(First Day.)
c-l-a-p s-w-ee-p f-l-y
b-ow d-u-s-t r-u-n
j-u-m-p s-i-t s-l-ee-p
p-u-sh d-r-i-nk w-a-k-e
m-a-r-ch s-t-a-n-d s-t-r-e-t-ch
If at first children are not able to distinguish the words when
separated thus; s-t-a-n-d, d-r-i-n-k, blend the sound less slowly thus:
st-and, dr-ink, gradually increasing the difficulty to st-an-d, d-r-ink,
and finally to the complete analysis.
These ear training exercises should continue until a "phonetic sense" is
established. Not all children can readily blend sounds and "hear the
word." Patient drill for weeks, even months, may be necessary before a
sense of phonetic values is attained. Haphazard and spasmodic work is
fatal to progress; but a few minutes of brisk, lively drill, given
regularly each day will accomplish wonders.
The exercises should be varied from day to day to insure active interest
and effort.
_Second Day:_
Touch your n-o-se; your ch-ee-k; your ch-i-n; l-i-p-s; k-n-ee; f-oo-t;
b-oo-k; p-e-n-c-i-l; d-e-s-k; sh-o-e; d-r-e-ss, etc.
_Third Day:_
Place a number of toys in a basket. Pupils find as the teacher sounds
the name of each, saying: "Find the t-o-p"; "the s-p-oo-l;" "the
d-o-ll"; "the h-o-r-n"; etc.
_Fourth Day:_
Sound the names of pupils in class; or names of animals; colors, fruits,
places, etc.
_Fifth Day:_
R-u-n to m-e.
C-l-a-p your h-a-n-d-s.
W-a-v-e the f-l-a-g.
Cl-o-se the d-oo-r.
F-o-l-d your a-r-m-s.
B-r-i-n-g m-e a r-e-d b-a-ll.
B-ou-n-ce the b-a-ll.
Th-r-ow the b-a-ll to Fr-e-d.
R-i-n-g the b-e-ll.
H-o-p to m-e.
S-i-t in m-y ch-air.
R-u-n to the ch-ar-t.
S-i-n-g a s-o-n-g.
B-r-i-n-g me the p-oin-t-er.
B-o-w to m-e.
F-l-y a k-i-t-e.
S-w-ee-p the fl-oo-r.
R-o-c-k the b-a-b-y.
W-a-sh your f-a-ce.
D-u-s-t the ch-air-s.
Sh-a-k-e the r-u-g.
F-ee-d the h-e-n-s.
C-a-ll the ch-i-ck-s.
M-i-l-k the c-ow.
Ch-o-p w-oo-d.
R-ow a b-oa-t.
B-l-ow the h-o-r-n.
The pupil should now begin sounding words for himself, at first, if need
be, repeating the sounds after the teacher, then being encouraged to
attempt them alone. He will soon be able to "spell by sound" names of
common objects in the room, as well as easy and familiar words dictated
by the teacher.