^i A3IS RY BY FLORENCE AKIN iHI 8 SB ■H flfll 1 { UC-NRLF B 3 130 M"ll « w wim Y6 WORD MASTERY A Course in Phonics for the First Three Grades BY FLORENCE AKIN Teacher in Primary Grades^ Pasadena^ California lit r> •> "" HOUGHTON MIFFLIN COMPANY BOSTON NEW YORK CHICAGO COPYRIGHT, I913, BY FLORENCE AKIN ALL RIGHTS RESERVED CAMBRIDGE . MASSACHUSETTS U . S . A /I PREFACE Thts little book is intended to be put into the hands of children at the beginning of their first year in school. It may be used in conjunction with any series of readers. Teachers generally recognize the value of a good foundation in phonics as an important aid in learning to read. Unfortu- nately many teachers are not sufficiently famihar with the principles underlying phonic analysis and the building of words to feel sure that they can make their phonic drills as eco- nomical and as effective as they should be. Pupils, therefore, often fail to get sufficient phonic practice to become proficient in word recognition. Moreover, no matter how helpful the readers may be in suggestions as to teaching phonics, it devolves upon the teacher to prepare a great deal of phonic work. This requires much time and energy, as it must of neces- sity be presented to the pupils from the blackboard, or from large printed cards and charts. It has seemed to the author that it would be a great advantage to both teacher and pupil to have before the pupil m a book a carefully worked out and thoroughly tested series of exercises in phonics, which have been found to make pupils self-rehant in word mastery. The author has evolved this system of teaching phonics in her own schoolroom, and has found that it ensures rapid pro- gress in learning to read. It is presented to her fellow teach- ers with the hope that it may serve to lighten their burdens, and brmg to them greater success in the fine art of teaching reading. 303961 m Do not undertake to teach these lessons until you have carefully studied the " Suggestions to Teachers," page 110. M^ 71, r, /, s, I represent sounds that may be prolonged. This makes them the easiest of the consonant sounds to blend, and therefore to learn first. See directions on page 111 for teaching the sound of m. 6 WORD MASTERY '■i\ f .ft a n man Pupils can now "build" the word man: they should first sound the word and then tell it. See page 111. WORD MASTERY R r £-r^. iV: ?:«?'>- //'-^ ran Pupils should learn to tell the number of each page as they go over it. This will enable them to turn for review to any page required. 8 WORD MASTERY fan WORD MASTERY S \\\ III. fflifer „,ii(,lllll l?'!''^i'!'- / / mil '//iiiiiiWirw 'In "II ) I ) I ! H j I ' ' Sam 10 WORD MASTERY e men man fan Sam ran ran man men fan Sam Take each step slowly at first. Lay the foundation well. WORD MASTERY t 11 mat set' ten met sat tan Nat rat net fat T^ used first as a terminal, then as an initial sound. 12 WORD MASTERY M ^y,/: .«r& ¥<■ if' let WORD MASTERY G /^ Hsr '\ a. y ^ ^•>T-f('. 11 \\ ^if 13 rag tag sag gas get gag G, used first as a terminal, then as an initial sound. 14 WORD MASTERY C cat can can cat WORD MASTERY 15 '^.^^rt^' keg 16 WORD MASTERY cab Tab Ben bat bag beg WORD MASTERY 17 I bit bat sit sat set fig tin bib ten big tan beg fit bag fat fin rib rim These pages require much patience and care. Go slowly now, and speed will come later. 18 WORD MASTERY A^ hat hit hem ham him hen WORD MASTERY 19 f;^^ red rid lad led lid fed hid had mad mid bed bad sad did den dip dig dim 20 WORD MASTERY P tap map pm tip lap pen rip lip pet rap cap pat sip dip pit sap hip pig nap pan peg WORD MASTERY 21 O log rod got fog rid pot fig red pat cob hop pet cab hip pit rob lap hat rib lip hit nod. lop hot sod top let pod tap lot pad tip dot 22 WORD MASTERY /' % jam wag wig wit wet J jet \¥ web win WORD MASTERY 23 U \fv^ V gum pug run hum peg bun hem pig Ben ham tag fun him tug gun bug tub sun beg hub cut bag rub hut big mud hat rag bud hot rug sup hit hug cup but j^g pup nut 24 WORD MASTERY Z x = ks X ax box six q WORD MASTERY 25 yat van V van vat yes yet y yet yes 26 WORD MASTERY a e • 1 at n et it c at pet bit b at get hit h at let * s it s at w et w it m at s et fit p at ^- m et pit rat h en in an 1 m en pin c an p en tin f an t en s in m an "Ren w in p an den fin r an Be sure that pupils start each column with the short sound of the vowel. Only one consonant preceding or following the vowel. WORD MASTERY 27 U a dot c ut c ap hot nut 1 ap lot b ut m ap p ot r ut n ap c ot h ut gap tot s ap n ot s un t ap got in n r ap h op 1 an b ad m op I un h ad p op m ad t op up s ad 1 op c up p ad s op p up s up lad 28 WORD MASTERY e • 1 red hid p od led d id r od fed lid n od b ed m id s od Ned bid kid hog li em r id log fog b eg d ip leg h ip c ob keg 1 ip r ob peg r ip m ob t ip s ob w eb pip s ip ox K ex b ox Y ex fox WORD MASTERY 29 u a • 1 b ud am h im m ud j am r im h am d im gum S am h urn big tag dig bug bag pig rug w ag fig hug rag wig m ug sag jig J ^^g pug c ab b ib tug Tab r ib t ub ax s ix r ub w ax fix li ub t ax m ix 30 WORD MASTERY an c an f an at c ap fat am c ob fed ax c ot fig c ub f in b at c up fit b ad c ut fog bag fox b ed d en f un big d ip bit d id gas b ox dig get bug d im got d ot g um c ab d in g un c at d ug This review is to strengthen the pupils' knowledge of con- sonant sounds. WORD MASTERY 31 1 at j am m en 1 ad j et m et li am jug m ix 1 en m ud 1 id k eg 1 im n ap lip lad n et liit 1 ap n ot ti op let nod bog led n ut hot 1 ip bug lid on 1 um log ox hut m an p an if m ad p at it m ap peg in m at p en 32 WORD MASTERY p et s et up pig s in us pin s it p od s ix V an pop s ob Y at pug s od s un V ex rag w ag r ed tag w ax r im t an w eb r ip t ap w et r ob t ax wig rug t en w in r un t in t ip yes s ad t op yet sag t ub s ap tug z ig z ag WORD MASTERY 33 can let tip bit pat sad ham Tom wax let beg peg Dan rug mix lip ^STan tub rod rap box beg map log fed bed cab sit fig hem did rob red tag vex big lid j^g keg mat rib bat Ben top ten run cup led General review without separating the phonograms. The foundation is now laid. If the work has been well done, success is assured. 34 WORD MASTERY Short - — a e • 1 u Long - — a e • 1 u at c an S am ate c ane • s ame h at p an ni ad h ate p ane m ade m at ni an f ad m ate m ane I aae r at c ap hid r ate c ape h ide fat t ap d im f ate t ape d ime Teach the words long and short as whole or "sight" words. Practice sounding the vowels at the top of the page — both long and short. Final e is silent and usually makes the preceding vowel long. WORD MASTERY 35 fin bit 1 op f ine bite 1 ope p in r id n ot p ine ride n ote t in rod c nt t ine rode c ute w in r ob ns w 1 Fie r obe use d in h op t ub dine h ope t ube r ip m op c nb r ipe m ope c ube 36 WORD MASTERY a 1 ame • 1 wade t ame s ide s af e J ane wide b ake 1 ane t ide r ake b ase life c ake c ase wife 1 ake Y ase m ile w ake K ate pile m ake d ate tile t ake g ate file g ale 1 ate 1 ime p ale c aye t ime s ale g aye ill ine t ale paye 1 ine c ame s aye y ine game w aye n ine n ame g aze Long vowel sounds. w ipe WORD MASTERY 37 k ite s ole u fire b one t une mire c one J une w ire t one Luke t ire 1 one Duke li ire r ope p ure f ive h ome c ure h ive d ome m ule d ive c ore m ute 1 ive t ore s ore e \v ore lie p oke m ore be j oke d ose we y oke me p ole no li ole go m ole so 38 WORD MASTERY late hiye home mine man e cape gave rate date bite tine robe pole yoke Dnke cane pane dive wire pile fade dime more gate hope ride rode pure tire vane w^ore pipe hire line lake ate bone pine June rake ripe cake w^OYe tone rope time life vase Review of long vowel sounds without separating the phono- grams. WORD MASTERY 39 core wake hole kite Kate tame make side wine same lame Luke safe note tape vine Jane wipe sale cure bale pale wave mule Yote size pave sake use name made nine Ibake lone mate here wade cave came case take tune dose wide fore save gaze tide fate wife cone hide lane tore 40 WORD MASTERY c at c ake r akes c ats c akes r ats m akes c ap g ate w ipes c aps g ates j okes b akes s it p ipe t ips s its p ipes d ates c lips d ip b ite w akes dips b ites k ites' * w ets t op r ope h opes t ops r opes t aps fits n ut yoke p ets n uts y okes m aps Showing the s form of words. WORD MASTERY 41 s z g ames b ox es as t unes s ix es h as r ose li ose is r OS es w ise h is n ose r ise pins n OS es r is es 1 ids ax es mix es r ugs t ax es f use Ned's cap Ben's cup Kate's rose Sam's bat Tom's cane Ted's dime Jane's cake ^ mule's rope Dan's fox cat's bed Dave's home hen's leg Nat's box man's gun Bob's top pig's pen jS often has the sound of z, as in the first exercise. The second exercise shows the possessive form of words. 42 WORD MASTERY b ack bell 1 ess 1 ack fell B ess p ack sell h iss s ack * tell k iss ' t ack \\ ell m iss d eck Nell f uss n eck ill m uss p ick bill lick fill buff k ick hill ruff t ick kill c uff s ick m ill m uff 1 ock till p uff r ock w ill b uck d oil f uzz d uck d ull b uzz 1 uck h ull When two consonants having the same sound come together, only one is sounded. WORD MASTERY an d h int h and lint 1 and m int s and t int b and h unt en d b end b est m end n est s end t est w ind w est p ond r est Y est b ent list r ent fist s ent m ist t ent w ent 43 d nst m ust r ust j ust c amp d amp 1 amp 1 imp r omp b ump d ump j ump 1 ump p ump s elf Two different consonants following the vowel. 44 WORD MASTERY belt gift elk felt lift m ilk m elt rift s ilk wilt sift bulk li elp k ept n ext yelp w ept t ext left send hand liuff tilt sift hemp hint lend went west hiss less romp held Jack Bess add Jill wick Bell next pump dent mock Dick Bill The second exercise is a review. WORD MASTERY 45 ch cli ime ch ick cli oke ch in ch ap ch ase ch eck chill ch afe ch ip ch at ch op ch ose s uch ^^ m uch r ich b en ch 1 un ch b un ch J) un ch New sound — clu T is silent before ch. p atch 1 atch c atch h atch match itch witch p itch h itch ditch n otch b otch D utch 46 WORD MASTERY sh sh ade sh ake sh all sh ame sh ape sh ed sh ell sh elf. sh ine sh ip sh ock sh od sh one sh ot sh ore sh op sh un sh ut sh ave a sh c ash d ash 1 ash m ash s ash d isli w ish f ish h ush r ush sh r ub shr ill shr imp shr ed shrug New sound — sh. WORD MASTERY 47 til in til ick th unip w id til tenth th r ill thr ob thr iye thr one thr ash thr usli thr list thr if t the th at th en th is th ese th ose th em th us th ine th an w ith b atlie On this page are two new sounds — the voiced and the voiceless sound of th. It is often necessary for a pupil to somid the word both ways in order to discover the correct pronun- ciation. 48 WORD MASTERY wh shake tliatch chores which shift this wh ip wh ale wh en wh et wh ich wh ine wh iff chill mush whine with shade these wh ile wh ack wh ite wh im wh iz shuck chop then chest thrush shrill First exercise shows a new sound — wh. Second exercise is a review of c/i, sh^ th^ and ich» WORD MASTERY 49 bl pi cr gr sm cl sp sc pr sn fl si dr tr sw gl br fr St tw bl ack cl ick flag bl ade cl ock fl ake bl ame cl uck fl ame bl aze cl am flat bl ed cl ap fl ax bl ess cl ip flesh bl ock cl od flit blot cl ose flock bluff cl ub fl op bl unt cl utch fl asli bl ush cl OYC fl lime Consonant combinations. Pupils should practice blending the two consonants so closely that they form but one sound. 50 WORD MASTERY gl ad sp ade si ack gl ade sp an si ab gl aze sp eck si ash gl ass sp ell si am gl ide sp end si at gl obe sp ill si ate sp in si ave pi an sp ine si ed pi ant sp oke si ip pi ate sp ot slid pi ot sp un slit pi um sp ike si im pi lime sp ire si ime pi ush sp ite si ide w isp si ope s pi ash 1 isp si ush spl it si ug spl int WORD MASTERY 51 br an cr imp sc um br ag cr ept Sc otch br ake cr ib sk ate br ave cr ush sk etch br ick cr ock skiff br ide cr ust skill br im sk uU br oke s cr ap skip brush scr ape skim br ine scr atch sk in scrub risk cr ab br isk cr ack h usk cr ate sc amp d usk cr ane sc at m usk cr op sc ale t usk cr amp scant crisp sc ore 52 WORD MASTERY drag fr og pr ess dr ess f r ock pr ide dr if t f r 0111 pr ize di^ill f r isk pr op dr ive f r oze pr ose dr op « pr int dr ove gr ade dr ug gr and s pr ig dr urn gr aze spr ite dr ip gr ate dr ape gr aye tr ack dr on e gr ai)e tr act gr ip tr amp fr ame gr it tr ash f r et gr ill tr ap fr esh gr in tr ade Fy encli gr oye tr ick f r ill grunt tr ill WORD MASTERY 53 tr im st ab st one tr ip st ack st op tr od st ake st ub tr ot st ale ^ st lick tr uck st amp stuff st omp st ore s tr ip st ump h aste str ipe st and p aste str ive st ate t aste str etch st ep w aste str ict st em b aste str ide stick cr est str ike stiff ch est str ap still 1 est str oke stilt bl est st itch cr ust st ole tr ust stove 54 WORD MASTERY sm ell sw am qu sm elt sw ell qu ack sm asli sw ept qu ill sm ile sw ira qu ilt sm ith sw um qu it sm oke sw ine qu ite sm ack sw itcli qu iz sw ore qu ick snake sw if t snap s qu inl sn atcli tw ig sn iff tw ill sn uff tw ine sn ipe tw ist V sn ore twit sn VLg tw itch sn ag twins New combination — qu. WORD MASTERY 55 blend crust clamp stripe trade sprig broke frame scrape fleck twist risk slide spend flap stitch grim snatch drape quench scamp smile fluff splash print skate swift dog or OSS lost off gl OSS frost 1 OSS loft nm oth t OSS s oft f r oth m OSS c ost cl oth First exercise is a review. The vowel sound in the lower list of words differs slightly from the short sound of o. Webster's New International Dic- tionary gives it a mark indicating a medial sound between that of the o in orh and the o in odd. Special care should be taken to give pupils the correct pronunciation of these words. 56 WORD MASTERY yes puppy y — long i yet c ar ry by y ell emp ty my yelp d ust y cry Yale tw en ty dry y oke f if ty fly s is. ty fry y — short i n ine ty pry c and y c op y sly ch er ry fl uff y spy m er ry f iin ny thy w iiicl y J ol ly try k it ty f og gy wh y p en ny B et tv rye cli ill y H en ry shy s or ry B iin ny sky s nil ny P ol ly Three sounds of y. st yle WORD MASTERY 57 ai ] ^ — long a ay J sail sii ail pain lain ai d pail plain 1 aid tail slain TTi aid trail chain aim stain paid clairri faint braid gain paint ail rain quaint fail drain raise bail brain praise rail grain waist hail train bait jail strain gait mail sprain wait nail main strait When two vowels come together, the first is usually long and the second silent. 58 WORD MASTERY bay day ea . ee — long e speak weak ray s ea streak tray t ea sneak gay fl ea squeak ea ch heal gray b each meal hay seal lay peach squeal clay reach steal may teach beam pay bead seam play lead team say read steam stay leaf stream stray leak dream way beak bean pray peak lean WORD MASTERY 59 mean please see clean east fee heap beast bee leap feast flee cheap yeast free reap eat glee ear beat three fear heat tree hear meat beech near neat leech tear seat speech dear cheat screech year treat deed clear wheat feed shear eaves need ease leave seed easy heave weed tease weave bleed 60 WORD MASTERY - reed screen meet greed keen sheet beef queen sweet reef green . street seek sheen fleet week deep greet cheek keep breeze creek sheep freeze meek steep sneeze eel sweep squeeze feel creep heel sleep ie — long i keel peep d ie peel deer lie reel cheer • steel queer fie seeni beet pie seen feet tie WORD MASTERY 61 oa] oeJ [ —long groan loan coast boast 1 oad moan r oad soap t oe t oad oat w oe 1 oaf coat c oach float hoe goat foe poach boat roach throat ue long u oak oar s ue cloak soar cue croak roar * soak board hue coal coarse due goal hoarse foam roast roam toast 62 WORD MASTERY long i fight mold m ild might sold ^- high scold wild light roll child night toll bind right stroll blind tight post find bright most hind flight colt kind jolt mind long bolt wind old pork grind told torn worn igh long i cold porch s igh gold forth s igh t hold both 7 is long when followed by W, nd, or gh. is long when followed by Id. WORD MASTERY 63 ow ^- ow 1 h owl fowl scowl growl bow brow cow how now plow mow down town ^ . gown clown frown crown brown drown crowd drowsy ou = ow c ouch crouch pouch slouch loud cloud proud bound found mound pound round ground sound wound count mount our sour scour flour house 64 WORD MASTERY mouse blow thrown gTouse flow gro wtli blouse row yellow out grow window pout glow elbow spout crow hollow sprout mow mellow stout show widow trout snow shadow shout throw four mouth stow pour south bowl court own course ow [ - long ou J mown sown soul owe blown bow grown low flown WORD MASTERY 65 ing ings king matting singing king s running bringing ring boxing : 'retting ring s rubbing trying sing mixing braiding sing s packing playing filling reading string puffing meeting sling buzzing loaning wing bending lighting wings hunting folding swing resting rolling spring jumping plowing springs helping counting bring adding flowing cling wishing pouring thing spending minding things throwing steering 66 WORD MASTERY er ers h er rubber crackers w ere deeper brighter jerk temjjer Easter n erve pitcher miller hammer grinder perch timber counter fern roller sleeper verse rollers teacher ever thunder owner stern older owners term colder sifter sister dinner browner sisters rocker gayer flower painter bitter flowers painters upper winter wilder tender winters err singer better cracker servant WORD MASTERY 67 skip lye sketch creek please snow grain leaf grape might swell roller mint perch slush soak bill night mine sling totter cream beet failing roaring foggy gray chase graze • prize owe ore woe fright power laid bunch howl saying snail told rose spring fear board flyer meaning rain speak ground waste strike lost General review. thrown 68 WORD MASTERY flesh blade Jack's bone socks leader shift drugs snake supper mopping froth trust stretch post sorrow sand whiz perch peach cores off patter thrush four glad stand suppose' clinch plump clings bench twine greedy weaker blister cloth offer June follow scolding shelf jail west wetter spins flock sweep coal shaggy pills smear house wades raise still throat t WORD MASTERY 69 slope smile twelfth feeds toss dray stake study oaks cheese splash frills tinner street coats times shadow cherry swept snatch saves cheek trout frosty trench crust feelers ever vote lamp fish stitch preach shells kind sleeve bluff twig toast sniffs clerk May's tried sweets crown teeth pepper style wing brain teams hack close pillow cost mouse breeze 70 WORD MASTERY ang ong ung eng bang song sung hang songs stung hanger gong swung rang prong slung gang strong sprung gangway tongs strung clang hung length sprang rung strength n ng thanking think bank drank blink blank sank sunk clank tank chunk plank ink trunk rank link trunks crank mink ■ stronger iVank pink hunger Frank's sink hungry thank drink angry WORD MASTERY 71 making raising trading grading spading striking skating sloping stroking waving closing framing hiding blazing blaming riding taking flaming smiling mining scraping chiming storing whining shining lining bathing stoning freezing thriving driving squeezing shaving smoking pleasing choking hoping leaving chasing curing weaving taming wading praising siding piling wasting filing raking tasting . snoring draping pasting hiring Final e is dropped when ing is added. 72 WORD MASTERY kn n wr r mb m knob wrap lamb knot wraps lambkin knee wren limb kneel wrench comb knit wrenches climb knitsi wring dumb knife wringer crumb know wringing numb knows wrist plumbing known wrists thumb knight wrong knead write gn — n kneads writes gnat kneading writing gnats knack wrote gnash knock wreath gnashes knocks wreck sign knocking wrecks signboard WORD MASTERY 73 gu-g league buys guess leagues buyer guesses buying Guy bu b guide build bt t guides builds doubt guiding builder doubts guest building doubting plague built debt rogue buy debts wrist wrench doubt comb gnat guest guess writes wrong build know knock debts guide gnash buy kneel dumb wreath limb knot The second exercise is a review. 74 WORD MASTERY matting pinning holly mating pining holy lopping dinner latter loping diner later filling mopping hopping filing moping hoping • slopping shamming batting sloping shaming bating happy ladder bonnet motto summer planning supper yellow begging shabby blotter cracker rabbit carry hammer A vowel is short when there are two consonants having the same sound between it and the next vowel. WORD MASTERY 75 napkin velvet public silver lifting mending pilgrim pumpkin pitcher candy sister dentist dustpan renting picnic number trumpet melting window slender empty camping crusty thunder story smiling zero closing pupil cozy baker pony hero duty sober tiger navy tulip tiny solo lady gravy fever clover paper music shady hazy A vowel is short when there are two or more different consonants be- tween it and the next vowel, and long when there is but one consonant between it and the next vowel. There are frequent exceptions to this rule, yet it is helpful. 76 WORD MASTERY ai = short i dead heavy captain read sweat fountain ready breath rnountain dread dreads meadow ea — long a lead ie — long e break bread chief breaks spread thief breaker thread thieves breakers deaf brief breaking breast field daybreak health priest great healthy tier greater wealth wield steak wealthy yield beefsteak meant shield • feather grief ea short e leather grieve head weather grieves WORD MASTERY 77 ed crowded waded petted sifted seated landed folded pouted faded clouded roasted tested boasted handed needed tended doubted twisted rented coasted wicked jolted mended tinted graded weeded ed=:d sailed played kneeled mired plowed aimed loaned growled peeled frowned foamed crowed breathed pinned prayed climbed sealed soured buttered roared wheeled scattered shivered cleaned snowed canned 78 WORD MASTERY ed— t wrecked kissed reached • iked guessed puflfed wrapped dropped baked stamped coaxed clapped leaped checked ticked dressed shipped brushed knocked scraped patched wrenched dashed choked packed milked mounted skated sighed battered grunted painted rusted wretched lacked cried begged mailed floated ailed kicked pained mixed rained strayed tacked heaped cracked missed lighted The second exercise is a review of phonograms. The words are new. WORD MASTERY 79 ie ] V — short y eyJ kitties daisies sixties carries Annie stories berries Jiinmie candies copies Bessie cities pansies Hattie ladies donkey Jessie pennies chimney Tiizzie empties alley Nellie fifties valley Willie puppies pulley * ei reign weight eigh long a eight sleigh ey eighteen neigh skein eighty freight reins eighty-five they reindeer eighty-six greyhound veil eighty-eight whey vein weigh prey 80 WORD MASTERY boot I '4 00 u ou ui ew ^ like long oo in boot too gloom loose hoof gloomy broom roof soon root proof moon hoot cool noon shoot pool spoon boost tool teaspoon choose stool loop coo spool looped coop food droop scoop room stoop scooped boom hooj) groove bloom goose poor WORD MASTERY 81 SUTOOth rule chew smoothed l^rune flew soothe Euth troop truth wh h tooth Gertrude whoop do soup who to croup whom move group whose 31*0 ve grouped proves fruit ew long u shoe bruise mew shoemaker bruised new tomb cruise dew blue drew stew ^lue grew few true crew rude screw • 00 long rubv strew door rubies threw floor When u is preceded by r, it has the sound of long oo. 82 WORD MASTERY book good took good-bye undertook hood look childhood looked stood brook understood brooks wood crook woods crooked woodpile foot woodshed wool cook wolf cooking wolves hook could fishhook would shook should 00 oul u like, short oo in book put putting puss push bush bushes cuckoo butcher pudding puddings pull pulling pulled pulpit full WORD MASTERY 83 ful truthful playful cheerful painful plentiful thankful fretful healthful dreadful frightful restful joyful fearful useful tearful bashful hopeful spiteful hateful shameful helpful grateful doubtful boy 01 oyj like oy in boy m[UL=- oil toil soil boil spoil com toy join Roy joint joy point enjoy moist joyful noise oyster noisy boyhood 84 WORD MASTERY apple handle battle • cattle eagle buckle saddle tremble paddle tumble bundle twinkle candle brittle l^ebble thimble middle rumble steeple people settle cuddle table crumble puddle ruffle shingle tinkle crackle pickle stumble tle-1 tangle wrinkle thistle kettle single wrestle maple dimple whistle bottle bugle bristle beetle needle nestle cradle stable rustle wiggle riddle T is silent in tie after s. trestle "WORD MASTERY 85 e c s before • 1 y ice fence choice rice quince grocery mice since ceil nice Prince penci". slice Alice city price ounce cider twice bounce cinders face flounce icicle lace cell juice place center juicy space cease spice race piece spicy trace niece cyclone brace fierce bicycle Grace voice Lucy C before e, i, or y usually has the sound of s. 86 WORD MASTERY \ e dg-j g j before \ • 1 badge y Madge gem fringe edge age plunge ledge gage Eoger hedge sage gentle wedge rage huge sledge stage college pledge cage gill dredge page engine ridge range ginger bridge change gingerbread dodge strange magic lodge stranger Gyp budge danger Egypt nudge manger gypsy judge hinge dingy G before e, i, or y usually has the sound of j. WORD MASTERY 87 ly slyly gently safely nicely kindly gaily softly lately fully likely truly sadly daily bravely gladly badly neatly lightly freely nearly slowly swiftly wholly poorly quickly closely loudly lonely ugly kingly mostly boldly less tasteless shameless blameless tireless priceless aimless lifeless endless wireless painless senseless useless hopeless thankless homeless boundless restless fearless matchless speechless 88 WORD MASTERY ness stillness soreness sweetness lameness sadness meanness thickness sickness kindness weakness goodness illness loneliness happiness est lamest reddest coldest dampest softest nicest sorest Grossest loudest stiffest gladdest lightest wisest grandest slowest latest biggest kindest finest nearest tamest lowest blackest safest oldest newest tightest widest stillest ripest dearest thickest wildest brightest freshest sweetest roundest happiest WORD MASTERY 89 ar search thirty ear earth circle ir [ er heard • thirsty or pearl word ur bird work < chirp world lantern girl worm desert first worse finger skirt worst rooster birthday worth every shirt stubborn flutter stir flavor spider dirt tailor beggar fir sailor cedar firm doctor dollar squirm neighbor backward third bur earn whirl fur lean 1 squirrel blur *Htoila«a*MM 90 WORD MASTERY sturdy nurse burst urge churn purple curl burn church curly turn turtle hurl hurt further purse curve nursery ish foolish stylish dish finish Irish wish polish Spanish fish selfish British rubbish punish furnish butterfly sunbeams himself grapevine sunset firefly raindrops sunrise fireside rainbow cobweb midnight dew drops forget windmill sunshine blackboard daylight Third exercise is a review of phonograms, with new words. WORD MASTERY 91 star bar marble marcli arch car card scar far jar tar star a au ■ like a in star starlight starch starve hard yard bark dark darkness mark park parlor spark sparkle lark arm farm harm harmless charm barn darn yarn ft/ art artist tart cart When a and r come together, if a does not follow a vowel, their sound is usually the name of the letter r. (The exceptions are in such words as loar^ page 94.) 92 WORD MASTERY dart part party chart start startle large charge sharp harvest chair care careful grandi)a grandma father grandfather aunt jaunt launch craunch laundry ar air ear eir ere If = f calf calves half halves Im = m calm calmly palm like air in chair carefully careless carelessly carelessness WORD MASTERY 93 careworn flare staircase dare snare stairway daring . stare bear fare share grizzly bear farewell shared polar bear bare scare pear barefoot scarecrow tear threadbare scarce tearing hare scarcely wear spare air wears square airy their squarely fair theirs rare faii'y ere rarely fairest there rarest hair therefore ware hairbrush where hardware pair wherever glare armchair nowhere glaring stair elsewhere 94 WORD MASTERY saw a ^ aw ough^ like aw in saw all Ik-k wharf almost walk quart ball sidewalk quarter baseball talk wigwam call chalk water fall stalk want hall • jaw tall war gnaw wall warble law walnut warm claw stall warn paw STTiall warning hawk salt swarm draw WORD MASTERY 95 straw caught corner strawberry taught scorn thaw daughter horn awl or thorn scrawl order north squaw border torch awninp; for scorch shawl nor sort dawn cord short lawn cork morn yawn horse morning fault form orchard saucer storm ought cause stormy bought gauze fork brought pause stork fought haul New York sought author born thought Paul corn nought 96 WORD MASTERY ough = long though although dough clouo:hnut borough basket ant grant slant chance dance glance France raft draft craft a as in basket after afterward rafter ask task mask clasp grasp cast fast last blast mast master past path bath branch brass class glass grass mass pass chaflf giraffe nm WORD MASTERY d7 a short o was watchful wafHe swan what waffles wand wash wallow wander washing swallow wanderer washboard swallows wandering washtub swamp wasp whitewash swamps wasps squash swampy watch wad quality watchman wads quantity ou \ = short u 00 son won wonderfully grandson wonder none ton wonderful done 98 WORD MASTERY some sponges smother somebody tongue smothered somebody's tongues oven somehow front govern something month dozen sometime nothing T-ondon sometimes cover young somewhat covered younger somewhere color wondrous come colors serious coming colored touched love comfort trouble 'ovely other southern loveliest others double above another country shove mother countries dove mother's couple gloves grandmother flood sponge brother blooc. WORD MASTERY 99 half -long a damage savage furnace bandage Sunday necklace cottage i'riday surface voyage Thursday package courage Tuesday half -long e beyond relief became deceive recess before decide receive begin delay recite began delight rejoice begun deliver reply behind declare recover belong depend pretenc. behave desire preserve below despair prefer between select erase besides secure cement Unaccented vowels. To discover the words, pupils should sound these vowels long. Familiarity with the spoken word will enable them to make these vowels more or less obscure. 100 WORD MASTERY half -long protect factory oblige provide memory obey propel daffodil disobey profess evaporate polite produce tobacco provoke ivory November half -long u capture gesture unite lecture venture united furniture pasture future moisture century picture mixture failure obscure a amid around ago alone away awoke asleep astray adrift alike about afloat afraid aloud Second exercise — When t precedes half-long i/, together these let- ters form a more or less clear ch sound. Third exercise — To discover the words, pupils should sound these and the following obscure vowels like short u. WORD MASTERY 101 arise India Cinderella along China umbrella soda collar salad sofa lizard spectacles Clara manager climate obscure a instant disappoint real servant appear medal giant disappear loyal currant balloon royal vacant account final lilac errand crystal arrange balance several Scotland arrest hospital Ho land madam emerald fisherman allow distant German breakfast The sound of a in the lower exercise differs slightly in pro- nunciation from its sound in the preceding exercise, hence these two sounds are offered in separate groups. 102 WORD MASTERY obscure e flannel present je^yel vessel agent cruel gravel silent caiuel level absence anQ:el ^ — ' travel mitten barre. satchel passenger to we". bushel hello chisel moment children obscure o commence complete complaint welcome tiresome handsome confess concern conclude control consent connect content contain console lion melon lemon lemonade ribbon waG:on cannon seldom blossoms bottom parrot pilot gallop occur offend conductor hammock WORD MASTERY 103 obscure u subtract sirup suppose circus stirrup suggest Saturday succeed album en kitten ten n in n sweeten glisten on maiden often sudden soften golden basin listen open raisin hasten chosen button broken cotton el-l frozen season ravel seven reason mante given lesson tassel stolen poison shrivel wid en prison In the second exercise there are elided vowels. They may be presented to the pupils as silent. 104 WORD MASTERY dismiss invent excite disgust invite excel dislike interrupt exercise dispute engage except display enemy excuse distress entire explode divide entirely explain direct enter extreme impure unload express inclose unlike expect include unwise exchange increase uneasy indeed untwist ex — egz injure unjust exact injury untie exactly inside unknown examine inquire until example incline uproar exist intend upset exert WORD MASTERY 105 potato habit because pocket robin carpet palace bridle sharpen shoulder kitchen alarm Japan complain undone Japanese absent cousin parasol curtain Muffet furrow possible money burrow linen compare sensible graceful quarrel eleven delay scarlet disease certain almond animal successful prepare blanket market uncover frolic discover honey dangerous Monday honeycomb instead depart shovel nobody August garden Review of phonograms. The words are new. 106 WORD MASTERY advance troublesome lullaby harness comfortable repair company among awkward parents monkey partridge Santa Clans re ware thousands ph-f pheasant cipher Philip photograph camphor Philippine phonics nephew Ralph Joseph elephant telephone orphan alphabet telegraph sulphur geography gh f rough enough cough roughest laugh coughing tough laughing trough tou2;hen t — laughter mn m autumn solemn hymn column condemn WORD MASTERY 107 ch-k chorus schooner ache school . anchor echo scholar orchestra Christmas . scheme stomach ch sh chute Cham plain Chicago Charlotte ruching sc s scene scissors scent scenery scythe i=y brilliant Spaniard onion opinion Daniel union companion warrior million Italian familiar i long e machine qu — k trio ravine conquer marine police mosquito magazine valise 108 WORD MASTERY di j silent h Ehine soldier John heir exhaust ti-ch hour et — long a question honor bouquet suggestion honest croquet digestion ghost crochet ce ci si ti = sh ocean musician physician precious delicious special excursion permission action collection correction objection station nation combination relation recitation invitation vacation notion motion promotion mention attention intention position condition addition WORD MASTERY 109 important diamonds druggist snowflakes postage valuable snowbirds gentlemen yesterday forbid holiday perfect forsake subtraction remain overload twilight direction postpone patient parade buttercups mistletoe electric powerless medicine probably president fireman farther fastest different darling to-day post-office forest mistake beneath piano oatmeal underneath pavement excitement messenger costliest snarl janitor to-morrow railroad unfold anchor lonesome hundred multiplication Review of phonograms. The words are new. SUGGESTIONS TO TEACHEES Do not put this book into the hands of your pupils until you have carefully studied these suggestions. The following plan approximates the progress of the average primary class. Do not attempt to follow it exactly. Keep in mind the fact that the ability of pupils differs greatly, and that whether a class falls behind the suggested plan of work or advances more rapidly, the one important thing is to teach each step thoroughly. The amount of time given daily to the work in phonics must be decided by the teacher. Classroom conditions make it possible for some to give twenty minutes a day while others can give but ten. Two exercises a day of ten minutes each is perhaps the ideal arrangement. The exercise should never be continued until pupils weary of it. At the first indication of lagging or weariness it is time to stop. The teaching of phonics includes I Ear training, II Tongue training, III Eye train mg, IV Word building. Ear training may begui on the first day the child enters school. Say to the pupils, " We shall play a Uttle game. You may do what I tell you, but do not speak a word." Then say to one, "Bring me a b-o-x," speaking the last word very slowly (phonetically) ; to others, " Show me something r-e-d," "Tap on your d-e-s-k," "Touch something made of t-i-n," "Cl-a-p your h-ands," " R-u-n to the d-oo-r," "H-o-p to the w-i-n-d-ow," etc. Sufficient interest will soon be aroused to permit the teacher to leave off the play and say words pho- WORD MASTERY 111 netically,one after another, asking pupils to tell what each word is. In a few days they will be able to recognize almost any word that may be sounded. Occasionally tell a little story, saying a word phonetically here and there, and allowing pu- pils to pronounce the word. This form of training may be profitably contmued throughout the first half-year. Tongue training should begin about the third or fourth day. Sound a word and have a pupil tell what sound he hears first, what sound he hears last. Be very careful that he gives the sound correctly. There is a natural inclination to voice a breath, or voiceless sound, such as h. Holding an object before a pupil have him say the name slowly (phonetically), as h-a-t, c-a-p, v-a-s-e, p-e-n, b-oo-k, f-a-n, etc. A picture may be placed before the class, and a pupil may be asked to say phonetically the name of each thing he sees in the picture. After a few days' practice offer a sound (it may be a simple phonogram, as /, or a compound phonogram, as si) ; have the pupils see how many different words they can think of begin- ning with that sound. This training should be continued for several months. Ear training and tongue training should be practiced for eight or ten days before taking up eye training. Eye training begins with the book, — teaching the pupil to associate the sound with the symbol. Ask the pupil to name the pictures on page 5 ; he says, mem, moon. Ask him what sound he hears first (the ear and the tongue training have prepared the way for prompt recognition), and he will reply, m. Now tell him that the letters at the top of the page are pictures of the first sound and that hereafter they will help him to tell words. The pupil next learns the sound of «, in the same way. Then he learns the sound of w. Xow he says the sounds of the three letters m-a-n, and thereby discovers the word 7Jia)i. At first the pupil will say these sounds so far apart that he cannot hear a word, but keep him trying to say them more rapidly, as, m a n, m — a — n, m-a-n, m-a-n^ 112 WORD MASTERY until he does hear the word and tells it. Proceed in like man- ner with the lessons that follow. The order in which the phonograms are presented is based upon the ease with which they are blended. In the early lessons tell the pupil only the sound of the letter that is illustrated. It is confusing to many pupils to be told the name of the letter at the same time that they are told its sound. Some teachers prefer not to teach the names of the letters until the pupils have worked on the sounds three or four months. Whenever a teacher feels sure that a pupil knows the sound of a letter so thoroughly that it will not con- fuse him to be told its name also, then it is tune to teach him the name of the letter. It is not necessary for pupils to know the letters in alphabetical order until later. The number of pages taken in a given lesson must be gov- erned by the ability of the class. Take only as many as the pupils can do well. During the first eight weeks pupils should have each lesson in both script and prmt. Write the lesson on the black- board and have them practice it from that before practicing from the print m the book. By so doing, they will learn both forms sunultaneously. As the lessons grow longer, limited time and blackboard space will prevent the teacher from pre- senting in script the whole of each day's work ; but whenever a new phonogram or phonic principle is introduced, several of the words representing it should first be explained, sounded, and pronounced from the blackboard. Experience will soon enable the teacher to judge how much script practice is nec- essary to prepare the pupils for the book lesson. This phonic course contains over 3500 different words. Each of these words when presented contains but one new phonogram, and that phonogram is the one introduced at the beginning of the series in which the word occurs. Never tell the pupil a word in his phonic lesson, since only WORD MASTERY 113 one new sound is introduced at a time, and the new s tep offers no difficulty if each foregoing page has been thoroughly learned. When it is necessary to indicate a certain sound in a word, call it by number — the second sound, the third sound, or what- ever it may be. Concert recitation is helpful to timid pupils, and it saves time ; but it should be avoided until the teacher is sure that each pupil participating in it can give the sound of every con- sonant correctly. The greater part of the phonic work should be individual. Encourage pupils to whisper the sounds to themselves when they are studying a phonic or a reading lesson. Without ac- tually hearing the sounds they cannot get the blend and there- fore cannot discover the word. It takes several months for pupils to be able to blend the sounds mentally. This whisper- ing is not disorder. It is a necessary part of word-getting and, if checked too soon, the pupils' progress in word-getting may be greatly retarded. When the proper time for overcoming it has arrived, — toward the latter part of the first year, — pupils will naturally dispense with it because they will be able to get the word so quickly through the eye that they will not wait for the assistance of the ear. An occasional request from the teacher that the pupil shall study to himself without mov- ing the lips, will overcome it without difficulty. Reserve a small space on the blackboard for a permanent phonic chart. As pupils learn the sounds of the consonants, write them at the left in this space ; and as each new compound phonogram is learned, write it at the right. This affords good material for reviews and word-building lessons conducted in the following way : The teacher points to a consonant, then to a compound phonogram, and pupils tell what word these would make if written together ; or a pupil takes the pointer and indicates combinations that will make familiar words while either he or other pupils pronounce them. 114 WORD MASTERY After all of its phonograms have been presented, the script alphabet should be placed along the top of the blackboard, and under each letter should be given the correspondmg letter printed on paper or pasteboard. If it is on pasteboard it may- be pinned to the blackboard ; if on paper, paste it with library- paste — it can easily be washed off when necessary. This affords ready reference for the entire class, familiarizing them with both the script and the printed forms. Do not print on the blackboard. The printing never looks exactly as it does in the book. Reserve the blackboard for script. No diacritical marks are to be used. Pupils are taught to determine the sound of the vowel by its position in the word and by its associate letters. When pupils learn to read by means of diacritical marks their reading for the first year or more must be largely confined to the reader from which they are taught. The method presented in this book gives the pupil immediate mastery of a word taught and the words of its family, regardless of where he may find them. Diacritical marks should not be taught until pupils are sufficiently ad- vanced to use the dictionary. Pupils should be taxed with the fewest possible rules. In this course only those are used which are simplest and most necessary for word-recognition. Do not require pupils to mem- orize them; frequent application of the principles involved will insure a thorough knowledge of them. The separation of the family name from the initial sound greatly assists the pupil in acquiring the " blend." It becomes less necessary and is therefore used less frequently as the work proceeds. Strive for the "blend" at all times. The pupil's power to discover new words depends upon his ability to blend the sounds of which they are composed. Constantly require pupils to apply their knowledge of phon- ics to their reading lesson ; that is, do not tell the pupil a word in his reading lesson which he is able to get for himself. The WORD MASTERY 115 habit of "making the sounds tell the word" must be thoroughly fixed. Thus the pupil will daily become more self -helpful, and after a few months his general knowledge of phonics will en- able him to recognize many words containing sounds beyond his phonic training. When a word occurs in the reading lesson that does not conform to the rule, as, Aaye, gim^ etc., and the pupil pro- nounces it mcorrectly, ask him if he knows such a word ; when he replies that he does not, tell him there is something wrong with his vowel. He will immediately correct it and will soon learn to expect " exceptions," and to try another sound of a letter if his first sounding does not give him a familiar word, or a word that " makes sense " in the context. If a word unusually long yet containing only sounds previ- ously taught occurs in the reading lesson and seems difficult for the pupil, assist him by writing it on the blackboard and underscoring each compound phonogram or family name ; also teach him to put a finger over such a word, moving it off slowly so that he sees but one family name or one syllable at a time. This may be well demonstrated to the class by using a long narrow strip of pasteboard mth which to cover the word on the blackboard and removing it in the way described above. With a little training pupils will soon learn to do this and will find it very helpful. When the teacher discovers a weakness m a phonic princi- ple previously taught, she should promptly refer the pupil or the class to a lesson which demonstrates that principle. If it is a forgotten phonogram, the pupil should be given a quick review of the family of words in which that phonogram is the common element. Make up sets of script phonic cards for seat work. Write four or five families in as many columns on each card. Write the initial consonant sound in red ink and the compound pho- nogram or family name in black. Again \^T:ite the consonant 116 WORD MASTERY sounds in red on strips of pasteboard and on other strips write the family names in black. Cut these strips up so that there is but one consonant or one family name on each card. Pupils use these small cards for buildmg famiUes of words to corre- spond with those on the large card. Keep the small cards and the corresponding large one in the same envelope. When desired, the pupils may use the large cards for study or for copying. Each large card should be numbered on the back to correspond with the number of the envelope in which it be- longs. Write on the outside of the envelope the name of each family included in the envelope ; then it will not be necessary to look into the envelope in order to know what work the en- velope contains. When pupils have had a few weeks' practice in writing, be- gin conducting phonic spelling lessons, in order to remforce the power to recognize compound phonograms. Write a fam- ily name on the blackboard, as, at ; write it several times, one under another, making a column; now pronounce this family of words, — ca«^, hat, fat, hat, mat, rat, pat, sat, re- quiring different pupils to go to the blackboard and prefix the sound which makes the word. Or write on the black- board the compound phonogram which is to be the common element of the series, then have the pupils copy it on their paper. Now pronounce the words, having children write as the words are pronounced. The ability to recognize com- pound phonograms as wholes, without separating them into their elementary sounds, greatly shortens the process of word recognition. This also serves to impress phonic principles upon the minds of the pupils and teaches them to apply those principles to all spelling, thus making spelling a matter of reasoning. Pupils should be taught to look over a spelhng lesson, when one has been assigned that is made up of words of different famihes, and to determine the " dangerous places " in the words. For instance, in a spellmg lesson of ten words. WORD MASTERY 117 seven of those words may be strictly phonetic; that is, they may be governed by phonic principles and be spelled as they sound- The pupil does not need to waste time on these. But in the remaining three he finds unphonetic elements, so he studies only those three " exceptions." It is a good plan, in teaching children how to do this, to write the spelling lesson on the blackboard, making in red chalk the letters on which pupils are likely to trip. Some teachers have aptly called these ** red danger signals." If the pupils are taking up this course in the fall after hav- ing had part of the work the previous year, they should take a rapid review of the pages up to the point where their new lessons begin. When pupils enter the class from schools in which this phonic course has not been taught, the most satisfactory method of preparing them for work with the class is to take them rapidly over the work which the class has covered. Whether pupils complete this course in one year, one and a half, or two years, when they have completed it their ability to read anything they can comprehend is assured. Each pupil should keep the course in his desk for ready reference, general reviews, and drills, as required, until the close of his third school year. The words in this book are grouped according to their pro- nunciation in Webster's New International Dictionary. LIST OF PHONOGRAMS STUDIED WITH PAGE REFERENCES Page Page a 6 an (can) 26 a (an) 30 and (land) 43 a (star) 91 ane (lane) 36 a(aU) 94 ang (rang) 70 a (basket) 96 ap (cap) 27 a (was) 97 ar (war) 94 a (furnace) 99 ar (care) 92 a (ago) 100 ar (dollar) 89 a (distant) 101 ase (vase) 36 ab (cab) 29 at (cat) 26 ack (pack) 42 ate (gate) 36 ad (had) 27 au (annt) 92 ade (wade) 36 au (cause) 95 afe (safe) 36 augh (caught) 95 ag (tag) 29 ave (gave) 36 ai (aid) 57 aw (law) 94 ai (captain) 76 ax (wax) 29 air (chair) 92 ay (bay) 58 ake (lake) 36 aze (gaze) 36 ale (sale) 36 am (ham) 29 b 16 ame (came) 36 b (bat) 30 amp (camp) 43 bl (black) 49 WORD MASTERY 119 Page Page br (broke) 61 ea (break) 76 bt (doubt) 73 ea (thread) 76 bu (build) 73 ear (earn) 89 ear (bear) 93 c 14 eb (web) 28 c (cab) 30 eck (deck) 42 c (ice) 85 ed (red) 28 c (city) 85 ed (petted) 77 c (spicy) 85 ed (sailed) 77 ce (ocean) 108 ed (reached) 78 ch (chick) 45 ee (see) 59 ch (ache) 107 eg (keg) 28 ch (Chicago) 107 ei (skein) 79 ci (precious) 108 eigh (weigh) 79 el (clock) 49 eir (their) 93 or (crane) 61 el (ravel) 103 elf (self) 43 d 19 elk (elk) 44 d (den) 30 eU (bell) 42 dg (badge) 86 elt (melt) 44 di (direct) 104 elp (help) 44 di (soldier) 108 em (hem) 28 dis (dismiss) 104 en (ten) 26 dr (drum) 62 en (golden) 103 en (entire) 104 e 10 end (send) 43 e(he) 37 eng (length) 70 e (travel) 102 ent (tent) 43 e (became) 99 ept (kept) 44 ea (sea) 58 er (her) 66,89 120 WORD MASTERY Page Page ere (where) 93 h 18 ess (less) 42 h (hat) 31 est (best) 4 3,88 et (set) 26 • 1 17 ew (drew) 81 i(if) 31 ew (new) 81 i (union) 107 ex (vex) 28 i (police) 107 ex (excel) 104 ib (rib) 29 ex (exact) 104 ick (pick) 42 ext (next) 44 id (did) 28 ey (valley) 79 ide (side) 36 ey (they) 79 ie (tie) 60 ie (chief) 76 f 8 ie (Annie) 79 f (fan) 30 ife (Ufe) 36 fl (flag) 49 ift (lift) 44 fr (frame) 52 ig (big) 29 ful (cheerful) 83 igh (high) 62 ild (child) 62 g 13 ile (mile) 36 g (gas) 30 ilk (silk) 44 g (gem) 86 ill (will) 42 g (magic) 86 ilt (wilt) 44 g (gypsy) 86 im (him) 29 gh (laugh) 106 im (impure) 104 gl (glad) 50 ime (time) 36 gn (gnat) 72 imp (limp) 43 gr (grand) 52 in (tin) 26 gu (guess) 73 in (increase) 104 in (raisin) 103 WORD MASTERY 121 Page incl (wind) 43 ind (kind) 62 ine (vine) 36 ing (sing) 65,71 int (tint) 43 ip (dip) 28 ipe (wipe) 36 ir (bird) 89 ire (wire) 37 ish (dish) 90 iss (miss) 42 ist (list) 43 it (sit) 26 ite (kite) 37 ive (five) 37 ix (six) 29 • 3 22 j (jam) 31 k 15 k (keg) 31 kn (knock) 72 1 12 1 (lad) 31 le (twinkle) 84 less (restless) 87 If .(half) 92 Ik (walk) 94 Page Im (calm) 92 ly (safely) 87 m 5 m (man) 31 mb (lamb) 72 mn (hymn) 106 n 6 n (nap) 31 n (bank) 70 ness (kindness) 88 21 (on) 31 (no) 37 (toss) 55 o(do) 81 (wolf) 82 (son) 97 (polite) 100 (complete) 102 oa (load) 61 ob (cob) 28 ock (rock) 42 od (rod) 28 oe (hoe) 61 og (log) 28 oi (oil) 83 oke (joke) 37 122 WORD MASTERY Page Page old (gold) 62 OU (soup) 81 ole (pole) 37 OU (young) 98 oU (doU) 42 ough (bought) 95 oU (roll) 62 ough (though) 96 olt (bolt) 62 oul (conld) 82 ome (home) 37 ow (owl) 63 omp (romp) 43 ow (owe) 64 on (cotton) 103 ox (box) 28 ond (pond) 43 oy (boy) 83 one (tone) 37 ong (song) 70 P 20 00 (boot) 80 P (pan) 31 00 (book) 82 ph (sulphur) 106 00 (door) 81 pi (plan) 50 00 (flood) 98 pr (pride) 52 op (hop) 27 ope (rope) 37 q 24 or (word) 89 qu (quite) 54 or (for) 95 qu (conquer) 107 orch (porch) 62 ore (more) 37 r 7 ork (pork) 62 r (rag) 32 orn (torn) 62 orth (forth) 62 s 9 ose (dose) 37 s (sun) 32 ost (most) 62 s (cats) 40 ot (not) 27 s (as) 41 oth (both) 62 s (Ned's) 41 ou (house) 63 sc (scale) 51 OU (four) 64 sc (scene) 107 WORD MASTERY 123 Page Page sh (shape) 46 u (put) 82 shr (shrill) 46 ub (tub) 29 si (excursion) 108 uck (duck) 42 sk (skip) 61 ud (mud) 29 si (sled) 60 ue (due) 61 sm (smile) 64 ue (glue) 81 sn (snake) 64 uff (muff) 42 sp (spin) 60 ug (rug) 29 spr (sprite) 62 ui (fruit) 81 st (step) 63 uke (Luke) 37 str (stripe) 53 ule (mule) 37 sw (swim) 64 ulk (bulk) 44 ull (huU) 42 t 11 um (hum) 29 t (tag) 32 ump (jump) 43 ten (glisten) 103 un (sun) 27 th (thin) 47 un (until) 104 th (then) 47 une (tune) 37 thr (throne) 47 ung (sung) 70 ti (mention) 108 unt (hunt) 43 ti (question) 108 up (cup) 27 tie (thistle) 84 up (uproar) 104 tr (track) 52 ur (fur) 89 tu (picture) 100 ure (pure) 37 tw (twuie) 54 uss (fuss) 42 ust (must) 43 u 23 ut (nut) 27 u (us) 32 ute (mute) 37 u (true) 81 uzz (buzz) 42 u (succeed) 103 124 WORD MASTERY Page Page V 25 X 24 V (van) 32 y 25 w 22 y (yes) 32 w (wag) 32 y (candy) 56 wh (when) 48 y(by) 56 wh (who) 81 wr (write) 72 z 24 z (ziarzas:) 32 EULES NOT EXEMPLIFIED IN THE LIST ABOVE Page 1. When a word ends in e 34 2. When two vowels come together .... 57 3. When mg is added 71 4. When there are two consonants having the same sound between two vowels 74 5. When there are two or more different consonants be- tween two vowels 75 6. When there is but one consonant between two vowels . 75 JB THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW i 1 AN INITIAL FINE OF 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN THIS BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO SO CENTS ON THE FOURTH DAY AND TO $1.00 ON THE SEVENTH DAY OVERDUE. R/iAV O ^OO ffiAi o lyjo ' 9 1936 j •f r^'-^^'^™ AUG 1 m\ INTZS-I !RRA 2Y LOAN V 1 SEP 2 3 1^7/ 1 8Ea ciR.nrT i ^ 77 • ■<-•• ■ ■*rC * ■ - , .\v LD 21-100ot-7,'33 « . t. Y3 01704 303961 UNIVERSITY OF CALIFORNIA LIBRARY I