2. They give new words in their natural context--a much better way of
fixing their meaning and making them a part of the child’s vocabulary
than the use of definitions or short, unrelated sentences.
3. They are examples of good English and may serve as models for the
children’s attempts at composition.
These quotations may be used in different ways:
1. _Copying._ Read the selection with the children that they may have
an idea of the whole. Do not allow them to copy letter by letter,
glancing from the book to the paper. At first they may study and copy
single words, later they should read and copy phrases, clauses, and
sentences.
The child’s copy should always be compared with the book and corrected.
A special mark or word of praise should be given to the child who makes
an exact copy.
2. _Dictation._ In dictating, read a complete sentence once for the
children. Do not use the poems for dictation, as dictating them line by
line often destroys the sense, and always the beauty, of the rhythm.
3. _Memory._ Children often spell words correctly when they are
dictated and misspell the same words when they are trying to express
their own thought. For this reason it is well to have the children
write some of the selections from memory. It is a step between taking
dictation and writing original compositions. The proverbs and rhymes
are especially well adapted for memory work.