UC-NRLF ORDON READ TEACHER'S MANUAL JUL b GIFT LIBRARY OF THE UNIVERSITY OF CALIFORNIA. GIFT OF A MANUAL FOR TEACHERS OP PRIMARY READING BY EMMA K. GORDON AUTHOR OF "THE COMPREHENSIVE METHOD OF TEACHING READING" OF THE UNIVERSITY BOSTON, U.S.A. D. C. HEATH & CO., PUBLISHERS 1910 THE GORDON READERS "Firsi, learn to read; then, read to learn" FIRST BOOK For beginners. SECOND BOOK Completes the work of first year. THIRD BOOK Can be read by second year classes. FOURTH BOOK Completes the preparation for reading to learn. TEACHER'S MANUAL Definite and practical. CHARTS Three Phonic Charts. Each 24 x 36 inches. Six Equivalent Charts. Each 1 1 x 2*2 inches. Forty-four Letter Squares. Each 4x4 inches. Forty Word Drill Charts. Each 7x12 inches. JUL 8 1911 GIFT COPYRIGHT, 1910, BY D. C. HEATH & CO. INTRODUCTION THE method of teaching reading presented in this Manual recognizes : (1) that the child must master certain phonic facts before he can have power ,to solve word problems for himself ; (2) that it is not possible to reduce every word in the language to a phonic basis, and that exceptions to phonic rules should be taught, as sight words or wholes. It gives the child such mastery over the mechanics of reading that his mind is free to grasp the thought of the sentence when it is presented. It will be seen that this is not a new method. It is rather a new combination an apt blending of the strong features of several methods. No teacher need feel in using it that she must throw aside all the good things that her experience has found to be worth keeping. It is comprehensive and has room for all the originality and personal impress that the earnest teacher possesses. In order to refer to vowel and consonant sounds with ease and directness, and' in order that the teacher may have no doubt as to the sound value of a phonogram, diacritical marks are used in the Index of the Word List, and occasionally in the Manual. The marks used are from Webster's Dictionary. No diacritical marks should be used in the work with the pupils. iii 217075 CONTENTS PAGE THE LEADING FEATURES OF THE METHOD 1 AIM OF THE METHOD, 7 3 AIM OF THE PHONIC DRILL, 8 3 AIM OF EACH ORAL READING LESSON, 9 ..... 4 STORY TELLING AND DRAMATIZATION 4 SEAT WORK 5 DRILLS 7 Letter Squares and Phonic Charts 8, 9, 10, 11, 12 Blending Drills from Readers, 7. 13 Word Drill Cards 14 Games 1 ............ 14 The Teacher's Attitude 15 Concert Work 15 EXPLANATION OF TERMS 16 Phonogram 16 Blended Phonogram 16 Word Form 17 Sight Words 17 KeyWords 17 PHONIC FACTS FOR FIRST MONTH OR DIVISION .... 18 Suggestive Names 18 Stories 19 Gestures 19 Picture Charts 20 Sight Words 22 Movable Chart 22 Blackboard Sentences 23 Seat Work 25 i See also pages 28, 30, 31, 32, 36, 38, 45, 49, 55. v vi CONTENTS PAGE Spelling 25 Reading 25 OUTLINE OF WORK BY DAYS .26 First Week 26 Suggestions for presenting Phonograms 26 How to recall the Sound of a Phonogram .... 27 Game Drills for obtaining Sight Recognition of Simple Pho- nograms 28 Script and Print 28 Suggestions for presenting Sight Words ..... 29 Second Week 33 Ear Training 33 Blending 33 To recall Blended Phonograms 35 Game Drills 36 Addition of s to Families of Words ...... 37 Game Drills and Language Exercises ..... 38 Third Week 41 Fourth Week 44 PHONIC FACTS FOR SECOND MONTH OR DIVISION .... 46 Suggestive Names 46 Picture Charts 47 Seat Work 47 Spelling 47 Reading First Book . . . . . . . .48 Key Words 48 First Week 49 Second Week 53 Blending of Initial Consonant 53 Third Week 58 How to drill from the Charts 58 Fourth Week 60 Vocabulary . .60 PHONIC FACTS FOR THIRD MONTH OR DIVISION . . . .64 Suggestive Names . .64 Picture Charts 65 Seat Work 65 Spelling and Reading 66 CONTENTS vii PAGE Supplementary Reading 66 Exceptions 67 Compound Words and Dissyllables . . . . . .71 Rest Exercises 72 PHONIC FACTS FOR FOURTH MONTH OR DIVISION .... 73 Suggestions for teaching the Effect of Final e upon a Preceding Vowel 77 PHONIC FACTS FOR FIFTH MONTH OR DIVISION .... 80 PHONIC FACTS FOR SIXTH MONTH OR DIVISION .... 87 PHONIC FACTS FOR SEVENTH MONTH OR DIVISION .... 89 Suggestions for Teaching the Sound of ed final after Any Conso- nant 90 Equivalent Charts . . 93 PHONIC FACTS FOR EIGHTH MONTH OR DIVISION .... 96 PHONIC FACTS FOR NINTH MONTH OR DIVISION .... 99 PHONIC FACTS FOR TENTH MONTH OR DIVISION .... 102 SPELLING 105 Written 105 Blackboard 106 Seat Work 107 Chart 108 Games 115 BOOK THREE . .117 BOOK FOUR . . .119 WORD LIST 123 INDEX TO WORD LIST . 199 OF THE UNIVERSITY OF TO THE TEACHER THE leading features of the method of teaching reading pre- sented in this manual are : I. The absence of all diacritical marks. II. The few phonic facts to be memorized. III. The obvious aid to spelling furnished by the charts and drills. IV. The careful gradation of the work. 1. In the complex process of learning to read, two definite kinds of work may be traced. These kinds, though separate, are yet dependent ; to reach the desired end both must be developed. The first is the expression and development of thought. This depends upon memory, imagination, and asso- ciation of ideas ; also upon the second kind, which includes the mechanics of reading sound study or word mastery, called Phonic Drill. This latter necessitates the training of eye, ear, and vocal organs. It should be preliminary in order that the end may be logically reached, but it is always subordinate merely the means to the end that is comprehended in the first line of work. It should be simple, systematic, and thorough. " Thorough work in phonics lies at the base of all rational teach- ing of reading. " Much of the difficulty usually met by the child in learning to read is removed when his ear is trained to hear the sound, his eye to recognize the written expression, and his vocal organs to enunciate correctly. His reading becomes pleasur- able and profitable only when the mechanism of reading is so entirely his that he uses it unconsciously, having his mind free 1 2 MANUAL OF READING to dwell upon the whole thought expressed, rather than upon the make-up of the words used to express it. When this can be done, the child reads, and the day when he can read and enjoy literature is in sight. 2. The Manual presents the mechanics of reading in a simple, logical manner. It is a combination of the phonic, word, and sentence methods. In order that the child's vocal organs may be rendered flexible, the phonic element, in the form of vocal training, predominates at the beginning of the work, but falls into its proper subordinate place as reading power develops. 3. A phonic method should train the child to enunciate clearly ; should free the speech from provincialisms ; should strengthen and improve the quality of voice. It should give the child such mastery of word forms that he can readily take in the sense of the printed page. These advantages are gained by drill on phonograms, which forms the basis of the mechanical work preparatory to reading. 4. The word method is used to supplement the phonic method. It takes the place of the phonic method where the use of the latter would be cumbrous, as in the teaching of ex- ceptions to phonic rules. It is also used to extend and give variety to the reading vocabulary ; but the list of sight words is never long, because while new words are constantly added to it, former sight words are finding their places in the phonic scheme and thus ceasing to be sight words ; as, hop, a sight word, ceases to be one as soon as the phonograms composing it are known and can be blended. 5. The number of words taught by the word method is small, in order that the distinct phonic impression given to the AIMS OF METHOD 3 child through eye and ear training may not be marred. Con- fusion will at first result if the pupil frequently meets a phono- gram to which he has been taught to give a certain value, as a in at, associated with other values, as a in ail, all, any, are, what. 6. Reading is presented in the first month by combining sight words into the simple statements or questions of familiar speech. The -child recognizes these as the visible expression of his thought. In the second month, his reading vocabulary is enlarged by the addition of phonic words. From this time on, the phonic drill renders him familiar with the word forms in the sentence, and makes him independent of aid in recognizing known words, i.e. words of which the idea is already well known, although the form has not been presented. Thus he is able to give his attention at once to the thought expressed. 7. The method aims to make the child self-helpful, to make him so interested in learning to read that he will enjoy the process as well as the result. From the very beginning of the work, the teacher should solve no problem that the child can solve for himself. Only by making him a worker can his active attention and interest be aroused and kept. 8. The object of the phonic drill is to train eye, ear, and vocal organs to ready recognition and enunciation of phono- grams. It aims at mechanical exactness through sense training and vocal gymnastics. Progress in the drill depends upon two things : (a) Sight recognition of simple phonograms. () Power to blend one sound with another. The phonic drill should be an exercise apart from the reading lesson. 4 MANUAL OF READING 9. The aim of each oral reading lesson should be thought get- ting and thought expressing. Progress in this depends on the teacher. If she is content with word getting, she will have ample reward for her labor; but if she is one who is able to in- spire, to touch the heart, and to awaken the mind, she will find her task simpler because of the ease with which her children will respond to her efforts. With such a teacher, there is little danger that the reading will degenerate into lifeless, mechanical work, in which words are pronounced but no thought is obtained. 10. The teacher is urged to follow minutely the directions for the work in each division in order that she may fully com- prehend the spirit of the instructions. She should remember that no method, however good, can take the place of earnestness, perseverance, and skill on her part. 11. The phonic work outlined in the first ten divisions has been covered easily and successfully by many classes in one year, but there can be no objection to taking more than this time for the various steps if the teacher wishes. The one thing always to be kept in mind is that one step should be thoroughly taught before the next is attempted. 12. STORY-TELLING AND DRAMATIZATION. The thought side of reading is effectively presented through story-telling, reproduction, and dramatization. This should be begun as the child enters school and should continue through- out the course. The best tales for this purpose are those with simple plot, economy of incident, and plenty of action. They should be ethically sound, and lead to an artistic conclusion justice should not be perverted. The teacher will find much material for her use in the literature that belongs rightfully to childhood fairy tales, folklore, fables, jingles, and poems. The teacher should spare no effort to perfect herself in the SEAT WORK 5 art of story-telling. She should choose simple, direct words suited to the comprehension of the child. She must be enthu- siastic, enter into the spirit of the tale, tell it vividly, dramati- cally. Her aim is to gain his attention, to give him a lively and appreciative acquaintance with good stories, to fertilize and stimulate his mind. In order that the child may appreciate the fact that this pleasure comes from books, she should learn to read stories effectively. When the child discovers " that learn- ing to read is learning to get stories out of books," this vision of the goal is a strong incentive to effort on his part; he will learn to read not only in the mechanical sense, but also in the intellec- tual sense. The ideal of "two minds active over the same matter, one striving to learn, the other to teach," will be reached in the reading lesson. Dramatization, when not carried to excess, is a valuable aid to the thought side of reading. The first tales dramatized should be short and simple ; they should be thoroughly familiar through oral presentation. While the teacher, in telling the tale, need not follow closely the language of the book, she will find certain apt or forcible expressions used by the author of service in her reproduction. These the pupils will naturally use in their version arid dramatization. Thus they will early "incor- porate into their own vocabulary " the forms of good literature. 13. SEAT WORK. Seat work should supplement and make use of the knowledge gained in the recitation. It should give opportunities to com- pare, sort, build, and group phonograms, words, and sentences. It should train the hand to execute, and teach self-reliance. It should provide much opportunity for silent reading. The teacher should remember that it is difficult for young children to think sounds. The buzz that arises as they work at their seats should be under control, but it should not be 6 MANUAL OF READING entirely suppressed. It is one sign of activity and interest. The \ upils should know definitely the requirements of a seat- work exercise. They should be taught to care for the mate- rial used and to form habits of neatness in its arrangement. The teacher should so plan the work that it will not be too easy to hold the interest ; on the other hand, its problems should not be so hard that children become discouraged in trying to solve them. All seat work should be supervised by the teacher. Free-hand cutting, pasting, weaving, and drawing are valu- able forms of seat work. They all call for sense training, and require thought and judgment in executing. In this way they help to solve the problems of learning to read, and they should form a part of the daily seat-work program. Some children remember best what they hear, others what they see, and still others what they do. An exercise helpful to one may be profitless to another. Appeal should be made through all these avenues, with constant recognition of the active propensities. DRILLS DRILLS 1. Phonic drill is given from letter squares and Phonic Charts to secure : (a) Flexibility of the vocal organs. (i) Sight recognition and correct pronunciation of phonograms. Daily drill from letter squares and Phonic Charts insures con- stant review of the entire work. 2. Letter squares (see page 8) are cards containing (a) vowels ; (6) single consonants ; (c) blended phonograms of two or three letters. The position of the letter on the card indicates whether it is to be used as an initial or as an ending. Words or word forms (see page 123) are made when the initial phono- grams are prefixed to the family names found upon the Phonic Charts or written on the blackboard. Expose the Charts. Reserve wall or door space where the Phonic Charts Nos. 1, 2, 3, and the six Equivalent Charts may be exposed at all times within easy view and touch of the pupils. Do not hang one over another. The pupils will form the habit of referring to them at difficult points in silent reading and in spelling or word-building exercises at the desks. To save time in the drills, the letter squares containing known phonograms should be kept separate from the others. As new phonograms are taught, the number of letter squares in use will be increased. Thus, when p is taught, the letter squares p, pi, pr, sy, should be added to those used in the drill. When all the letter squares are in use, they should be separated into groups by means of rubber bands, in order that the teacher may know just where to look for a needed square. A few convenient group- ings are : 1, the endings ; 2, the vowels ; 3, c, g, sc, qu : 4, w, wh, th, h ; 5, t, r, b, d, pi, si, tr. MANUAL OF READING LETTER-SQUARES, PHONIC CHARTS LETTER-SQUARES ENDINGS: ed er fl pr tw tlrw es CHARTS PHONIC CHART. NO. I. ab ad eb ed ib id ob od ub ud am em im om um ap ep ip op up an en in on un at et it ot ut ag and eg end ig ind og ond ug und ash esh ish osh ush ack eck ick ock uck ank esk ink onk unk amp ang atch emp elm etch imp ing itch omp ong otch nmp nng utch 10 MANUAL OF READING PHONIC CHART. NO. 2. anch ench inch onch unch ass ess iss OSS uss ant ent int ont unt ast est ist ost ust aft eft ift oft uft ath eth ith oth uth aff eff iff off uff aid eld ild old uld all ell ill oil ull alt elt ilt olt ult ow out oud ound oup oy oil oin ook oom ay ail ey eigh igh aw alk east oar ew CHARTS PHONIC CHART. NO. 3. 11 ar er ir or ur bble tion ake adge by ddle sion eek edge cy ffle ous ike idge dy ggle tious oke odge gy pple cious like udge iy zzle cial ear ave my ttle tian ead eve ny could ften augh ive py would sten aught ove ry should stle ax = acks sy though umb ex = ecks ty thought eau ix = icks zy through ph ox = ocks y 12 MANUAL OF READING EQUIVALENT CHARTS ai ea eigh ei y U1 ew ee ea ei le oa ow ou 00 aw au augh all alk DRILLS 13 3. Upon the Phonic Charts (see pages 9, 10, and 11) are repre- sented the majority of short-vowel family names in the language. 4. The short-vowel family is used as a base. From this, other families containing other vowel sounds are developed by considering the influence upon it of certain letters added or prefixed ; for example, e final, added to all short-vowel families capable of taking it, converts them into long-vowel families, and shows the power of final e upon the next preceding vowel separated by a single consonant ; as, at, ate. 5. As the chart drill affords no permanent combinations, it should be supplemented by lists of words, written in families, upon the blackboard. The lists should be rearranged frequently that many families may be included. Each word over the sounding of which there is the slightest hesitancy should be noted. These words form the base of the next rearrangement, and show the points on which the class needs further chart drill. 6. Select from a reader words for drill from at least fifteen or twenty advance pages. The words chosen should illustrate phonic points recently made or combinations hard to remember. These should be arranged in families upon the blackboard, and sounded, as in previous phonic drill. A word may be placed in several families according to the emphasis to be laid upon the combinations it contains ; as, summer may be placed with the words containing a short vowel before a double consonant, also with words containing er ; spices may be placed with long-vowel words, with those illustrating c before e, and with those in which e in es final is vocal. Power to read easily supplementary matter in which words are not classified phonetically is obtained by this exercise. 7. The Blending Drills of the Readers indicate that the phonic drill should relate intimately to the reading immediately 14 MANUAL OF READING following. They supplement the chart drill. The words should be sounded from the book. They may also be written upon the blackboard and the list extended to include words of similar formation found in supplementary reading or in the Word List. After the stories for any one month or division are read, supplementary reading should be used until new phonic facts are taught. 8. Drills from the Word List. See Word List, page 123. 9. Drills from Equivalent Charts. See Drill for Seventh Month or Division, page 89. 10. WORD DRILL CARDS. Forty Word-Drill Cards give opportunity for effective, rapid drill in print. The cards are in two series. Each card presents thirty-two words for drill. The first series (numbering twenty- six cards) presents for drill families that are represented in Books One and Two. The second series (numbering fourteen cards) illustrates phonic rules, and provides drills by which the young child's confusion of sound and form between m and n, b and d, etc., is quickly lessened. The print of these cards is large enough to allow their use in class drills, but the cards are a convenient size for pupils to use in seat-work exercises. 11. GAME DRILLS. Challenge the child's love of play. All children take great delight in making and solving game problems. Make the game drills like the games they play at the play hour, in the spirit in which they are carried on. Note that in these games there is little deliberation, little waiting. Action is every- thing. Each child is interested in what his mates are doing, as well as responsible for his share in the game. The nearer the approach to this ideal in the game drills the more definite DRILLS 15 will be the results. These exercises must appeal to the child as plays, not as tasks. Nineteen games are indicated for use in the first month. These will admit of many variations. No game should be prolonged until the children are weary. 12. THE TEACHER'S ATTITUDE DURING THE DRILL. The teacher who uses the method correctly will find that she has very little talking to do during the progress of the phonic drill. Her work is to make rapid combinations of phonograms, to listen intently, and to make instant correction of mistakes. She should look into each child's face as he recites, and care- fully watch the lips and the position of the vocal organs. Her eye will often detect an error in the comprehension of sound before her ear catches it. In order to make this watchfulness possible, the class should be divided into groups for recitation. As a child develops power to blend and becomes a leader in the drill, he should be shifted from group to group until he finds himself with those who are making equal progress. 13. CONCERT WORK. Concert work may be used to advantage. It holds the atten- tion of the class, gives the timid courage to speak out, and is of great assistance to many pupils in getting the blend. Much good work may be accomplished with the concert exercise, pro- vided the teacher is alert for mistakes, and is careful to remove " leaders " from the group as soon as they develop. The exer- cise should be brisk and clear-cut. The last phonogram in a word should have as distinct articulation as the first. Concert work should be ranked at its proper value. It can- not take the place of individual testing and drill. Each child must depend on himself. The teacher should know just how much each child knows. 16 MANUAL OF READING EXPLANATION OF TERMS USED The points to be taught are : I. Simple phonograms. II. Blended phonograms. III. Sight words. " A phonogram is a graphic character representing a sound of the human voice." Ex. m, a, ing, eight. I. A simple phonogram, save for a few exceptions, represents a single sound. Ex. t, aw, sh, ph, eigh. This class includes : (a) All single consonants. (5) Consonant digraphs, ch, sh, wh, th, gh, ph, ng, ck. (0) The vowels, a, e, i, o, u. (d) The diphthongs, ow, ou, oy, oi. (e) Vowel digraphs, ai, ay, ey, ea, ei, ee, ie, oa, oo, ou, ow, ui, ew, au, aw. (/) Vowel equivalents, igh, eigh, augh, ough. It is considered that no letter is silent in consonant di- graphs, diphthongs, vowel digraphs, vowel equivalents, and doubled consonants in the same syllable, but that each letter partakes of the sound. Ex. t'dcJc, town, coat, weigh, tell. II. A blended phonogram represents a compound sound. It is a combination of simple phonograms uttered as nearly as possible with one impulse of the voice, and is used as a unit in the sounding of words. This class includes three subdivisions: 1. Consonant combinations used either as initials or endings. Ex. Initials : st, fr, cl, sc. Endings : ly, ry, cy, ty. 2. Family names composed of a vowel, vowel equivalent, vowel digraph, or diphthong with its following consonant com- binations. Ex. ack, eight, oak, owl. EXPLANATION OF TERMS 17 3. The union or blending of 1 and 2, giving words or word forms. Ex. stack, freight, cloak, scowl. Word forms are combinations of initials and family names having the form of words but without meaning. They are produced in the phonic drill by means of the letter' squares and Phonic Charts. They should not be presented to the child in a permanent form. The object of the drill is not the mem- orizing of words, but the power to blend instantly any com- binations presented. The use of word forms allows greater rapidity than is possible if word combinations only are pro- duced in the drill. They also illustrate rules, and are, in many cases, parts of words or syllables. Ex. cin der, suffer, mut ton, tran som. While the use of word forms is not abso- lutely essential to the development of the method, it is urged as an aid in securing the best results. A word containing a word form, as, cinder, will be recognized much more quickly by the child in whose phonic drill the word form cin has been in- cluded than by one not accustomed to seeing the phonogram. III. Sight words are words taught as wholes, as in the word method. If possible, they are resolved into phonograms when the time for teaching the combinations comprising them has arrived. They include : 1. Exceptions to phonic rules. Ex. you, says, have, were. The form and pronunciation of exceptions should be fixed by frequent use in sentences. When possible, they are included in the drill from the Phonic Charts. 2. Key Words. These, on analysis, give a basis for the formation of other similar words. Ex. my, go, see. 18 MANUAL OF READING PHONIC FACTS FOR FIRST MONTH OR DIVISION I. Simple Phonograms. a, f, 1, m, n, 6, r, s, t, w, z, ch, sh k II. Blended Phonograms. Initials fl, fr, si, sm, sn, st, sw, tr, tw, shr. Family names am, an, ann, as, ash, at, atch, ant, oil, om, on, oss, ot, off, oft, ost, otch. III. Addition of * to words and families. IV. Sight Words. May, I, see, like, run, find, look, baby, to, play, sister, my, name, jump, brother, this, is, boy, come. SUGGESTIVE NAMES, GESTURES, AND SOUNDS OF PHONOGRAMS Teach and use the sound only, not the names of the letters. Find the sound of a given phonogram by pronouncing slowly words in which it appears ; separate the sound in question from the other sounds of the word. a The lamb's cry or the happy baby's laugh, as in cat, man. f The cross cat's sound, as in fat, fell, staff. 1 The first sound heard in lock, lamb, last ; last sound in fall. A twist of the wrist, as when turning a key in a lock. m The cow's bellow, as in mat, mock, slam. n Shaking of the head, as in negation, as in nap, net, can. o The round sound, as in clock, pond, lock. Circle made by bringing tips of thumb and forefinger together. r The cross dog's growl, as in rat, rim, ride, s The snake sound, as in sat, tops, pass. t The watch sound, as in tap, mat, sit. OF THE \\ UNIVERSITY OF FOR FIRST LESSONS 19 w The lip or wind sound, as in wag, wall, wont. Lips puckered as though ready to form sound. z Bee sound, as in buzz, zeal. Both forefingers extended from the temples to indicate the antennae of bees. ch The engine sound, as in chill, chalk, Charlie. sh The hushing sound, as in wash, shell, shad. Hand raised to suggest silence. SIMPLE PHONOGRAMS The association between many simple phonograms and their sounds is fixed through : I. Stories or incidents. II. Gestures. III. Pictures. I. Stories. The sounds are likened to those heard in nature or in the routine of daily life. An apt illustration brightens the drill, helps the child to get the sound correctly, and aids in its retention. The stories should be short, and based upon a child's interest, the sound to be taught being introduced as often as possible. The letter square containing the phonogram should be presented, and the phonogram recorded upon the blackboard after the sound has been given and discussed. Frequent reference should be made to the written character, that the association between the phonogram and its sound may be established. The suggestive names and pictures given in the outlines for the different months indicate the thought or incident that may be used in teaching the sound. II. Gestures. These are made by the child as the associ- ated sound is pronounced, or preferably by the teacher to recall to the child's mind a desired sound. Thus, the extended warn- ing hand recalls sh ; puckered lips recall w. The suggestive 20 MANUAL OF READING names serve the same purpose and are for the teacher's use alone. Both names and gestures are discontinued as the necessity for their use -disappears, i.e. as the phonograms are learned. III. Picture Charts. The Picture Charts are valuable aids to the teaching of simple phonograms. With a few excep- tions, each chart contains the four forms of the letter. The picture is the associating link between the sound and its phono- gram. Hang the Charts one by one, as the sounds they illustrate are presented, to form a border at the base of the blackboard, or in some place in easy view of the pupils, where they can touch them. It is necessary for little children to touch as well as see and hear the things they are to know about. The Charts in this position are in constant use for reviews. Hand the child, who does not recall the sound of a given phono- gram, the letter square containing it. Tell him to match it on the Picture Charts. He inspects each Chart, placing the square he holds beside the letters of the Chart to compare the shape. When he matches his letter, the picture beside it recalls the illustration used, and the sound of the phonogram. Thus, from the very beginning of the work the child learns to be self- helpful. A Picture Chart should remain on view until all necessity for reference to it has passed. When presenting a simple phonogram, pronounce it dis- tinctly, in full view of the pupils, that they may have oppor- tunity to observe and to get the sound through imitation. Do not, as a rule, call the child's attention to the position of his vocal organs, but note closely this position when he is giving a phonogram. An error in comprehension of sounds is quickly detected by this means. If the mouth is opened when m is to be sounded, the child is probably giving n instead of w, etc. Make use of the incidents or happenings of the day. A child PHONICS FOR FIRST LESSONS PICTURE CHARTS FOR FIRST MONTH 21 a a A tT zZ rR ch 1L 22 MANUAL OF READING may fall asleep ; this is the time to present the sound of sh. Some one may tell of a trip from home ; this is the opportunity to talk about the sound of the steam engine, ch. The teacher should remember that recitations about the sounds of letters are of little practical value in learning to read. Form and sound must be associated. She must make the association between the sound and its phonogram so close that seeing or hearing one form will recall the other instantly. Present first those sounds that are familiar and that seem most easily illustrated. Inspection of the thirteen sounds indicated in the heading for this month will reveal the fact that nearly all of them are known to the child through the ear as sounds of nature or of industry. With these sounds the teacher's work is very simple. All she has to do is to make them known to the eye to make them visible by pre- senting the phonograms. When unfamiliar sounds are presented, she has more to do, for the sound itself must be taught. To hear, to enunciate, to recognize the phonogram is the natural order of instruction. SIGHT WORDS The nineteen sight words of the month are in the spoken vocabulary of every child of school age. He is now to recog- nize the visible form of these words and to associate it with the familiar sound and meaning. The action words of the list should be taught first, then the nouns. Others in the list should be presented in phrases. MOVABLE CHART Print the sight words in letters of at least one inch in height, upon strips of cardboard four inches wide. This may be done by using : (1) brass stencil, (2) rubber stamps, (3) brush or rubber pen. PHONICS FOR FIRST LESSONS 23 (1) and (2) are the best means of reproduction, as the letters are in actual print. With brush or rubber pen this is not often possible. The script word should be written plainly in large writing upon the reverse of the card. The words I see, my name, this is, Is this, should be grouped. The remaining words of the list should be printed upon separate slips. These slips form a movable chart to which additions are made as the sight words of the second month are taught. The words may be arranged and rearranged with rapidity and ease to form many sentence combinations. The blackboard work of the teacher is greatly lessened by this means, and the pupils have the advan- tage of comparing and reading sentences in both print and script. (1) Place the group I see upon the blackboard ledge to be read. Cover see with the slip containing look, run, jump, in succession. Pupils read as the cards are placed. I look I run I jump (2) Place the group I see upon the ledge. Cover see with the slip containing like, after like place the group my name . Pupils read I like my name . Cover name with sister, brother, to play, etc. Pupils read as the cards are placed. BLACKBOARD SENTENCES The sentences should include, besides the nineteen sight words of the list : (1) The names of children in the class. These give a per- sonal interest to the sentences. (2) The phonic words formed in the drill : at, am, an, as,, Ann, on, off. Added interest and variety will be given to the reading by the use of simple outline blackboard pictures to complete the; 24 MANUAL OF READING thought of a given sentence. The teacher who can supplement her teaching power with simple blackboard pictures doubles her efficiency. Ex. : likes to jump. Baby likes to play I see baby sister on my In the sentence drills the teacher should never lose sight of the thought side of reading. The rapid changes in word com- binations, possible through the movable chart, arouse the interest and attention of the child, but the reading of the sentences should never degenerate into mechanical drill the calling of words that happen to be grouped. Since the sight words used in these sentences are in the spoken vocabulary of every child, they are already associated with ideas they are not empty sounds void of meaning. When presenting them, the teacher makes the child see that they are visible forms of spoken words. She should make him see that the written sentence is the visible form of the question or statement of ordinary speech. To do this, she should question as to the truth of the statement, and require the child to ask or answer the question, or do the action. She must PHONICS FOR FIRST LESSONS 25 make sure that he thinks the thought of the sentence and is able to express it as he reads. SEAT WORK Hectograph the simple and blended phonograms, phonic words, and sight words of the month upon manilla card in large plain writing. Make many duplicates in order that each child may have several copies of each word or phonogram. Space the writing so that when cut into small cards each containing one word or phonogram, no card will be shorter than one inch upon any side. Give each child a box or large manilla envelope containing a set of these cards. (1) Write known phonograms in a row upon the blackboard. The pupils are to find the phonograms and arrange the cards in the same order upon the desk. (2) The pupils are to sort the cards into piles, placing duplicate phonograms or words together. (3) Write blended phonograms upon the board. The pupils are to find these among their cards, arrange them in order upon the desk, and build duplicates with single phonogram cards. (4) Write sentences composed of sight words. The pupils are to build these sentences with sight word cards. They should be allowed to whisper the sounds to themselves when working with the letter squares. SPELLING Exercise 1. Written spelling, page 106. READING Sentences from Movable Chart and from the blackboard. With some classes, Reading for First Month, pages 1-15, Book One, may be begun. 26 MANUAL OF READING OUTLINE OF WORK DAY BY DAY First Day Phonograms : a, sh, m, t, ch SUGGESTIONS FOR PRESENTING PHONOGRAMS a. Who has a little baby at home ? How old is she ? Do you love her*? Can she talk ? What does she say ? I once knew a baby who said something like a, a, when she was happy. Does your baby ever say that? This (writing a upon the board) makes us think of what the happy baby says. See, it is on this card (shows letter square). You may all say a. What is this on the board, Mary ? What is on the card, John ? (Teacher writes a in several places on the blackboard.) Alice may find a. Willie may find it. What did Willie find, Edith? (Concert recitation should always be followed by individual recitations. The teacher should see that each child gives the sound correctly.) sh. Does baby stay awake all day ? Are you noisy while baby sleeps ? Why do you try to be still ? If baby is sleeping when you get home from school, how could mamma tell you to be quiet without speaking aloud ? She could hold up her hand so (raising hand to suggest silence), and say sh, sh. I will write sh on the board. You may all look at it and hold up your hand, saying sh, as mamma does. (Present Picture Chart.) What (pointing to a) does the happy baby say ? What (point- ing to sh) does mamma say when baby sleeps ? m. I am thinking of an animal. I will tell you about it. It is large. It has two horns. It has a long thin tail with a tassel at the end. It chews the cud. It says m, m (teacher prolongs the sound). What is it? That is right ; it is a cow. (Presents Picture Chart.) Tell me what the cow says; all to- PHONICS FOR FIRST LESSONS 27 gether tell me ; John tell ; Elsie tell. This (writing ra) is a picture of what the cow says. t. One night a little girl sat upon papa's knee. He took out his watch and held it close to her ear. " The watch talks to me, papa," said the little girl. " It says , , ." How many children in this class have heard a watch talk ? You may listen to my watch. What did it say to you, Mary ? What to you, John ? You may all tell me what the watch says. This (writing t on the blackboard) will make us think of the sound the watch makes. It looks somewhat like the hand of the watch. Of what sound does it make us think ? (Present Picture Chart.) ch. Ask different pupils about the way they spent the summer. Let those who went from home tell where they went and how they went. Those who rode on the steam cars waited at the station until the train came in. Teacher tells how she knows that the train is near. She hears the sound e required to apply his knowledge of phonics to the solving of all word problems that appear in the text. He should look for familiar elements in exceptions in order to sound them, in part at least. Frequently the context will help him to the pronunciation of these words. The teacher 120 MANUAL OF READING should assist when the child is unable to help himself, but she should never tell him a word that he is capable of finding out. SPELLING Exercises 6, 7, 8. Written spelling, page 106. Exercises 1 to 23. Chart spelling, pages 108 to 115. Exercises 1, 2, 3, 4. Seat work spelling, page 107. All spelling games. Pages 115, 116. WORD LIST 121 The sections of the following list contain words illustrating every family and phonogram upon the phonic charts. They also contain words illustrating the rules that are developed in the phonic drill. They include : - 1. The vocabulary of over thirty readers of primary grade. 2. Words of the child's vocabulary not included in these school readers. 3. Words, illustrating the value, in the drill, of word forms. The list is used as follows : 1. Words to supplement or emphasize the chart drill upon a given fact may be selected and written upon the board for sounding. For this purpose words illustrating a certain phono- gram are grouped under that phonogram ; words illustrating a phonic rule are grouped under that rule. 2. Words may be selected from the list for use in spelling drills. It will be seen that the lists are not arranged by grades or according to the year of school in which they are to be used. No definite arrangement of this nature seems practicable in view of the fact that many words are used over and over in each grade, and that the intermediate or grammar grade pupil fre- quently needs to have his attention called to the spelling of short words as well as to that of longer ones. The teacher should select from each section words suited for her grade. She will use only those words that are actually in the child's spoken vocabulary at the time of spelling. 122 WORD LIST 1. ab as in blab cab dab grab scab Rabbi fabric Mab slab rabbit nab gab crab drab stab habit cabin rabid flabby shabby Tabby jabber 2. ab as in Abe, babe ab as in babel Mabel cable label saber table 3. eb as in ebb web rebel treble pebble ebony debit 4. eb as in glebe grebe eb as in zebra Quebec 6. ib as in bib fib glib Thibet jib rib squib ribbon exhibit driblet crib Gibbon giblets 123 tablet dabble clabber sabbath gabble drabble scabbard rabble baboon scrabble cabbage babble cabinet laboratory gable fable labor Tabor February nebula celebrity Hebrew tribune nibble quibble scribble fribble liberty contribute 124 MANUAL OF READING 6. ib as in jibe bribe ib as in fiber bible 7. ob as in Bob cob sob bobbin fob knob Dobbin hob job mob rob snob blob throb robin goblin Bobby hobby lobby 8. ob as in lobe globe ob as in sober noble 9. ub as in blubber bub tub shrub cub club drub dub hub nub grub snub stub cubby chubby rubbish rub scrub hubbub 10. ub as in cube tube ub as in Cuba cubic 11. ad as in add bad fad sad brad sadly caddice bribe tribe scribe bible bobbin cobbler cobbler Dobbin lobster gobble goblin slobber hobble Bobby Robbie probable hobby Robert bobolink lobby problem globule probe October robe shrub drub public rubber sublime subtract cubby chubby rubbish lubber bubble rubble Hubbard stubble cherub hubbub rub-a-dub blubber tube tuber cubic cubit jubilee sadly caddice bladder ladder Braddock Madison WORD LIST 125 gad had lad clad glad shad admire tadpole radish madder straddle saddle Aladdin tradition radical mad pad caddy daddy shadow Chaddock haddock padlock graduate madam 12. ad as in jade fade blade shade lade barricade made wade glade grade spade trade stockade blockade parade evade ad as in ^ lady ladle cradle cadence 13. ed as in bed fed led Ned red bled bred Dred fled sled sped shred Edna pedal pedlar peddle federal impediment medicine sediment Jedadiah Ted Fred credit dedicate wed shed medal predicate 14. ed as in cede Swede Eden 16. ed as in creed deed feed heed need reed seed weed bleed breed greed speed steed tweed treed 16. id as in bid Cid did hid kid chid slid skid midst fidget hidden liquid Sidney fiddle middle riddle griddle gridiron holiday pyramid president 126 MANUAL OF READING lid mid rid squid biddy giddy solid widow Florida nid-nod tid-bit Gideon stridulo 17. id as in bide hide ride wide bride slide stride beside decide provide side tide chide glide pride abide divide inside id as in Ida Fido trident spider 18. od as in cod God hod sod nod shod Todd dodder fodder shoddy toddle odd pod rod clod plod prod trod body model plodder bodkin modest Nimrod 19. od as in ode node mode rode Rhode bode code lode od as in Zodiac 20. ud as in bud cud scud mud spud duds stud suds cudgel 21. ud as in nude gudgeon Hudson bludgeon Scudder huddle rudder puddle shudder sudden dude elude exude WORD LIST 127 ud as in student 22. am as in am dam cram damage scramble vampire ham dram hammock gambol camera jam sham mammoth clamber family ram slam pampas scamper Amazon Sam tram ambush grammar Abraham yam lamb bamboo stammer tamarack clam camel bramble rampart namby- pamby 23. am as in came dame lame tame flame became fame name James frame game same blame shame am as in Lama stamens 24. em as in gem hem lemon Flemish clematis November Shem emblem blemish democrat September stem solemn temper assemble December them cement temple memory remember ember Bremen tremble feminine resemblance poem premise remedy pemmican tremulous 25. em as in theme 26. eem as in deem scheme extreme supreme seem teem 128 MANUAL OF READING 27. im as in him Jim swim pilgrim dimple scrimmage rim trim gimlet simple stimulate vim whim flimsy wimple eliminate brim scrim timber nimble scimitar grim timid simmer thimble dimity prim limit shimmer limpet primitive skim kimbo glimmer crimson chimpanzee slim mimic glimpse chimney 28. im as in chime dime rime clime prime slime lime time crime grime chime 29. om as in bom Torn comet homage somber domino from comic pompon Thompson hominy romp vomit promise trombone Lombardy 30. om as in home dome tome Rome chrome Nokomis 31. om as in come some blossom kingdom wisdom become compass stomach company 32. um as in hum rum scum plumb clumsy summer mum" slum thumb dummy cucumber sum strum bumble lumber flummery gum thrum fumble slumber umbrella chum jump jumble number cerebrum drum dump stumble Nahum columbine glum crumb tumble autumn plum numb grumble rummage WORD LIST 129 33. um as in fume flume plume spume exhume 34. ap as in cap gap yap scrap vapid capture map chap strap captain happen lap clap wrap chapter Lapland nap flap apple napkin papoose rap slap dapple baptist perhaps sap snap grapple baptism shrapnel tap trap rapid capitol Japanese 35. ap as in ape cape tape drape shape escape nape crape grape scrape ap as in staple maple caper paper taper 36. ep as in rep step slept leper Beppo heptagon kept swept pepper pepsin September wept depth scepter tepid perception crept adept shephercl Neptune preparation 37. eep as in deep keep weep sleep creep sweep peep cheep sheep steep eep as in steeple 38. ip as in dip hip tip ship scrip skipper Jip Zip slip script slipper 130 MANUAL OF READING lip chip skip tulip cripple nip clip snip turnip stipple pip drip trip catnip stipule rip flip whip Philip kipper sip grip strip Scipio 39. ip as in stipe pipe wipe snipe stripe ripe gripe tripe ip as in piper viper biped 40. op as in optic cop pop drop stop copper fop sop flop strop hopper hop lop top chop prop shop tropic poplar proper stopper mop crop slop Cyclops adopted 41. op as in ope cope hope lope mope pope rope grope scope slope elope op as in toper 42. up as in cup pup up abrupt crupper upper sup sirup supper scupper Tupper 43. up as in dupe up as in pupil WORD LIST 131 44. an as in van can Hans canteen transfer chancel Dan plan hansom lantern channel fan scan answer banish flannel man span banner vanish bantam Nan than gander Fannie Spanish pan Anna glander Francis January ran Santa handle frantic cranberry tan stanza pansies granite mandarin bran began' prancer cranny Canada clan anvil shanty slander Pandora 45. an as in Dane bane Jane pane wane thane cane lane sane plane fane mane vane crane. 46. en as in Ben den lens kitchen slender general fen then children Spencer benefit hen when blenny kennel strenuous men enter frenzy pencil valentine pen census Jennie stencil venison ten Genoa plenty prentice grenadier wen lentil twenty rennet glen chicken fender senator 47. en as in scene 48. een as in thirteen keen green sheen spleen canteen seen queen screen between sixteen 132 MANUAL OF READING 49. in as in bin fin thin minute spindle violin gin twin dinner swindle vinegar kin whin winner fringy principal pin begin ginger ninny sentinel sin linen hinder quinsy opinion tin linden finish stringent Virginia win sinew linnet window crinoline chin Ninoo instant destine scintillate grin rinse tinsel chlorine sleep-sin-by shin quince brindle Minnie trinity skin clinic dwindle minister infinite spin engine kindle Hamelin indeed 60. in as in opine dine mine wine shine spine fine nine sine twine swine kine pine tine thine decline line vine brine whine in as in Chinese 51. on as in con Don bronze chronic sonnet bonfire fond tonic Donald confess responsive John honor honest jonquil Wisconsin frond bonnet monster tonsils nonsense blonde concert pongee gondola bronchial scone content Ronald yonder 52. on as in alone bone lone crone prone zone cone pone drone shone telephone hone tone Jones stone WORD LIST 133 53. on as in ton son button lemon Monday talons won cannon Leon money Ericson once cotton lion prison Marion none lesson Lisbon reason cushion month heron London reckon onion apron honey melon ribbon wagon 54. un as in begun bun pun crunch bundle begun dun run lunch trundle funny fun sun munch tunnel cunning gun shun dunce blunder Sunday Hun spun grunt plunder sunset nun stun until hundred Brunswick 55. un as in union dune tune immune June fortune tribune 56. at as in cat bat flat batter spatter gatling fat scat chatter splatter platform mat slat clatter blatter natural Nat that flatter Brattle battery pat sprat matter prattle gratitude rat Latin platter rattle satisfied sat catkin scatter attract stratify vat catnip shatter lattice caterpillar chat statue smatter tattoo 57. as in ate date late hate crate celebrate fate mate prate plate delicate 134 MANUAL OF READING gate Kate 58. get jet let met net pet set fleet bit fit flit grit hit kit knit rate bate et as in let wet yet debt fret whet poet suet 59. eet as in beet feet greet meet 60. it as in bit lit mit pit sit wit slit spit 61. it as in cite bite site quite mite rite spite 62. ot as in cot blot lot clot not dot plot slate grate better letter Betty Hetty kettle mettle petal sheet sleet twit whit writ split quit ditto ditty sprite trite white Scott shot slot state skate playmate vibrate quiet secret Fletcher Juliet market floweret basket coverlet closet violet garret brooklet metal * street tweet sweet critic twitter brittle Whittier little whittle pitiful ' ritual kitten mitten spirit Italy written irritate write polite smite excite invite incite cotton throttle grotto motto totter bottle WORD LIST 135 got pot spot forgot blotter hot rot tot glottis bottom jot sot knot Scotland flotsam 63. ot as in rote note smote tote vote wrote t as in hotel 64. ut as in but cut strut cuttle butter gutter hut button scuttle cutter mutter jut Button shuttle clutter putter nut mutton Tuttle flutter catgut rut glutton butler stutter nutmeg shut putty cutler shutter butterfly smut walnut sutler sputter buttercup 66. ut as in chute cute jute mute flute lute dispute astute ut as in beauty duty gluten beautiful 66. ag as in crag bag flag rag haggle dagger brag J a g sag straggle swagger drag lag slag scraggy stagger fag Mag snag shaggy spaghetti stag swag wag , magpie fragment 67 ag as in age cage page rage wage assuage gage sage stage image enrage 136 MANUAL OF READING 68. eg as in leg dregs keg Gregory segment megaphone egg leg Peggy neglect negative P e g legume regular beggar Pegasus 69. ig as in big dig wig whig bigger lignite % brig sprig dignity niggard gig g ri g stigma frigate signal jig prig trigger Higgins Quigley Pig trig giggle spigot indigo rig twig wigwam ligament whirligig 70. og as in clog bog fog nog frog progress cog hog jog togs soggy dog log flog grog 71. og as in doge gamboge 72. ug as in thug bug jug rug slug mu ggy dug lug drug snug nugget hug Pug plug shrug struggle 73. ug as in huge 74. and as in and band hand strand Standish chandler bland Rand grandma handsome England brand sand grandpa sandstone Greenland gland Shand handle sandy expand grand stand handy standard WORD LIST 137 and as in candle Flanders dandle gander scandal slander vandal candy 75. end as in end bend rend blend fend lend send mend tend end as in gender slender Endicott 76. ind as in behind bind find blind grind 77. ind as in window brindle swindle kindle dwindle spindle cinder 78. ond as in blonde 79. ond as in seconds ond as in wonderful landau Anderson Pandora mandarin Androcles tandem mandolin dandelion candor mandrake fandango trend wend vend defend depend pretend fender lender tender vender pendant descend Kendal splendid surrender hind mind rind kind wind kindest flinders Hindoo index cylinder linden Indian India kindlings indigo bond diamonds 80. und as in Fundy blunder sunder bundle plunder thunder trundle fond pond wonder Monday London hundred Bundy under 138 MANUAL OF READING 81. ash as in ashes cash dash mash rash clash crash plash slash thrash bashful hash sash flash smash fashion lash brash gnash trash eyelash 82. esh as in flesh fresh mesh thresh 83. ish as in dish fish childish foolish reddish tarnish wish dervish furnish selfish varnish bluish cherish English finish Irish punish vanish brownish jinrikisha 84. osh as in Joshua mackintosh 85. ush as in gush hush mush blush brush crush flush plush rush slush thrush 86. ush as in rosebush. bush bushel bushy push cushion 87. ack as in alack. back hack Jack lack Mack pack rack sack tack clack crack knack quack slack smack snack stack track thwack whack attack bracket jacket placket cackle grackle shackle tackle package unpack brackish jackdaw mackintosh mackerel 88. eck as in reck Breck deck speck reckon woodpecker WORD LIST 139 check neck wreck freckle speckle fleck peck beckon 89. ick as in chick brick nick tick trickle hickory click pick trick bicker dickory crick prick thick flicker Pickering Dick quick Vick snicker Frederick flick sick wick cricket chick-a-dee kick slick fickle thicket chicken lick stick tickle hayrick chicken- licken 90. ock as in haycock block dock lock stock tick-took Brock flock mock hockey Murdock cock frock rock jockey cockle clock hock sock pocket hollyhock crock knock shock sprocket rock-a-bye 91. uck as in buck duck suck stuck buckle cuckoo huck tuck shuck knuckle duckling luck chuck pluck pucker bucket muck cluck truck sucker Kentucky Puck Gluck struck tucker Pawtucket 92. act as in fact tact abstract compact extract tract attract contact exact act as in actor factor factory character 93. ect as in sect affect direct effect object suspect 140 MANUAL OF READING collect correct deflect elect expect infect detect erect insect 94. ict as in Picts evict afflict convict edict strict addict conflict depict inflict 95. oct as in concoct oct as in doctor 96. uct as in duct abduct induct conduct deduct uct as in suction fluctuate 97. ank as in Frank bank rank clank dank sank crank hank tank drank lank blank flank 98. ink as in link ink kink mink pink rink blink clink prink drink sink brink slink wink chink stink 99. onk as in honk donkev perfect select subject predict verdict friction construct instruct ductile plank prank shank spank spink think shrink tinker trinket respect lecture rectangle derelict contradict obstruct structure thank shrank blanket Franklin crinkle sprinkle twinkle wrinkle bobolink WORD LIST 141 100. onk as in monk monkey 101. unk as in chipmunk hunk chunk flunk spunk junk drunk plunk skunk sunk bunk slunk trunk 102. ask as in cask mask task flask 103. esk as in desk eskimo 104. isk as frisk brisk disk Fisk whisk 106. usk as in dusk rusk husk tusk 106. amp as in camp damp clamp tramp samp lamp cramp Hampton champ amp as in ample hamper tamper trample pamper pampas 107. emp as in hemp emp as in temper grampus lamprey 108. emp as in attempt empty temple tempt templar unkempt shrunk basket whiskers dusky stamp scamp stampede tempest 142 MANUAL OF READING 109. imp as in crimp gimp limp glimpse scrimp Simpson imp as in dimple pimple rimple whimper simply simple wimple simper 110. omp as in pomp romp Thompson 111. omp as in prompt 112. ump as in bump chump jump plump trump gumption clump lump slump crumpet pumpkin dump mumps stump trumpet hump pump thump sumpter ump as in crumple rumple 113. ang as in bang clang pang sang gang Whang fang Prang tang twang Langdon hang rang slang sprang Wolfgang ang as in language dangle mangle tangle kangeroo jangle spangle strangle entangled 114. ang as in change grange mange range strange ang as in angel danger manger ranger stranger 115. ing as in bring cling ping spring string gosling WORD LIST 143 ding fling king ring sing sling sting swing thing wing lying viking nothing Witling kingdom ing as in single dingle jingle kringle mingle shingle tingle Domingo finger 116. ing as in tinge cringe fringe hinge singe twinge 117. ong as in along dong gong long prong song strong tongs thong throng belong oblong prolong Hongkong ping pong ong as in congress Mongol 118. ong as in among mongrel tongue 119. ung as in clung flung hung sung lung rung bung slung stung pung strung swung sprung young ung as in hungry hunger bungle jungle 120. ung as in lunge plunge 121. atch as in batch catch hatch latch match patch scratch snatch thatch satchel ratchet 144 MANUAL OF READING 122. etch as in retch fetch sketch ketch vetch 123. itch as in flitch ditch pitch hitch stitch 124. ich as in rich which 125. otch as in botch blotch crotch 126. utch as in Dutch clutch crutch hutch 127. uch as in much such 128. anch as in Blanche blanch branch cranch 129. anch as in hanch anch as in franchise planch stanchion 130. ance as in lance chance dance glance 131. ance as in cancer cancel chancel fancy stretch Gretchen witch kitchen notch smutch lanch ranch prance Nancy Pritchard Scotch escutcheon stanch trance lancet WORD LIST 145 132. ench as in bench blench drench clench French 133. ence as in fence hence pence whence absence silence Spence sentence thence Florence independence 134. inch as in winch clinch finch flinch 135. ince as in mince prince ince as in quince sincere pincers 136. onch as in conch onch as in broncho 137. once as in once 138. unch as in clunch bunch hunch crunch lunch 139. unce as in dunce quench tench presence essence commence Linch since bronchitis bronchial munch punch trench stench excellence innocence prominence pinch wince scrunch 146 MANUAL OF READING 140. ass as in brass bass glass lass class grass mass ass as in molasses 141. ass as in lasso Hassan passage sassafras tassel 142. ase as in base case chase 143. ase as in rase 144. ess as in Bess pass trass vassal vase bless chess less mess business careless goodness lesson unless lioness cress dress guess Hess press stress Tess tress confess darkness express harness message progress princess recess faithfulness happiness helpfulness wilderness jess address helpless spotless professor ess as in Jessie sessile vessel messenger necessity 145. ese as in these 146. iss as in bliss hiss miss Swiss criss-cross kiss siss Twiss iss as in missal missile missive Mississippi dissect lissome 147. iss as in dissolve 148. ise as in rise WORD LIST scissors 147 wise advise advertise surmise arise chastise exercise surprise 149. oss as in across boss floss loss Foss cross dross fosse gloss moss Ross bossy joss-stick oss as in ossor n Flossie fossil possess possible 160. ose as in brose chose close hose nose pose prose rose those 151. ose as in dose close morose 152. ose as in lose whose 153. uss as in Huss fuss muss truss uss as in russet brussels 154. uss as in puss 155. use as in fuse muse amuse refuse 148 MANUAL OF READING 156. use as in useful useless refuse obtuse 167. ant as in ant chant grant pant slant 158. ant as in antlers brant cant Kant plant rant scant ant as in bantam frantic lantern mantel Santa shanty Scranton 159. ant as in elephant merchant pleasant truant 160. ent as in bent blent pent tent moment invent cent rent vent present prevent dent sent went prevent president Kent lent content silent regiment Brent spent consent extent independent ent as in enter carpenter gentile Quentin valentine central gentle twenty 161. int as in dint chintz hint print sprint flint lint squint stint glint mint splint tint int as in winter vintage Clinton scintillate WORD LIST 149 162. ont as in font Montcalm ont as in contain content Montana 163. ont as in front wont 164. unt as in blunt pontiff Pocahontas brunt grunt hunt Lunt punt runt shunt stunt bunting unt as in until Gunter junto 166. ast as in cast * blast fast last mast past vast caster pasture ast as in master pastor plaster 166. ast as in bast hast plastic chastise Erastus 167. aste as in baste haste taste waste chaste 168. est as in lest jest nest pest rest test vest crest quest arrest bluest forest honest safest spryest chestnut gesture western biggest deepest fairest wisest nestlings greenest harvest steepest warmest tiniest prettiest gladdest reddest 150 MANUAL OF READING zest blest chest nicest longest ripest cleanest earnest dearest highest shortest sourest strongest happiest pleasantest est as in Hester Kestrel prestige Lester yesterday 169. ist as in hist fist mist twist wrist wistful list grist whist schist ist as in blister cistern Bristol mistress sister distant distance mistake vista distress history pristine 170. ost as in cost frost lost ost as in Boston foster nostril rostrum hostage prostrate ostrich 171. ost as in ghost almost host most post postal 172. ost as in dost 173. ust as in lust crust gust must thrust August dust just rust trust lust ust as in bluster accustom luster mustard sustain illustrate cluster muster musty trustee lustily fluster justice rustic frustrate WORD LIST 151 174. asp as in asp clasp gasp asp as in Casper 175. esp as in trespass 176. isp as in lisp isp as in whisper 177. osp as in hospital 178. usp as in cusp 179. aft as in after abaft daft craft draft 180. eft as in weft cleft left 181. ift as in drift gift shift ift as in fifty grasp hasp jasper vesper wisp rasp hospice prosper graft haft deft reft lift swift Clifton raft shaft heft theft sift thrift fifteen Taft waft 152 MANUAL OF READING 182. oft as in croft loft oft oft as in softly softer lofty 183. uft as in tuft 184. ath as in bath lath path father 185. ath as in Athens athlete aftermath Catherine catholic ath as in Mathers fathom gather lather 186. ath as in bathe lathe 187. eth as in Beth Seth loveth laugheth soft method giveth eth as in nether brethren burneth prayeth droopeth worketh spathe Elizabeth Bethlehem comforteth Hiawatha mathematics rather swathe lethargy Methodist whether together Netherlands 188. ith as in lith frith pith kith smith ith as in with hither wither zither Edith thither litharge cithern arithmetic without whither WORD LIST 153 189. ith as in lithe blithe tithe withe 190. ilth as in filth tilth 191. oth as in cloth moth froth moth sloth broth Goth Roth troth 192. oth as in both loth oth as in clothe clothing 193. oth as in doth nothing oth as in other brother mother smother 194. uth as in Luther 195. writhe wroth another uth as in Cuthbert Guthrie uth as in Rutherford Sutherland Cruthers 196. 197. aff as in chaff aff as in gaff quaff giraffe staff chaff 154 MANUAL OF READING aff as ,in affable baffle Caffre daffodil Kaffir raffle saffron scaffold snaffle taffy traffic 198. afe as in chafe safe 199. eff as in Effie effect Jefferson 200. iff as in cliff sniff stiff whiff riff-raff iff as in different difficult Gifford griffin ji% 201. ife as in fife life strife knife rife wife 202. off as in doff scoff off as in offer coffee coffer officer proffer 203. uff as in buff bluff cuff fluff gruff huff luff muff puff ruff snuff stuff duff uff as in buffalo guffaw Muffet muffin shuffle suffer suffix fluffy 204. alp as in alp palp scalp WORD LIST 155 206. elp as in help kelp whelp yelp 206. ulp as in gulp 207. aid as in bald aid as in Alden alder Aldrich Spalding Waldo kelp whelp sculptor scald caldron Maiden thraldom 208. eld as in held weld eld as in elder eldest Eldred seldom sheldrake 209. ild as in mild child wild 210. ild as in gild build ild as in Hilda children Matilda mildew Mildred 211. old as in behold bold cold fold gold mold sold scold told golden Harold 212. uld as in Hulda 213. all as in all ball gall pall stall wall 156 MANUAL OF READING call fall hall mall squall small 214. all as in alley callow fallow hallow mallow tallow dally rally sally tally valley 215. ale as in ale bale kale sale dale male scale gale hale pale shale 216. ell as in bell cell dell Nell sell yell dwell ell fell tell well quell ell as in Ella bellow mellow jelly fellow hello cellar 217. eel as in creel feel keel heel peel 218. ill as in ill bill mill chill fill gill hill Jill kill pill rill sill till will drill frill grill quill skill tall ballad pallid challenge stale swale tale shell smell spell Arabella Isabella reel steel thrall gallant gallon gallop vale wale whale swell Lowell pell-mell umbrella McClellen wheel chill drill spill still shrill thrill frill swill million grill quill skill thill trill twill brilliant miller windmill WORD LIST 157 ill as in billet billy Willie pillar billet Murillo silly pillow millet willow milliner 219. ile as in mile file smile stile vile while pile spile tile wile 220. oil as in doll loll ' Moll Noll poll oil as in folly j n y follow dollie dollar Holland collar hollow college pollen 221. oil as in boll poll toll knoll scroll roll droll troll 222. ole as in bole Cole hole pole sole whole dole mole role stole oriole 223. ull as in cull dull hull mull scull gull lull null skull ull as in sullen Sully crullers mullet 224. ull as in bull full pull 225. ule as in mule 158 MANUAL OF READING 226. alt as in malt Gait halt salt waltz alt as in alter falter Dalton Baltic Walter paltry Baltimore 227. elt as in felt belt celt melt pelt welt knelt spelt dwelt elt as in helter delta seltzer shelter helter Felton Skelton swelter skelter 228. ilt as in kilt gilt hilt lilt silt tilt wilt guilt stilt quilt built jiH ilt as in Milton filter kilter 229. olt as in bolt colt Holt molt dolt jolt volt 230. ult as in adult culture consult insult vulture exult ult as in sultry multiply cultivate 231o ow as in vow bow cow how prow scow trow drown frown fowl crowd bower flower coward cowslip downy WORD LIST 159 now row sow down gown town growl howl scowl brow clown towel meow crown vowel plow brown browse 232. ow as in arrow bow low mow grow know show flown grown known row slow mown sow snow bowl tow blow stow throw growth bellow crow owe fellow flow glow own blown yellow fallow 233. ou as in out our scout cloud hour sour shout snout proud loud flour scour about spout sprout stout louder abound bound doubt trout found gout pout mouth south ground hound 234. ou as in you croup group soup troupe Louis your power powder shower drowsy chow-chow bow-wow tower chowder brownie hallow lower tallow mower hollow minnow pillow willow shadow window below rainbow borrow harrow snowy toward marrow Bowdoin narrow to-morrow mound arouse pound round thousand blouse sound house wound mouse count crouch counter fountain mountain pounce bough plough bouquet through Louisa cantaloupe 160 MANUAL OF READING 235. ou as in soul four pour dough though fourth fourteen course shoulder mourned although mould smoulder 236. ou as in young rough tough enough trouble country cousin courage double 237. ou as in thought bought brought ought fought sought cough trough 238. ou as in journey tourney scourge adjourn journal 239. oy as in Roy boy coy Foy jy Moy toy cloy Floy Troy Joyce sloyd ahoy enjoy loyal royal annoy destroy employ oyster voyage 240. oi as in oil boil coil foil soil toil voile broil spoil coin loin joint point choice moist noise poise voice avoid poison rejoice adjoin exploit anoint ointment Illinois 241. oi as in tortoise Bowdoin 242. oo as in foot good hood book cook rook took nook shook woolen wooden WORD LIST 161 stood hook brook wood look crook 243. oo as in too coo spool coon goo stool croon food school loon mood boom moon rood doom noon brood loom soon hoof room spoon roof broom swoon cool bloom coop fool gloom Goop pool groom hoop tool boon loop 244. oo as in brooch door 245. ay as in away bay lay way day may bray fay nay clay Ray pay dray hay ray fray J a y say gray 246. ai as in raid braid pail lain laid quail main maid sail plain paid snail rain raid tail slain wool soot droop scoop sloop stoop swoop troop whoop choose loose moose noose boot floor play pray slay stay sway tray bait strait wait air chair Woodega coot hoot Moot root scoot Smoot toot aloof balloon schooner cooper goose spray Hayes alway crayon display Lafayette daily gaily sailor maiden complain 162 MANUAL OF READING staid trail Spain fair complaint ail vail sprain hair explain fail wail stain lair dainty flail Bain strain pair gaiter frail brain train stair fairy grail Cain twain waist fairies hail chain vain maize prairies jail drain faint praise daisy mail grain paint raise daisies nail gain quaint straight raisin rail pain saint afraid entertain 247. ey as in Bey hey prey they whey obey 248. ey as in honey cosey Goosey-loosey trolley Betsey rnone}? Turkey-lurkey chimney 249. eigh as in eight neigh weigh freight eighteen sleigh weight eighty neighbor 250. ei as in rein skein vein deign veil reindeer 251. ei as in seize seized ceiling either receipts receive deceive neither 252. ie as in wield brief shield piece priest relief chief yield shriek grief believe thief niece fierce belief field WORD LIST 163 253. igh as in high sigh might tight fright highest nigh night blight knight almighty fight right bright plight brighter light sight flight slight sprightly 254. ea as in sea beach leaf heap crease treat peach sheaf leap grease wheat reach deal neap ease breathe teach leal reap pease sheathe bleach meal cheap please sheath preach peal beard tease wreath bead seal ear beast eaves lead Teal dear east leave mead squeal fear feast sheaves read beam gear yeast weave plead cream hear least beaver beak dream Lear feast beneath leak gleam near heat eaten peak scream rear meat creature teak steam tear neat season weak stream year peat reason bleak bean clear seat disease creak dean drear bleat nearly sneak Jean shear cheat dearest speak mean smear cleat appear squeak clean spear pleat teapot streak glean lease beat steamer 255. ea as in tread dead death ready heaven pleasant head health steady heavy pleasantest lead breast instead measure dreadful 164 MANUAL OF READING read bread breath thread feather leather pleasure treasure meadow breakfast spread healthy weather wealthy redbreast 256. ea as in break great steak 257. ea as in swear bear pear tear wear 258. ea as in earn earl earth early heard hearse learn earnest learned searched pearl pearly yearn 259. ea as in heart hearken hearth 260. oa as in whoa load soak moan roast oats road toad loaf coal goal shoal soap Hoar roar toast boat coat throat loaves coax cloak foam soar Choate cocoa croak loam coarse float aboard oak roam hoarse goat afloat 261. ew as in jew dew few mew new flew knew view whew Newport sinews hew Kew pew blew slew stew Lewis jewel skewer 262. ui as in suit iuice iuicy WORD LIST 165 263. aw as in caw jaw flaw crawl fawn crawfish law gnaw shawl lawn hawthorn paw slaw trawl pawn awkward raw squaw scrawl drawn tomahawk saw straw sprawl prawn brawny claw thaw hawk spawn tawny draw bawl dawn lawyer 264. au as in August cause Gaul Saul because Maurice clause gauze taut Caudle Naumkeag Claude haul vault caucus saucer daub Maud vaunt faucet sausage fault Paul autumn gaudy Austrian fraud pause author Laura sauce 265. au as in aunt craunch flaunt jaunt saunter laughter daunt gaunt launch taunt laundry 266. augh as in slaughter caught daughter haughty naught taught fraught naughty 267. alk as in balk calk chalk stalk 268. elk as in elk whelk yelk 269. ilk as in milk silk talk 166 MANUAL OF READING 270. oik as in folk yolk 271. ulk as in bulk hulk sulk 272. ar as in are bar guard arm tart charcoal car hard charm starve scarlet far lard farm artist feldspar gar yard harm cargo Margaret jar scarf barn Carlo sparkle mar large darn army barley scar ark harp parlor Charlie spar bark sharp harbor harness star Clark parse farmer sharpen tar dark harsh partner Mozart barb hark marsh marble particle garb lark art garden Arthur farce park cart hardest farther arch shark chart pardon harvest larch spark dart target tardy march Carl hart market bard marl part carpet card snarl start martin 273. ar as in carry carriage barrel Harry parry marrow carries barren Barry tarry sparrow carrot harrow marry parrot yarrow 274. ar as in war ward warp warmth quartz warm wart warble quarter warn quart wharf dwarf WORD LIST 167 275. are as in care bare mare share tare stare dare pare snare ware scare fare rare spare square careful hare 276. er as in her pert serve Bernard kernel servants clerk ferns German merchants dessert perch verse herding person were 277. er as in Albert alder chamber finger flower under aster water cipher grocer carrier caper iceberg hither monster together paper eager river other yesterday taper ever shiver over cylinder father never sister powder different falter shelter silver power remember gander whether spider shower carpenter gather feather whither wonder December farther leather winter yonder September lantern leader cover jumper November 278. er as in merry berries cherries errand 279. er as in here mere er as in hero 280. er as in ere sere cereal there Merrill sphere terrier cere where 168 MANUAL OF READING 281. ir as in fir bird flirt first third thirteen chirp shirt girl thirst birthday dirt skirt stir whirl squirrel 282. ire as in dire fire mire tire squire iron hire spire wire require 283. or as in for or storm Morse fortune orchard nor born George fortress normal cord corn sort orders mortar lord horn short organ forward cork morn snort acorn Norway fork scorn north corner California York thorn scorch , forty ornaments stork worn torch mortal Norsemen form horse forlorn Concord tortoise 284. or as in ore bore Ora score forth Flora core wore shore store glorious sore more fort before oriole tore chore port implore memorial shorn pork porch borne Portland torn sport sword report Portugal 285. or as in word work worse worry worship doctor world worth worthy color labor worm 286. or as in sorry borrow morrow sorrow sorrel WORD LIST 169 287. ur as in fur cur churn purl furnish surface blur curl spur further Turkey burn fur surf murmur Thursday burr hurt Arthur purple Saturday burst nurse burden purpose surprise burnt purse curtain pursue urchin church purr disturb sturdy return 288. ur as in cure pure endure measure nature picture ur as in Puritan purity purify 289. ur as in hurry flurry furrow 290. a as in babble dabble paddle haggle dazzle tattle drabble saddle straggle battle bramble gabble straddle waggle Brattle candle rabble baffle apple cattle handle scrabble raffle dapple prattle angle addle draggle grapple rattle scramble daddle 291. a as in able cable gable stable cradle maple fable sable table ladle staple 292. e as in pebble heddle peddle kettle nettle tremble meddle embezzle mettle settle gentle 170 MANUAL OF READING 293. ee as in feeble needle wheedle steeple beetle ea as in eagle 294. i as in quibble dribble twiddle ripple spittle mingle nibble whiffle stipple whittle shingle scribble giggle whipple nimble single diddle higgle frizzle thimble tingle fiddle jigg le fizzle dwindle dimple griddle wriggle grizzle spindle simple middle cripple brittle dingle tinkle riddle nipple little jingle twinkle 295. i as in bible idle bridle sidle rifle title 296. o as in cobble gobble noddle goggle bottle throttle hobble toddle stopple Cottle nozzle coddle boggle topple mottle 297. o as in noble ogle 298. u as in bubble rubble ruffle struggle bumble stumble stubble scuffle cuttle crumble tumble cuddle shuffle scuttle fumble bundle huddle juggle shuttle grumble trundle muddle Ruggles Tuttle humble crumple puddle smuggle muzzle jumble muffle snuggle puzzle mumble WORD LIST 171 299. u as in bugle 300. ake as in awake bake cake make Pake wake Blake quake shake partake mistake fake rake brake slake Jake sake drake snake lake take flake stake 301. eek as in cheek creek Greek leek meek peek reek seek week sleek 302. e as in be he ye she fee see skee knee spree three me we the bee tee wee glee free Dee flee 303. ike as in dike like Mike pike spike strike 304. oke as in smoke broke cloke smoke woke coke choke joke poke spoke stroke yoke stoke o as in token stoker 305. o as in go lo no so fro Coe doe foe hoe Joe Poe roe toe sloe woe 172 MANUAL OF READING 306. o as in to do 307. uke as in nuke Duke Luke 308. u as in cue hue blue flue due sue clue glue spue 309. adge as in badge Madge adge as in badger 310. edge as in dredge edge hedge pledge sledge knowledge fledge ledge sedge wedge 311. idge as in bridge midge ridge idge as in fidget 312. odge as in dodge lodge dislodge hodge-podge odge as in dodger lodger Blodgett porridge Cambridge 313. udge as in drudge grudge nudge trudge fudge judge smudge udge as in cudo-el WORD LIST 173 314. av as in cave gave lave rave save crave Dave knave shave stave behave nave pave wave brave grave slave behavior av as in Davis navy flavor favor quaver favorite 315. av as in have gravel gavel ravel travel unravel 316. ev as in breve ev as in Eva Revere evening Stevenson 317. ev as in ever eleven forever seven every never several 318. iv as in alive dive live shrive wives contrive five chives strive arrive derive hive I've drive knives thrive lively revive iv as in ivory private 319. iv as in give live river given driven forgive quiver deliver attentive ' Oliver shiver 174 MANUAL OF READING 320. ov as in cove hove clove stove wove throve wove drove strove grove ov as in over clover Dover rover Nova Scotia 321. ov as in move remove prove improve improvement 322. ov as in discover above love cover hover shove dove glove oven sloven lover covert plover Glover shovel govern 323. ax as in axe lax wax Faxon flaxen Max flax Saxon Fairfax tax Caxton Paxton beeswax 324. ex as in Rex sex vex next exit extra expand extract exchange expanse explain expel extend excess except excel express expect expense expert sexton perplex hexagon lexicon extreme excite exile exercise extinct explore explode extort exploit export excuse extrude 325. ex as in exact exalt exhale examine exactly example exertion exhaust exempt exhibit exert exist exhort exude exult WORD LIST 175 326. ix as in six Dix mix sixth fix sixteen sixty 327. ox as in ox box pox oxen Cox Knox moxie Oxford Fox-lox foxglove 328. tion as in mention (a) action attention fraction intention addition condition adoption suction attraction direction friction introduction contraction collection subtraction affectionate position option instruction production () nation vexation ration plantation station invitation vocation foundation decoration declaration solution secretion motion notion multiplication revolution relation education emotion promotion tion as in question 329. sion as in tension mansion session expression dismission passion confession mission permission excursion compulsion compassion possession 330. sion as in infusion abrasion adhesion division corrosion conclusion invasion cohesion precision occasion collision vision explosion allusion confusion delusion 331. ous as in nervous famous porous glorious mischievous victorious 176 joyous jealous MANUAL OF READING generous wondrous hideous beauteous industrious 332. tious as in ambitious (a) fictitious nutritious (b) cautious vexatious 333. cious as in luscious (a) delicious suspicious ambitious fractious auspicious precious Q6) spacious ferocious capacious gracious sagacious tenacious rapacious voracious 334. cial as in commercial (a) official beneficial provincial artificial financial especial (>) social racial crucial 335. tial as in nuptial martial partial initial essential reverential prudential providential substantial 336. tian as in fustian Christian Sebastian 337. cian as in optician politician physician magician mathematician logician patrician musician 338. tien as in patient quotient patience 339. cien as in sufficient proficient efficient deficient conscience 340. sien as in transient WORD LIST 177 fasten christen glisten listen moisten chasten hasten 343. stle as in castle nestle bristle mistletoe apostle bustle pestle epistle thistle jostle hustle trestle gristle whistle throstle rustle wrestle 344. mb as in jamb ' lamb comb dumb plumb Thumbkin climb tomb numb thumb lambkin limb crumb mb as in number limber slumber grumbler stumbling timber tumbler mumbled crumbling 345. eau as in beau chateau bureau plateau tableau 346. ph as in Ralph phase pamphlet Christopher lymph prophet phrase sphere siphon hyphen trophy caliph zephyr Philip physics phoenix phalanx seraph cipher orphan photograph graphic pheasant sphinx phonics sulphate camphor elephant sylph gopher sulphur phantom nephew nymph dolphin triumph 178 MANUAL OF READING 347. The sound of a after w is like that of o in wad wand wast what wallet wallow wanton walnut swap swan wash wasp watch wabble waffle twaddle walrus Walter swamp swallow wan waddle wander swab swaddle 348. The sound of a after qu is like that of o in squab squash squad squabble squander quandary quantity quarrel quarry quadrant 349. U and ew after r, sh, and y take the sound of oo (a) rue ruble rude ruin cruise cruse gruel extrude prune fruit rule rumor bruit construe imbue Ruth rural rune recruit brute bruin abstruse accrue scruple true ruby cruel rubric crude bruise drupe prude truth (6) shute sure yule (c) crew grew brew screw drew strew threw shrew shrewd chew yew u as in sugar 350. Ing added, no change in the primitive word (a) handing grinding standing blinding mending winding bending bonding funding crashing smashing lashing threshing meshing fishing wishing crushing rushing tacking tracking WORD LIST 179 (b) pecking rocking thanking honking camping checking knocking ranking bunking stamping kicking plucking winking chunking limping clicking ducking blinking basking crimping () hemmer stemmer brimmer skimmer swimmer trimmer hummer drummer strummer rapper sapper tapper clapper wrapper nipper dipper chipper clipper dripper (e) slipper shopper hopper popper supper upper canner planner tanner pinner winner spinner runner gunner fatter ratter hatter chatter netter wetter (