(1) With a rubber pen, a set of type, or with black crayola, and
cardboard, a set of consonant cards may be made, one for each sound. On
one side of the card is written or printed the type word with the
consonant sound below; on the other side, the consonant alone, thus:
-------- -----
|b all | | b |
|b | | B |
-------- -----
The number of cards will increase each day as new sounds are learned.
Rapid daily drill with these cards is most valuable in associating
instantly the sound with its symbol and should be continued until every
child knows every sound. After the analysis the side of the card
containing only the consonant should be used for the drill. But if the
pupil fails to give the right sound, or is unable to give any sound at
all, the card should be reversed and he readily gets the right sound
from the word.
Other devices for teaching the consonants are sometimes used by
successful teachers who do not use the type-words and cards. For
instance, the letter may be associated with its sound in this way:--The
clock says "t"; the angry cat, "f"; the cow says "m"; etc. The
difficulty here is to find suitable symbols for each sound. If, for
example, the sounds of "l", "v" and "sh" are represented by a spinning
wheel, a buzz saw, and a water wheel respectively, and if the child is
not familiar with these symbols, they will not call up a definite sound
in his mind; but if "l" is taught from "little," "sh" from "sheep," and
"v" from "very", (or other familiar words,) there can be no uncertainty
and no time need be spent by the child in laboring to retain and
associate the sounds with unfamiliar symbols.
Not the method, but the motive, is the essential thing. What we want is
that every child should know the consonants thoroly. Get the _motive_,
then use the method that brings the best results with the least
expenditure of time and energy.
(2) For variety in reviewing and fixing the consonant sounds, give
frequent dictation exercises.
a. With all the consonants on the board, the teacher sounds any
consonant, the pupil finds and repeats the sound as he points it out. As
the teacher points, pupils sound, occasionally in concert, and in
individual recitation of the entire list. Individual work should
predominate, to make sure that the pupil is giving the correct sound and
putting forth independent effort.
b. Pupils write sounds as teacher dictates. If a pupil fails to recall
and write the form, the teacher may pronounce the type word and ask the
pupil to sound the initial consonant (tell the first sound in the word).
To illustrate: The teacher pronounces "cup", pupils sound "c", then
write it. If they have mastered the written forms they will enjoy this
exercise.
Children soon acquire the ability and become possessed of the desire to
write whole words. Then the teacher should direct this effort, teaching
the child to visualize (get a picture of the word as a whole) and write
short, simple words.