of the blackboard seems indispensable in introducing phonic elements, many devices may be planned in both drills and reviews in the use of flash-cards. The following are a few often used successfully : Charts 1. Arrange cards for all elements taught, in a pack. Hold the cards before the class, taking the one at the back and putting it in front, requir- ing the (a) class, or (6) individuals, to give the element before another Flash-cards card covers it up. 2. Arrange all the known cards in the cUalk-tray, the families being separated from the consonants and blends. After studying the cards, Devices require the pupils to combine any consonant or blend with any family where the combination gives a sensible word. The pupil places the con- sonant or blend before the family, sounding the elements and pronouncing the word made. 3. With cards arranged as for No. 2, let some child select a family and then collect all consonants and blends which will give words. He replaces all the cards when he finishes except the family, that the next child may use them if he needs to. 4. Arrange cards in no particular order. Provide two children each with a pointer. They are required to "race" in finding any element called for. The teacher may call for the elements to be found or some pupil may. Repeat for several pairs of children, being careful that the more diffident children have equal opportunities with the more self-confident ones. .".. Arrange anls as for No. 4. Ask to have certain cards brought to your desk, Continue until all are brought. 6. One pupil steps outside. The class decides upon a certain element. The one outside is admitted and requested to search out the element selected by the class. With the pointer, pointing, he asks, "Is it ?" The pupils reply. "No. it is not ." or "Yes, it is .*' The guessing continues until the one guessing succeeds. Then repeat, the one who was out selecting the next one to go. 8 CHICO NORMAL SCHOOL. 7. Flash the cards before the class, calling a child to give the sound. If he fails to do so correctly or instantly, give him the card, tell him the sound and call upon him later. 8. Hold the package of cards before the class. Start with one pupil, giving him all the cards which he recognizes instantly. Shuffle the cards and let another try. Those who recognize all the cards win. 9. Children stand in semicircle. One child plays on outside of semi- circle, standing directly behind No. 1. Slavl in front of No. 1 on the inside of semicircle. Hold a card in front of No. 1. If he correctly gives the sound before the one behind him, lie keeps; his place. If he fails to do so, he exchanges places with the one behind. Move on to No. 2 and repeat. Continue till all cards have been given. 10. Draw a tree with apples on it. Write phonic elements on the apples. See how many children can pick all the apples. 11. Draw birds and write a phonogram under each bird. See how many birds fly away (are erased) when the phonograms are called. 12. Devices adapted to certain seasons are stimulating. A Christmas tree with phonograms written on the packages is appropriate for Christ- mas. Each child endeavors to name each package. 13. Small flags or pennants, each bearing a phonogram, may be used in February. Distribute the flags, and the teacher, as captain, commands individuals to do various things, calling him by the name of his phono- gram. 1< or instance: " V may rise, march around the table, followed by 'm' and 'n'. 'ing' may come to me," etc. This device is best used in a small group of children and for a short time only. 14. Select several children for chickens and give each a phonic card, to hold where it can be seen. Lei one child be Mother lien and call her Chickens. Individual or seat work is probably more profitable than class devices. If each child is provided with a set of phonic element cards or with small cards which a teacher may make with a chart printer, the following devices will prove practical. The cards may be secured in sheets, 20 cards to the sheet. As a new element is introduced the sheet is cut up into cards, each child being provided with one card. Do not give the child the full set at first. This saves time for him in searching for a certain element and confusion results from his seeing cards which he does not know. 1. Require pupils to select and arrange on desk or table any given consonant or consonants, announcing who finished first. 2. Blend or blends. 3. Family or families. 4. Select a given family and place it to right on desk or table. Select a given consonant or blend and place to left of family. Class or individ- uals pronounce word made. 5. Select given family and place to right. Select all consonants and blends as will combine to give sensible words. Announce who has longest correct list and let him read it. 6. Select any given consonant or blend and place to left. Arrange column of families to right that will combine to give sensible words. Announce who has longest correct list and let him read it. 7. Find elements for any given phonic word, whose elements have previously been taught. 8. Permit each pupil to select family with which he wished to build list. Invite others to inspect the best column thus made. As may be seen from the classified vocabularies of the Primer, First Sight words and Second Readers which follow the phonics work, sight words must be taught also. These words are taught by being put on the board and Seat-work in phonics Devices PRIMARY pronounced for the class several times clearly and perfectly enunciated. Then the class and finally individuals are called upon. The word is then placed auioim other words, previously introduced, for instant recognition and drill. In the followin.tr lesson, it should appear as a review word for instant recognition, with other words. Sight-word cards for s.-af work, as d-'x-ribed iu list of materials and Seat work helps on first page of this manual, are to be published later. Like seat work phoni.s cards, they will be arranged in sheets of L'O words each which the teacher may cut up and distribute as a new word is taught to the class. Kim-lopes will be included. Let each pupil keep his cards in an envelope bearing his name. The following devices may be used iu drilling or reviewing words : 1. Require pupils to liiul and arrange on desk or table a given word. Announce who succeeded first. Require pupils to find and arrange given words one by one in a column, then pronounce the words of the column as a class or as individuals. 3. Let pupils ''race" to see who can find two given words, both words being given at the same time. This device affords an opportunity for memory training, which is perhaps its best feature. Three or four words might be given. When all words, either sight or phonic, have been introduced, drilled upon and learned by each child, effective silent study has been provided silent for. I do not mean by this that a child is ready to attempt book work, s*" d y having gone through a mechanical word-drill. In that portion of the reading period devoted to word-getting, each child should actually learn his words so that when he comes upon those same words later, recog- nition is instantaneous. No teacher should pronounce words for children during the book work. When we remember that study, following effective word-drill, is for the purpose of gleaning thought, we see the great need for determining exactly that each child knows each word before study begins. Mechanical difficulties having been overcome in advance, the pupil's mind is free to read ideas and not mere words. Since children learn to read independently by reading independently, silent study of the lesson is one of the most important steps in the preparation for oral reading. In order that the first sounds to be taught be not abstract and meaning- Fjrst them, the pupils should hear words being broken into component phonics elements and be encouraged to reunite those elements to make words. lessons The first phonic period and part of each following phonic period for the first week is devoted to giving directions to the pupils, in words broken up into their phonic elements. Say to them : "I am wondering if you can do these things. See if you can understand me. Point to the w-all. Point to the fl-oor. Point to the d-oor. Point to your h-ead. Hold up your h-and. Hold up one f-oot. You may st-and by your chair. You may r-iui to me. You may sk-ip back to your chair. You may h-op on one f-oot." Not every child responds correctly or quickly in the first lesson. Kncourage prompt execution by words of praise for those children who understand and execute readily. Individuals may be called upon to do exercises like th< se mentioned, but do not attempt to force the diffident child to act individually any more than in the earliest dramatization. ( 'nnsonants r and h. Family r reach, h and r a number of times each. "Eyes open. I am looking for some one with bright eyes and quick fingers who can point to all the r's. Robert, can you do it ''. Try. 'Very good, Robert. Who can find every h? You may. Frank." "Alice, you may be a hunter. Take this eraser for your gun. Hunt every r and erase it. Very well done, Alice. Which hunter will find every h? [Volunteers.] You may, Rose." "What kind of a house do you live in. NoraV [A small house, a big house, a white house, a brown house, will perhaps be suggested.] Here is a little house on the blackboard. Frank belongs to the Brown family, doesn't he? And Joe, you belong to the Graves family. The family living in this little house is the ed family." Place ed on the house. Say it se\-cra 1 times with the pupils watching you. "I>et me hear you say the name of the family." Children here should reply "ed" : not "ed family." "\\V are going to leave this house on the board. Later we shall build another house near it, for another family is coming." Here closes the first phonic lesson. Review r, h, and ed. Introduce en, f. and ound. "I am thinking of that cross dog in the picture. Do you remember what he saysV Come to me, Joe, and tell me so softly that no one will Second hear you, what he says. You remember it well. Come here, Alice. Alice remembers too. Lawrence may come. You are thinking of the tired dog. Let us tell Lawrence what the cross dog is saying. Again. Again. Now Lawrence, let me hear you say it. Again. Now do you know what the tired dog is saying?" [Volunteers to whisper it.] Put both r and h on board several times with eyes closed as in yesterday's lesson. Ask to have one r erased ; two h's ; the remaining r's ; the remaining h's. "We left a family living in this house yesterday. It is still there. What family was it, \Villiam? Dorothy? Richard? Howard? May? Alice?" Not all will remember it correctly, but each one should be called upon, just for the stimulation of being asked the question, and expected to reply. It is very difficult to get desired results with children sitting still and thinking. The entrance-class babies should be called upon to do more than sit. Plan such devices as will require much activity. "I have built another house on the same street with the 'ed' family. The family moved in last night. It is the 'en' family." Say it several times. Require class and individuals. Label the house "en". Now point to ed ; to en for drill. Put en, ed. r, and h on board, requiring individuals to tell what sound each has as it is put on the board. When a consider- able number are on the board, provide tw r o pupils with pointers and let them "race" in finding the element you call for. ' Do not let the same two children race long, call upon two more, and so on, until all have had the opportunity. PRIMARY HI-: Al> I 11 Before the second lesson, arrange a picture of a cross cat saying "f-f-f-f" to a puppy. Direct the children's attention to it, telling them that the cat says "f-f-f-f". After letting them see and hear you say it five or more times, ask them to give the sound as a class, then as individuals. Now f is ready to be placed among the known elements for drill. Arrange elements on the board again as before, then let individuals point for their own recitation. Select some pupil to be "it". Another child to be doorkeeper. The doorkeeper lets "it" outside the room. Those remaining decide upon a certain element to be searched out by "it" when readmitted. The element decided upon, "it" is readmitted and with the pointer points to one after another, asking, "Is it ?" "Is it ?", the class replying, "No, it is not " or "Yes, it is ", if the right one is found. "It" chooses the next one to go out, and the doorkeeper chooses his successor. Draw another house somewhat larger than the other two. Explain that another family has come to live on this street, a larger family. Label the Third house "ound". Let pupils hear the name and see you give it several times. Then let class and individuals give it. Now place it among the known elements for review and drill as for other elements taught. Here the charts, the one of consonants and blends (No. 1), and the first one of the families (No. 2) may be referred to. Review the elements already taught. Now flash-card devices may be begun. Select the cards for elements already taught. Arrange them along the chalk-tray and then require that given cards be searched out and brought to you. Rearrange the cards and have each pupil find a different card from the one found first. In this lesson, if time permits, or in the next, arrange consonant cards to the left in the chalk-tray and families to the right. Require some one to bring "r", some one "ed". Now hold "r" to left before the class and "ed" to the right. Ask pupils to give "r" and then "ed". Faster, "r" ; "ed". Then put "r" and "ed" together as in a word and ask for the word thus made. Change the family to "ound", asking class to give the elements separately faster and faster and finally the word thus made. The follow- ing combinations of elements thus far taught may be made : red ; round ; fed; hen. Review r, h, ed, en, f, ound. Introduce s, eed. "s" is introduced by a picture of a snake looking at a baby bird. After Fourth the pupils have seen and heard you give the sound carefully, they give it lesson as a class and as individuals. Now drill as for other consonants. Add another house, a small one again, to the row of three and teach the new family "eed". Select flash-cards for all elements thus far taught. Play post office, teacher being postmistress. Hold the entire pack of cards before a pupil, who says : "Good morning. Have I any mail this morn- ing?" Postmistress replies, "I shall see." The pupil is given each card he recognizes. Then shuffle the cards and repeat for another child, con- tinuing till each child has been to the "post office". Review r, h, f, s, ed, en, ound, and eed. Introduce it, eat, wh. Before the fifth lesson opens, place flash-cards for review elements in pjfth the chalk-tray arranged in no special way. Select two pupils, preferably lesson the slower two, to race in getting the cards you are asking for. Always keep in mind the slow, backward children. You need to be more solicitous for their progress and more particular in selecting devices suited to their ability than for the quicker ones, for means of successfully reaching and advancing them will surely do so for the more precocious ones. As in the 330227 12 CHICO NORMAL SCHOOL. Phonics assignments First reading lesson Print instead of script oral reproduction and dramatization of the primer stories, do not attempt to force these children to take part in devices requiring activity. If you are skillful, you will soon discover that they are becoming filled with the play spirit, are forgetting themselves and are ready to take active part. In introducing the sound of the blend wh, hold up the right forefinger. Ask pupils to do the same. "Now this finger is my candle. The sun shines so I do not need to keep it burning. Listen when I blow it out ; wh-wh-wh-wh. Now blow out your candles. Now just once. This is what we say in blowing out our candles." Put "wh" on the board. Drill as for consonants, putting wh on the board ten or more times among the known elements, calling individuals quickly by name to give the sound of the element you have just put on the board. The hunting device, two children hunting for a given element, may be worked. Change hunters soon. Now when all are erased, turn to the row of houses, asking what family lives in each of the four that are labeled ed, en, ound, eed. Now label the next, saying this new family is just moving in, a family with a short name. Give the name of the family while the children watch you and listen. Ask them to give it, class and individuals, while you continue your watchfulness for lips not in correct position. Label the next house "eat" and drill as for "it". The lips should be wide apart, teeth showing, in correctly giving this phonogram. The phonics outline indicates approximately the amount of work to be finished each week. In some instances more may be done, in others, less, depending upon the time given to phonics and the ability of the class. The story of "The Little Red Hen," the first Primer story, having been told by the teacher, commented upon, reproduced, and dramatized by the children, each child filled with the spirit of the play and the story, the book work may be begun. Distribute the books, one to each child, at the opening of the fourth (or fifth) lesson. Tell them, "Our Red Hen story is in this book. We shall learn to read it. Perhaps you would like to read the story to mother as soon as you have learned how. Here are some splendid pictures on the back of the book. Tell us what you see, Howard. [Rabbit, hen, fox, duck, goose, goat, pig, etc.] Now open the back. No pictures here. Turn the first leaf. No pictures. Turn another and another," and so on till you find the first picture. "Oh ! here is one. Who is this? Yes, 'The Little Red Hen'. What is she doing? The Little Red Hen is always busy. What else do you see? I am going to put her name on the blackboard." Print: "The Little Red Hen" on the board. Point to the name, moving the pointer under the whole name as you give it. Do not stop for each word. "Let me hear you give it." Point again as class and individuals give it ten or more times. Now give it yourself, pointing to each word separately and pronouncing each as you do so. "What word did you hear first? This is it. I shall put a fence around it." Draw a rectangle around it. Print "the" directly under "the" of the name. "What is this?" Another below those two. "What is this?" Now print it to one side, not in "the" 's column. "What is this? Read the name again." Point to each word as class does so. "What is the second word you heard, the one after 'the'?" Call upon individuals until some one gives it correctly. Enclose it in a rectangle. Drill as for "the". "Here is a word you know," pointing to "red". Underline ed, but leave the word written as a whole. Go to each child in the class, bend over him, grasp his hand and ask him in a whisper to tell you the word. Here is an opportunity to get nearer the children. Move quickly and lightly, let the joy, that you surely feel, shine in your eyes. Your manner, your attitude toward the work, your enthusiasm you will find reflected in your pupils. You can expect to get from your work in joy and results only in proportion as you put into it. PRIMARY READING. 13 If any child does not readily recognize "red", take him quickly to one side, show him the flash-cards r, then ed, asking him to give each. Then arrange the cards to make the word and ask him to pronounce it. He can not fail to do so now, if the phonics lessons previously taught have been fruitful. Ask class for pronunciation of "red" as you point to it in the name "The Little Ked Hen". Then comes "hen", a phonic word to be given the same treatment. In closing this lesson, provide each child with an envelope. Previously cut up the sheets bearing these four words, into cards; Give each child "the", then "little", then "red", and lastly "hen". Ask them to make the name on the top of their desks as you have it on the blackboard. Then each child puts his cards into his envelope and they are collected to be used again in subsequent lessons. This lesson is largely a review of yesterday's work. Previously arrange Second if you have or can obtain one, a picture of a hen, pinning it up where all lesson may see it, not too high. If you have no picture to display on the wall, turn to the picture of the Little Red Hen in the Primer. Holding the book before the class, ask: "Here is the picture of whom?" Have printed on the board, "The Little Red Hen". "Who can find the name of this busy creature on the board? Yes. Let us read it together. Find 'The', Mary. How quick you are. Find 'here', Wilma. Your brown eyes see well. Find 'Little', Eugene. Very well done. What word is this?", underlining Red. [Volunteers.] "Frank doesn't shake his hand. He may tell me. Now I am looking for two quick fairies to run a race. Mary and Eugene, come here." Provide each with a pointer. "I am wondering who can find these words first : hen, little, the, red, the, hen, little, etc. Howard and Frank may come. Find little, the, hen, red, hen, little, etc." Change actors frequently, letting each child have two opportunities, rather than play so long at one time that he becomes disinterested. "Here is a picture of the Little Red Hen looking very closely at some- thing she has found. Do you remember what she found?" "Yes, it was a seed. The Little Red Hen found a seed." Print the sentence on the board saying : "I am writing that story of what she found. What is this word?": Little; "This one": Red; 'This one": Hen. "Now here is a new word." Enclose "found" in a rectangle. "Read the story again. Now stop at this word : 'The Little Red Hen found'." Drill as for "Red" and "Hen". Group "a seed", introduce and drill as for "found". Now distribute the envelopes each to its owner. Provide each child with "found", "a", and "seed". !Now ask them to make the story on table as you have it on the board. Distribute envelopes of word-cards unless each pupil has a desk or locker Third to put them into. In reviewing the words previously taught, require each lesson to find given words and display them on the table or desks as quickly as possible. Keep a close watch and announce who finishes first. As each word is shown, have it replaced among the others and another searched out. Cover the entire list taught up to this time. Now ask them to build from dictation, a word at a time in this early work, the following sentences : The hen found a seed. The red hen found a seed. The little hen found a seed. The hen found a little seed. The red hen found a little seed. The little red hen found a seed. As soon as one sentence is complete, have it read by an individual, the cards put back and shuffled, and the next sentence made. 14 CHI CO NORMAL SCHOOL. Fourth "We found that the little red lion did what in yesterday's story V" Require a complete statement. "The little red hen found a seed." "What kind of a seed was it? Yes, it was a wheat seed. Now, I shall put that story on the board." Print: ''It was a wheat seed". "Let us read this story together." Point to whole sentence, pointer gliding along beneath it as children read. Now point to each word as children read it again. "What is this first word? I shall put a fence around it. How tiny it is! What is it, Howard? Eugene? Mary." 7 ', etc. Distribute an "it" card to each pupil. "Now this next word is what, Wilma? Eugene? Mary?", etc. Enclose it in a rectangle, too. "Yes, 'was'. Here is one for each of you. Now show me 'was'. Place it on the left side of your desk, or toward the door. Place 'was' on the right, or toward the window." Comment upon who has finished first. Turn again to the blackboard. "Let us read this whole story : It was a wheat seed. Now this tiny word we have seen before 'a', this one we learned yesterday," pointing to 'wheat'. Draw a circle around 'wh' and underline 'eat'; thus (wh) eat. "Who will whisper the word to me?" Move to one side far enough that each child must come several steps to reach you. The first pupil giving it correctly may assist you in hearing the other children pronounce it, but you should hear each also. Distribute a "wheat" card to each child. Also his envelope. "Now take all your cards from the envelope. With your bright eyes and quick fingers find 'hen'. Hold it up so I may see it. Wilma found it first. Find 'the', 'little', 'seed', 'red', 'found', 'wheat', 'a'," etc., until the entire list has been reviewed. "Now all must go back into the envelopes to wait for tomorrow." (Or next lesson.) Fifth "Today we are to have our books. Turn to page 2. The number of le on the page is at the bottom. Put your finger on the 2 when you find it." Watch to see that all find it correctly for many new things are being presented each day and every step must be carefully watched. "What has the red hen found? Yes, a wheat seed. Look at this first story." Show pupils in your book where the first story is. "Who can read it? Tell me again what she did." Begin working for expression right here. Do not permit pupils to read words at all, always strive to have thought given in every attempt at oral reading. Emphasis on various words may be secured through questions as: "Who found a seed?", emphasizing "hen". "The little red hen found what?", emphasizing "seed". Call upon every one in the class to read this first sentence unless the class or section exceeds ten in number. In that event call for concert reading after the sentence has been read eight or ten times. The pupils are giving it more by imitation than by actual word-recognition by this time. "The next story tells us what? Look at each word. You may read it, Howard." Question for emphasis again upon the w r ord "little". "It was what kind of a seed?" Individual or concert reading as for first sentence. "Look at the third story. [Same as first.] Let us read it together. Turn, rise, read it. There is but one story left on the page. Let us look at it." If any child fails to recognize "wheat", show him the phonic elements by covering eat and then wh, directing him in the application of his phonics. "Let us hear this story about what kind of a seed it was, Wilma. Now let us go back to the first story again." (Covering entire page for fluent reading and expression.) "I want to hear it again. [Volunteers.] Now the next. [Volunteers.] The third. [Volunteers.] And the last [Volunteers.] Tomorrow (or for next lesson) we are going to learn to read of what Red Hen did with the wheat seed." Perhaps some classes can not cover as much work in the first five lessons as I have indicated, but the work should be taken as planned, not omitting anything, more time being spent if necessary. Going on to the third page, prepare first for word-recognition. The new words are, PRIMARY READING. 15 "said" "who", "will", and "plant". "Will" and "plant" are phonic words as indicated in the phonics outline. Introduce the elements in the phonics period three days previous to reading the third page. Plan devices to use class flash-cards, individual flash-cards and charts. Remember that "doing" is much more productive of results than merely i watchin<* VO u. Flash-card devices are listed earlier in this bulletin. For sicht-words "said" and "who", lead pupils to give the next sentenc of the story in replying to your questions, print it on the board, teach the words as they appear, then drill with seat flash-cards for instantaneous recognition. When all four new words are taught, put the books into the pupils' hands for reading the page. Keep the work lively. Watch when interest begins to flag and change your device. Keep in mind 1 pupils Teach all to rely upon themselves, never giving them help they have been previously given. Show them early in the work how to apply phonics for the pronunciation of phonic words. It is a popular idea that the first blackboard work with the children Print should be in script. This is probably so because few teachers print well. Neither do all teachers write well. I see no reason why we should teach pupils to interpret script and then require the reading of print in books. It is not difficult to print, just plain ordinary book print Learn to space letters and words first. Keep the letters of a word near together, the space being gauged by the size of the letters. Separate the words far enough that each word is distinct. 16 CHICO NORMAL SCHOOL. PART II. PHONIC OUTLINE FOR FREE-TREADWELL PRIMER. The following list of words is the complete vocabulary of the Primer, the First Reader and the Second Reader, the words being given in the order of their appear- ance. These words are sight (those not labeled) and phonic (those divided into phonic elements). Consonants or blends. Week. Page. Words. C< 1st 1 the little red hen 2 found a seed it was wheat 2d 3 said who will plant 4 pig not 3d I cat dog 5 cut then and she did 4th 6 thresh 7 grind 8 make bread 9 eat you shall 5th 11 ginger-bread boy 12 there old woman he man had wh w Pi P n c d th sh m br Families. ed en ound eed it eat ill ant ig ot at og ut mid id ind ake ead oy old an ad PRIMARY READING. 17 Week. Page. Words. Consonants or blends. Families. 6th 13 wanted want-ed Effect of addition of ed. so made Final e gives vowel long sound ade 14 ran Review away ay from 15 met et am am 16 can run un 21 fox ox 23 but 7th 26 an sixpence get g with 27 came ame to stile st ile over won't 28 bite ite=ight home to-night 8th 28 stick ick beat 30 fire ire burn 31 water quench qu ench some 32 ox drink dr ink 33 butcher kill k 34 rope ope 9th hang ang 36 rat gnaw aw 37 me cheese got gave ave 38 began that night 18 CHICO NORMAL SCHOOL. Wek. Page. Words. Consonants or blends. Families 10th 39 goat oat 40 into woods addition of s ood grass ass 41 go would my final y cry cr 42 rabbit by why do because llth 43 after 44 squirrel cries y to ies, try, fry, etc. 48 bee double ee=e flew fl ew 49 laughed 50 buzz sting ing thank auk 51 pancake an and ake 52 seven children big we want heard rolled 12th 53 stop for 54 saw good-day ay fast ast 57 cock ock 63 brook ook swim sw im 13th 64 on snout sn out ouf good are ate ate up 65 chicken 66 fell ell his tail ail=ale sky final y sk PRIMARY READING. 19 Week. Page. Words. Consonants or blends. Families. 14th 66 is falling all-ing 67 Henny Penny how ' ow know of 68 Turkey Lurkey tell t King they told 69 Ducky Lucky 1 eyes ears ear-s 15th 71 Goosey Loosey 73 Foxy Loxy 75 den out again 76 Three thr Billy Gruff llff 78 once were great 79 hillside ide fat ldc bridge 16th 80 troll under 81 went ent trir, tr ip 87 see horns addition of s orn 88 at 89 Tupens 90 her them em 91 choking ending ing spring spr please give cup 430227 20 CHICO NORMAL SCHOOL. Week. Page Words. Consonants or blends. Families. 17th 92 oak-tree shake 93 shoes 94 shoemaker 95 leather cow 96 corn farmer arm or 97 plow 98 blacksmith 99 iron dwarfs 101 help ground 102 shook 103 spider's sp first web ] 8th 104 spinning swing j n 105 fly final y 106 hum um 107 cricket cr butterfly chirp 108 ant fro 110 bird sing 111 happy y ending ap PRIMARY READING. 21 PHONIC OUTLINE FOR FREE-TREADWELL FIRST READER. Consonants or blends. Families. ing ust str ouse oon 1 ong n ed air = are ch y p bl Week. Page. Words. 1st 1 upon Review time effect of final e morning mother must your living Review set Review straw build house 2 soon . wolf along knocked door hair chinny chin Review huff Review puff huffed puffed Review blew 2d ' 3 second built 4 third bricks 5 may could fine final < ! field turnips where down call Review dinner Review ready 6 six o'clock five pot Review full angry apple-tree ap-pl garden apples own cl ive 22 CHICO NORMAL SCHOOL. Week. Page. Words. 7 four filled bag getting when 3d 4th supper 11 mouse lined same bit pray puss long tii: bring milk 12 leaped hay 13 meat 14 baker 15 flour head 16 blue sheep 's meadow looks haystack Review Review very throw 8 threw Review far fair Review two churn going Review frightened jumped hide final e Review hill Review rolling too 9 round Review thing way Review 10 coming chimney Review hung lid Review off Review Review Review Review Review Review Review Review Consonants or blends. wh Families. fr j ()\V ar urn ump ed ung up eap=eep Review eep s s PRIMARY READING. 23 Week. Page. Words. asleep wake Review sure 17 baa black Review wool yes sir 5th master Review dame lives Review lane pussy cat been London visit queen chair Review 18 wind mill Review miller Review take Review rolls Review send us hot Review morn Review all Review world sea ink Review trees Review should have 19 hop cried Review window Review 20 sister peep Review wades final e deep Review climb mountains high poor gone still Review Consonants or blends. Si Families. ane am end op ist ade 24 CHICO NORMAL SCHOOL. Week. Page. Words. 6th 21 mice sat Review barn Review spin Review threads Review miss husli-a-bye final e baby top cradle rock Review boughs breaks fall Review 22 north Review doth snow Review robin sit Review keep Review himself warm wing Review 7th 23 hive Review stay eold's passed spring Review dormouse nest snug small Review weather back Review 24 Bremen Review band Review work voice 25 whiskers sad catch 26 doing Review here pant Review 27 cock Review crow loud Review cock-a-doodle-do company 1 29 branches Review Consonants or blends. die Families. ice 1SS ush ough ol) '8 ed est ug oi=oy ad atch PRIMARY READING. 25 Week. Page. Words. cook light let gray table food robbers 30 drive hee-haw bow-wow stand 31 together Review Review Review Review Review Review Review Consonants or blends. Families. 8th 32 hear noise goblins Review bone never hungry Review more 33 spit scratch scratching Review knife kick Review struck Review judge roof Review 34 wee Review redbreast hopped bush Christmas snow Review bonny ring Review neck Review worried worry 35 mud wall Review hawk feather pecked 36 linnet Review peck Review hole cliff sly final y Review spot Review lamb final b Review lad Review scr ore ife ud eck ole CHICO NORMAL SCHOOL. Week. Page. 9th Words. Consonants or blends. Families. 10th Review Review Review Review Review Review Review 37 crumbs umb crumb thumb dumb hit Review sparrow castle sang 38 wife Jenny Wren ago 39 worked spun flax daddy smear tar smeared drove 40 graze while bear speak oh mend torn fur 41 tear=bear stuck pulled dragged awoke stood 42 brought ought = aught cellar next 43 coat Review Review Review 44 caught hare put sharpen 45 jacket winter skin honey 46 cap flock collar 47 mittens 48 need 49 picked stone Review Review Review Review Review Review Review Review Review un ove aze ag oke ell oat are-air PRIMARY READING. 27 Week. Page. Words. sell buy rye money father's 50 people pass obey shout sprang feet even 51 caterpillar brown furry hurry walk shady leaf * stalk toad spy final y 52 mix stir pop pan fry final y toss wore wig treat gentleman chanced fail tailoress llth new 53 frisky playing pranks cowslip air mild sun half shadow 54 does grassy banks lambkins woolly Review Review Review Review Review Review Review Review Consonants or blends. Families. Review Review Review Review Review Review Review Review Review Review Review Review Review Review alii OSS ail ess ew ild 28 CHICO NORMAL SCHOOL. Week. Page. Words. brothers jumping Review watch bleat Review 55 broken Review doll bells Review ringing Review singing Review Molly Review crying silly Review Moll Review sobbing Review sighing 56 higher Review than Review hedge building perching Review picking Review fluttering Review everywhere sun-loving swallow done bringing Review 57 town Review country forest Review asked nuts Review place 59 rich 60 opened Review i tinning Review 61 bang Review riches Review such Consonants or blends. Families. Oil ask 12th 62 middle forehead 63 wear clothes always care sweet 64 able deck before Review Review Review Review ear=air ear = near PRIMARY READING. 29 Week. Page. Words. Consonants or blends. 69 called Review open Review 70 heart plant Review planted Review grew Review golden Review 71 grow Review about Review climbed just Review hands Review 72 prince Review rode hid Review keg 73 ours 74 looked Review took Review 75 large brood chick Review mind Review cluck Review would 76 tired farm-yard tossed Review hippity-hop Review weeds Review help these 77 nearly Review burned Review 78 holding Review 79 now Review soup popped Review wet Review 80 other dying Review 81 steeple Review 13th 82 pony name Review Dapple-gray Review lent lady ride Review mile Review whipped Review him Review Families. eg ood ire ard other ent 30 CHICO NORMAL SCHOOL. Week. Page. Words. slashed mire Review lend Review Lire Review crooked Review brought which Review 84 axes axe men Review splash Review 85 Simple Review Simon pieman Review taste ware Review penny Review indeed Review any a-fishing whale Review pail Review dicky-bird Review thought Review salt 86 basket Review nineteen carried broom whither brush cobwebs Review 87 aye Hubbard Review cupboard Review bare Review none joiner Review coffin laughing hatter Review 'feeding Review barber Review dancing Review Jig fruiter fruit flute 89 tailor Review riding Review cobbler Review Consonants or blends. Families. ash ought = aught ish oom usii PRIMARY READING. 31 Week. Page. Words. reading Review news Review hosier hose dressed Review courtesy servant Review 14th 90 kittens Review lost much fear Review naughty Review 91 purr soiled Review 92 sigh Review washed smell Review close hush Review 93 topknot Review pretty proud Review strutted Review 94 fence comb 95 claws Review save Review 96 scratches strut Review 97 fisherman Review hu-; Review shore Review rod something drew Review 98 real enchanted Review 99 wish Review cottage quickly Review dark green listen Review Isabel has 100 swam Review parlor Review bedroom Review kitchen ducks Review beautiful Consonants or blends. Families. OSt ose atch od age ark een itch 32 CHICO NORMAL SCHOOL. Week. Page. Words. 15th 101 purple steus 102 halls room flowers deer power 103 waves dashed towers soldiers gateways drum trumpets 104 throne crown wand nothing 105 rise wild 106 storm st-or-m flashed roared lightning beat 108 safe meal puffing blowing Consonants or blends. 16th 109 walked starve yesterday without cloth spread yourself serve 110 stoDDed inn bid landlord another 111 fellow believe laid 112 worth ram 116 shut snore 117 reached Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Review Families. ur=er ep urn one oar afe alk ith aid=ade each PRIMARY READING. 33 Week. Page. Words. yelled Review 118 farm Review girl scared merry meeting Review 119 lowly Review bit Review 120 moss Review 121 teeth gnaw Review pegs Review paws Review carpenter Review tools 122 joy Review clock Review 123 logs Review- happy Review east west Review best Review 17th 124 fleece Review white Review followed school Review rule play Review teacher Review turned Review lingered Review near Review patiently appear Review eager Review reply 125 moon shining Review looks Review like lamp last Review- week Review shaped final e Review smaller Review bow Review grown Review bigger Review 126 outside Review inside Review Consonants or blends. Families. th OOl east oon ike amp 34 CHICO NORMAL SCHOOL. Week. Page. Words. floor safest Review sitting Review fling Review folks everything quiet Kitty Review quicker Review sorry 127 birdie rest Review longer Review stronger Review flies 128 twinkle wonder diamond blazing dev: Review often through Review bright Review tiny spark Review traveller though Consonants or blends. Families. tw PRIMARY READING. 35 PHONIC OUTLINE FOR SECOND READER. Page. Words. Consonants or blends. Families. 11 Quarrd move summer Review cover ove ard 12 cloak Review c cloud Review closer Review harder warmer a after w unbuttoned Review 13 thirsty pitcher Review tried a after w pebbki y changes inio ied drowned wanted Review 14 piece mouth Review madam Review glossy Review snapped ed after p foolish flatter Review 15 egg Review greedy Review wrung Review content Review golden Review 16 beaten Review race Review tortoise goal fixed bound Review nap Review plodded ed after d 17 animals Review timid Review anything 18 Shepherd Review kept village Review clubs really killed Review 19 peacocks Review jay Review ashamed Review od ept ub 36 CHICO NORMAL SCHOOL. Page. 20 Words. moonlight Consonant; Review lion Review beast Review harm Review 21 invited Review served Review tongue long-necked Review jar Review 22 market Review walking Review beside Review donkey shame Review lazy 23 pair Review pole Review loose Review nobody Review 24 caught trap Review groaned gnawed 25 leave Review playfellows Review whoop ladder Review half-penny pudding 26 a-sailing Review laden Review comfits cabin Review soils Review silk Review masts Review four-and-twenty chains Review captain Review packet Review 28 shroud * beetle needle Review grave spade Review shovel Review poison Review Rook Review book Review clerk cl-er-k Lark Review Kite (e makes i tell its name) Families. aught oan=one oop om shr tie ave Page. 29 Words. torch Review Linnet Review fetch 30 bullets lead Joan roast drake Review mark Review 31 watered Review roots Review sunshine Review spread Review 32 stately Review 33 covered Review toys everything Review 35 music needles Review 36 sparkle Review prettiest shivered Review 38 Peter Paul Boots Review youngest Review palace Review daughter kingdom Review 41 stooped Review woodpecker Review 42 walnut Review trickling Review 43 chip Review frighten Review 45 elves Review early stitch Review paid Review price Review 49 dishes Review scrubbed Review stairs Review cinders Review Cinderella Review 50 haughty Review dresses Review clothes gowns Review ribbons Review laces Review PRIMARY READING. Consonants or blends. 37 Families. etch oast spr ive 38 CHICO NORMAL SCHOOL. Page. Words. jewels i Review coach oa o watched Review sight Review godmother Review appeared Review 52 chose Review jolly Review lizards footmen Review 53 slippers Review remember Review return Review ragged Review princess Review 54 seat Review honor Review 55 banquet quarter Review Review twelve hurried thanked Review lovely Review forget Review 56 57 messenger court Review Review married 58 Hans Review luck Review lump Review wages handker chiefs Review . trotting Review 59 hurts Review change Review click Review gee Review 60 ditch Review bargain Review 61 noon Review squeeze 62 matter Review sausage taste 63 showed Review stuffing Review eight ei=a feel whoever wipe Review Consonants or blends. Families. tw age squ eel PRIMARY READING, 39 64 Wordo. mayor Review grew Review risk Review pillow Review grinder Review whirling Review wheel Review 65 scissors Review trade Review pocket Review 66 grindstone Review 67 bough doubt Review frosty Review- luckier Re view 68 pink Review fountains Review brink Review poppy's Review barley Review swan Review float Review sailing Review pears Review yellow Review mellow Review violet Review twilight Review orange Review 69 bluebells Review buttercups Review bright-eyed Review daisies ai=a blades Review between Review 70 coal oa=o clumsy Review beneath ea=e freeze Review emerald Review ruby red Review sapphire shines Review flint Review brilliant Review desire Review opal Review fiery Review 71 peach Review southern Consonants or blends. Families. ph=f 40 Page. Words. basked Con Review score bloom Review biggest Review rosiest Review downiest Review grandmamma Review 72 neither Review passing Review 73 heaven overtops Review 74 birthday Review gift part Review keen Review nestle Review careful Review ewe nestlings Review nightly Review anew Review 76 smothered 77 locks Review pearls thousand Review 78 magics spell Review hundred Review 79 piled Review saving save saving heap Review task Review key bottom Review lake Review dived Review 80 sugar syrup over Review 81 tin Review clapping Review twenty-five Review exactly Review alike Review except Review enough finish Review paper around Review scarf Review 82 stretched CHICO NORMAL SCHOOL. Consonants or blends. SC Families. ift etch PRIMARY READING. 41 Page. Words. mate Review grand Review .snuff-box Review visiting Review war Review parties Review nut-cracker Review somersaults pencils Review rattled Review 83 firm Review bounce Review goblin Review 84 meant Review suddenly straight musket 85 newspaper Review- bravely Review shouldered Review gutter Review clapped Review ahead Review channel Review passport Review lighter Review 86 whirled Review water-fall Review jerked Review playroom Review 87 wondered melting Review flashed Review flame Review melted Review 88 Lars Review gardener Review quiet Review behaved Review arrows Review playground Review sticking Review 89 agree Review pleasant 90 friendly Review smelled Review 91 tucked Review 92 worse Review cackle Review giant Review 93 happened Review mess Review Consonants or blends. Families. ud aight= eight=ate usk 42 CHICO NORMAL SCHOOL. Page. Words. shipped Review 95 whenever Review chase Review 96 blinded Review join Review feasting Review prove worthy Review performed Review 97 whatever Review 98 chopping Review evening Review rapped Review begged Review 99 outbid Review 100 obeyed ey a neighbors Review Eve Review 101 hay-making Review herring pottage Review 102 twisted Review 103 seashore Review anything Review 104 offer Review 105 Czar 106 blessing Review 107 somewhere Review knapsack Review 108 whirring Review 110 untie Review half-way Review swift Review shooting Review shot Review 111 sack Review mouthful Review Drinker Review 112 becomes Review 113 bundle army Review 114 won welcome Review living Review command Review 115 end Review ended Review returned Review snoring Review 116 roasted Review oxen Review tons Consonants or blends. Families. die Page. Words. twenty Review 117 barrels trick Review bathroom 118 stove Review raise Review 119 sadly Review became I it-view bugles presented Review 120 terror Review royal Review robes Review wedding Review ever Review 121 alone Review pleasant Review land Review afar Review clover Review rain-pools Review 122 leaflets ea=e drifting Review wander Review Marching Review carrying Revicw parcels Revicw climber silent b sleepy-head Review Vl:\ swing Review pleasantest Review cattle Review countryside Review raining Review umbrellas Review 124 speckled Review Japan Review Spain Review organ Review seaside Review wooden Review- sandy Review empty Review every Review 125 mounting Review chorus lawn Review meadow-gates Review pump Review stable Review evermore Review hayloft PRIMARY READIXd. Consonants o Families. ath cli=k oft 44 CHICO NORMAL SCHOOL. Page. Words. Cor cling Review crack Review whip Review woody Review 126 window-sill Review cocked Review mannerly Review least Review estate Review meddle Review 127 candle-light Review hopping Review grown-up Review 128 forever Review either Review a-floating Review a-boating Review 129 heels Review funniest Review proper Review 130 sometimes Review india-rubber Review dim Review notion t ion shun ought Review coward Review nursie Review 131 kindness Review eleven Review stepped Review 132 spindles Review protect wandered Review stairway Review 133 pricked Review 134 thorns Review 136 courtyard Review themselves Review wagged Review crawl Review whole Review 137 woodman Review lassie Review 139 knock Review 140 wept rubbed Review 141 eels Review maybe Review 144 dropped Review weak ea=e worn Review placed Review Consonants or blends. Page. Werd& longnose Review tallow wash . Review 145 blacker Review 146 rage Review hurst Review pack Review 147 planted Review petals Review tulip Review shell Review 148 playmate Review croak Review 149 cornfield Review creature dine Review clean Review velvet Review 150 passage Review stroked Review Avove Review 151 greet Review 152 tweet-tweet Review 153 marble Review pillars Review vines Review 154 presents Review Maia 1 f>r> Hansel Gretel secret 156 thick licview cream ea e greedy Review making Review knitting Review offer Review right Review left lirview clap Review tap Review 158 sold Review to-day Review .strawberries Review spilt Review onions pound Review tea Review- 159 witch Review hroomstick Review hie Review gallop PRIMARY READING. < '<>n sonants or blends. Families. 46 Page. Words. 160 berries Review 161 stump Review standing Review 162 peepers Review sleepers Review eyelids Review prayers fourteen Review angels 163 ding Review dong Review dates Review 164 chocolate Review raisins ai=a nibble Review mousekin Review housekin Review 166 nag Review lag Review 167 mankin Review thumbkin Review skinny Review tiptoe Review elder Review 168 fill Review hurrah 170 nightgown Review Serpentine Review 172 workman Review milkmaid Review uproar Review rub-a-dub-dub Review human stuffier Review 173 Soloman Review ruffle Review 174 treat Betwixt-and- ) Between \ Review island Review 175 worms insects 176 sank Review 177 lined Review- leak Review 179 pretend Review delighted Review 180 gathered housetops Review 182 answer Review strayed Review 183 cunning Review CHICO NORMAL SCHOOL. Consonants or blends. Families. P If I MAX y XHADIXG. Page. 184 Words. nicely Review roam Review rainbow Review 185 ferns Review whistled Review bleak ea=e Review woodland Review drear Review glistened Review 186 flutter Review trooped Review bitter Review hoods Review bobolinks Review 187 dreamland Review dream Review guess Review shepherded Review 188 beautifully eau=u curled Review heath =e point Ivcvicw trodden licviow Bake Iicvicw 189 elf -man Review I'.HI airy Review rushy Review glen Review trooping Review owl 's Review 191 crispy Review sea-foam Review hill-top Review nigh wits Review daren't I\eV]'eW Consonants or blends. Families. igh=i CHICO NORMAL SCHOOL. PART III. INDIVIDUAL READING. Individual The principle of individual work in reading is strongly advocated. The reading tendency today is and should be to permit each child to do what he is able to do. No better opportunity presents itself than in reading, particularly after the beginning is made or after the first stories of the Primer are completed. While it is not practical to start each pupil separately, before many days the differences of ability become apparent and individual work may be started. With the phonics taught as a separate exercise, the work in phonics should be planned to outrun the reading work of the most advanced pupil. The less precocious pupils in this way are being taught phonic elements which they will have no opportunity to apply for some time, but in the review work, which is a very necessary part ol' each day's lesson, those elements should be reviewed which are to be applied by each individual in that day's reading work. When you see that one or more of the children are outstripping other members of the class, perhaps three weeks after the work is started, let those pupils read on, each one going as fast as he is able to go. Instead of starting the lesson with the word and phrase drill, followed by the vitalizatiou or discussion intended to arouse interest in that particular lesson, set each child to the task of silent study. Then sit near the class, calling a pupil to you. He brings his reader. After consulting your vocabulary given in the phonics outline, Part II, point out and teach all new words in such assignment as he will be able to prepare in that one lesson. Direct him to apply phonics to those words which are phonic, teach him to find the same word in other places on the same page or following pages, each time pronouncing it. Then by calling his attention to the picture, if one is given, illustrating the story, let him get part of the content and he will want to read the story for the remainder. If the lesson is a continuation of yesterday's story, recall to his mind that part already read and give him an incentive for reading more of it, not by telling him what is to come, but by saying somewhat as follows : "Now we know that the Mother Pig is going on a journey and that she has built a house for each of her three baby pigs. Only one house is very safe. Let us see if anything happens before the mother comes home." The child nnixt want to >;c