play try from three
2. Combine _ee_ with final _p_, _d_, _m_, _n_, to form phonograms.
3. Phonic Series:
_eep_ _eed_ _eem_; _een_
p eep s eed s eem
d eep f eed s een
k eep d eed k een
XVIII.
_ing._
Write the simple form of the word upon the blackboard and have
it pronounced. Write it again with the syllable _ing_ added, and
have it pronounced a second time. _Ex.:_
sing sing ing go go ing
jump jump ing catch catch ing
ring ring ing play play ing
fly fly ing rock rock ing
see see ing blow blow ing
do do ing sleep sleep ing
XIX.
Apostrophe _s_ (_'s_)
Teach the apostrophe ('_s_) by adding it to the names of children in
the room. Place upon the blackboard a group of sentences which the
children have given orally. _Ex.:_
This is Mary's sister. I see Jill's pail.
This is John's ball. I see Jack's kite.
This is Helen's hat. I see baby's kitten.
Let the children read the sentences. As the children watch, erase
_This is_, _I see_, _I have_, etc., leaving the possessive form. Add
these words to Word List No. II. Rearrange the order and drill daily.
XX.
SUMMARY.
1. Consonants: _r_, _f_, _s_, _h_, _j_, _m_, _p_, _t_, _k_, _ck_,
_l_, _n_, _d_.
2. Blended consonants: _pl_, _fr_, _tr_.
3. Final _s_, apostrophe _s_, _ing_ (syllable).
4. Phonograms: _at_, _ack_, _am_, _an_, _and_, _ay_, _all_.
_en_, _ed_, _end_, _ee_, _eep_, _eed_, _eem_, _een_.
_ing_, _ill_, _in_, _it_, _ick_.
_op_, _ot_, _ock_.
_un_, _ump_.
5. Word List No. III.
tack rock lot popping Mary's not Fred's
tan rocks lock plot fall Nat's tray
tall rocking rings play falling Nan's track
ten red ringing plays fed day tree
tick Jill's Sam's playing feed deep trees
tock land sings saying fit deed sit
top lay singing mumps peep Dick's seeing
keep lend pack mend peeping dock sick
king Jack's pot men pumping dickory seed
kitten John's free need nun frog seen
XXI.
_b_; _bl_; _br_.
1. _b_ in _boy_, _big_, _bird_, _baby_, _ball_, _by_, _be_, _back_,
_but_, _baa_, _bake_, _bow_.
2. _bl_ in _blue_, _black_, _blows_.
3. _br_ in _breaks_, _brown_, _breast_, _bread_, _broom_, _umbrellas_.
4. Phonogram: _ake_.
5. Phonic Series:
_ake_
m ake
r ake
l ake
b ake
6. Combine _b_, _br_, _bl_ with familiar phonograms to make the word
list _bun_, _bat_, _band_, _bin_, _ball_, _bee_, _bring_, _blot_,
_bump_, _block_.
XXII.
_g_; _gr_.
1. _g_ in _go_, _girl_, _egg_, _pig_, _gave_, _get_, _good_.
2. _gr_ in _green_, _grass_, _grow_, _grunt_, _grandma_, _grandpa_,
_grind_.
3. Phonograms: _ig_, _og_.
4. Phonic Series:
_ig_ _og_
f ig f og
j ig j og
d ig l og
b ig d og
p ig fr og
b og
+NOTE.+--
In pronouncing the vocal consonants _b_, _d_, _g_, the voice
should be placed _well forward_. The vibrations for _b_ are _in the
lips_; for _d_ in the _point of the tongue_; for _g_ in the _back of
the tongue_.
XXIII.
_y_ (consonant).
Consonant _y_ is always initial.
_y_ in _you_, _your_, _yes_, _yellow_.
+NOTE.+--
_y_ (vowel) is given in the Manual, Part IV, page 88.
XXIV.
_w._
1. _w_ the wind sound; it resembles _oo_ in _boot_.
2. _w_ in _we_, _way_, _wind_, _will_, _went_, _waves_, _wash_,
_window_, _water_, _wool_, _weave_, _west_.
3. Phonogram: _est_.
4. Phonic Series:
w est
r est
b est
n est
5. Word List:
wing win weep wick will
will wall way wig wills
XXV.
_wh._
1. _wh_ the blowing sound.
_w_ is vocal, while _wh_ is breath.
2. _wh_ in _what_, _when_, _wheat_, _where_, _why_, _white_.
3. Phonogram: _ite_.
4. Phonic Series: _white_, _kite_, _bite_.
XXVI.
_th_ (vocal).
The soft sound of _th_ is vocal; the hard sound is breath.
_th_ (soft) in _that_, _this_, _there_, _they_, _them_.
+NOTE.+--
It is not wise to teach two sounds for one symbol in the
early lessons. Vocal _th_ is taught first because it is the one more
frequently used in the Primer. See _th_ (breath) Part V, page 112.
XXVII.
_ch_, initial and final; _tch_, final.
1. _ch_ in _church_, _chick_, _chicken_, _chop_, _churn_, _rich_,
_such_, _much_.
2. _tch_ in _catch_, _match_, _hatch_.
XXVIII.
_sh_, initial; final.
1. _sh_ in _she_, _ship_, _sheep_, _shook_, _wish_, _push_.
2. Phonograms: _ook_, _ush_.
3. Phonic Series:
_ook_ _ush_
b ook m ush
t ook br ush
l ook h ush
br ook r ush
h ook
sh ook
XXIX.
REVIEW.
1. Consonants: _r_, _f_, _s_, _h_, _j_, _m_, _p_, _t_.
_k-ck_, _l_, _n_, _d_, _b_, _g_.
_y_, _w_, _wh_, _th (soft)_, _ch_, _sh_.
2. Blended consonants: _pl_, _fr_, _tr_, _bl_, _br_, _gr_, _tch_.
3. Phonograms: _at_, _ack_, _am_, _an_, _and_, _ay_, _all_, _ake_.
_en_, _ed_, _end_, _ee_, _eep_, _eed_, _eem_, _een_,
_est_.
_ing_, _ill_, _in_, _it_, _ick_, _ig_, _ite_.
_op_, _ot_, _ock_, _og_, _ook_.
_un_, _ump_, _ush_.
4. Word List No. IV.
bat bite wee brick than shook
back book weep bring then shed
band bump weed brook thing sheep
ball bumping wing brush thrush shop
bake best will brushing hatch shot
bed gay win grand match blot
bend got wick gray latch black
bill gun wig greed patch bleed
bit way Will's green catch block
big wake west that shake when
Part IV.
SECOND HALF YEAR:
THIRD STEP.
1. Reading from the First Reader.
2. Phonic Lessons:
(a) The Vowel Sounds.
(b) Equivalent Vowel Sounds.
(c) Word Drill.
READING FROM THE FIRST READER.
(Time, about twenty weeks.)
=Directions=. 1. In the Primer, the First Reader, and the Second
Reader, the words of the vocabulary are arranged in the order in
which they first occur, and are grouped by pages in a word list
placed in the back of the book. Since teachers usually write
unfamiliar words upon the blackboard and develop them in a word drill
preceding the reading lesson, it has not been thought necessary to
place the new words at the beginning of each lesson. (See Spelling,
page 17. Also Word Drill, page 19.)
2. If necessary precede a lesson in the First Reader with a
development lesson on the blackboard. (See page 39, Part II, Lesson
XXI.)
3. A Supplementary List of Poems is given to be read in connection
with the lessons in the First Reader. Do not ask children to retell
the poems read aloud. To develop an appreciation of poetry is the
object. Children who have been accustomed to hearing poetry will read
and enjoy the poems in their readers as much as the stories. The
teacher's attitude toward poetry is the suggestion that influences.
THE FIRST READER.
Page 7. Memorize the poem. Write it upon the blackboard and
teach the elements as in the Primer lessons based upon Nursery
Rhymes. (See page 43, Part II, Lesson XXVII.)
Page 10. Teach as indicated above.
Page 11. _Something to Tell._ Have the children read the questions
silently, and then answer them aloud.
Page 12. This lesson was suggested by reading George Cooper's
poem, _Come, Little Leaves_.
Page 96. This lesson was suggested by reading Frederick Manley's
poem, _The Journey's End_, in the _Modern Music Primer_.
Page 102. This lesson was suggested by reading Frederick Manley's
poem, _The Woodpecker_, in the _Modern Music Primer_.
LIST OF POEMS.
The teacher may read the following poems to the children in
connection with the reading lessons in the First Reader as indicated
by the pages.
12 "Come, Little Leaves," by George Cooper.
_Book: "Pinafore Palace," (Selections) Wiggin & Smith (Eds.)._
20 "The Little Doves." (Author unknown.)
_Book: "Pinafore Palace."_
34 "The Crow's Children," by Phoebe Cary.
_Book: "Ballads for Little Folks."_
44 "How the Leaves Came Down," by Susan T. Coolidge.
_Book: "Songs of the Tree-Top and Meadow," (Selections)
McMurry and Cook (Eds.)._
54 "My Bed is a Boat," by Robert Louis Stevenson.
_Book: "A Child's Garden of Verses."_
63 "The Water Mill." Aunt Effie's Rhymes.
_Book: "Child Life," (Selections) John G. Whittier (Ed.)._
63 "The Johnny Cake." (Author unknown.)
_Book_: Whittier's "_Child Life."_
78 "O Lady Moon," by Christina G. Rossetti.
_Book: "Sing-Song."_
80 "An Old-Fashioned Rhyme," by Emilie Poulsson.
_Book: "In the Child's World."_
94 "A Diamond or a Coal," by Christina G. Rossetti.
_Book: "Sing-Song."_
102 "One, Two, Three," by Henry C. Bunner.
_Book: "The Posy Ring," (Selections) Wiggin & Smith (Eds.)._
109 "The Sweet Red Rose," by Mary Mapes Dodge.
_Book: "Songs of the Tree-Top and Meadow."_
115 "Nursery Song," by Mrs. Carter.
_Book: "Songs of the Tree-Top and Meadow."_
118 "The Cow-Boy's Song," by Anna M. Wells.
_Book: "The Posy Ring."_
128 "The Seed," by Kate L. Brown.
_Book: "Songs of the Tree-Top and Meadow."_
137 "To a Honey Bee," by Alice Cary.
_Book: "Ballads for Little Folks."_
139 "Over in the Meadow," by Olive A. Wadsworth.
_Book: Whittier's "Child Life."_
149 "What Robin Told," by George Cooper.
_Book: "Songs of the Tree-Top and Meadow."_
152 "A. Apple Pie," by Edward Lear.
_Book: "Pinafore Palace."_
PHONIC LESSONS.
(Time, about twenty weeks.)
=Directions.= 1. In Phonic Lessons, First Half Year, Second Step, the
child learned the consonant sounds and some of the common phonograms.
In the second half year phonograms are analyzed for the purpose of
recognizing the vowel sounds as elements. There are twenty elementary
vowel sounds. The purpose of the phonic lessons is to associate
these vowels with the symbols representing them. See page 113 for a
scientific arrangement of the vowel sounds.
I.
_a_ (short).
1. Separate _at_ into the sound elements _a_ and _t_. (Give the
sound, not the name.)
2. Associate the sound with the letter.
3. Combine _a_ (short) with the consonants _n_, _m_, _t_, _p_, _d_,
to form the phonograms _an_, _am_, _at_, _ap_, _ad_.
4. Analyze short words containing the sound of _a_ (short) into
phonic elements. (A knowledge of the elementary sounds is the
foundation upon which rests the power to recognize new words.)
fan jam mat sad tap
f a n j a m m a t s a d t a p
5. Analyze the following words, making prominent _a_ (short):
_rat_, _Sam_, _pat_, _had_, _sat_, _thank_, _sang_, _ash_, _splash_.
II.
_a_ (long).
Final _e_ causes the preceding vowel to take its _name_ instead
of its _sound_. Do not teach the rule, but its application. No
diacritical marks are necessary to indicate the short and long vowel
sounds. (Children quickly discover that the final _e_ changes the
preceding vowel from the sound to the name. This is true of almost
all words. When there is a phonetic exception it should be taught as
a sight word.)
1. Write _at_ on the blackboard and have it pronounced. Write _ate_
beside it and have it pronounced. (The teacher may do this first
and have the children learn the force of _e_ by observation and
imitation.) _Ex.:_ _at ate_.
2. Combine different consonants and phonograms to illustrate
this principle.
at ate an ane
f at f ate p an p ane
am ame ap ape ad ade
S am s ame t ap t ape m ad m ade
There are a few exceptions to this rule. _Ex.:_ _have_. Teach this
word to the child just as the name of any new sight word is told
him.
3. Analyze the following words, making prominent _a_ (long): _came_,
_name_, _take_, _same_, _taste_, _bake_, _cake_, _wake_, _spade_.
III.
_ay_ = _a_ (long).
1. _ay_ is an equivalent symbol for _a_ (long).
2. Analyze the following words: _hay_, _jay_, _say_, _stay_, _may_,
_way_, _day_, _lay_, _gray_, _play_.
IV.
_ai_ = _a_ (long).
1. _ai_ is an equivalent symbol for _a_ (long).
2. Combine _ai_ with consonants to form the phonograms _ail, ain,
ait, aid_.
3. Word List for analysis:
hail chain train
pail pain stain
tail rain wait
fail raining waited
sail gain waiting
mail paid afraid
V.
_c_ (hard); _cr_; _cl_.
_c_ (hard) and _k_ have the same sound. It is interesting to note
that _c_ is oftener found to begin words and _k_ to end them.
1. _c_ in _can_, _come_, _cat_, _cow_, _corn_, _coo_, _cold_.
2. _cr_ in _cradle_, _cream_.
3. _cl_ in _clip-clap_, _climbs_, _clock_, _cluck_.
4. Phonograms: _ow_, _own_, _old_.
5. Phonic Series:
c ow t own t old
b ow br own g old
h ow d own f old
b ow-w ow fr own h old
6. Word List:
camp came cling clay crook
camping can cluck clump crop
call cake clock creep crash
calls cook click creeping crush
called cow clam crack crown
cat cot clap cradle cream
VI.
_e_ (short).
1. Separate _red_ into the sound elements _r_ and _ed_.
2. Separate _ed_ into the sound elements _e_ and _d_. (Give sound,
not name.)
The teacher should pronounce it first, and let the children
learn by imitation. Be careful to give the correct vowel sound.
3. Combine _e_ (short) with consonants to form the phonograms
_en_, _em_, _et_, _ell_, _eg_, _elf_, _elt_, _esh_.
4. Word List:
pet yet leg fell sled
set met bell Nell's bed
wet let sell when red
net hem tell then melt
self them shell den end
shelf peg selling men ends
get beg telling hens threshers
getting begging well ten bench
VII.
_e_ (long); ee.
Final _e_ takes its name when it is the only vowel in the word.
_Ex.:_ _he_, _she_, _we_, _me_, _be_.
The sound of _ee_ is the same as the name of _e_. It is not necessary
to connect double letters artificially with a bar or mark of any
kind. Children soon learn that one sound is used for both letters.
Combine _ee_ with the consonants used both as initials and finals to
build words.
Phonic Series:
_eet_ _eel_ _eed_ _eep_
b eet h eel f eed p eep
f eet f eel s eed k eep
sl eet p eel w eed sh eep
str eet st eel d eed w eep
sh eet wh eel n eed d eep
Word List.
feed sleeping deed keep teeth
need beef seed peeping he
seem speed deep keeping she
seems meet seen tree we
peep see sheep three me
sleep bee weep cheese be
VIII.
_ea_ = _e_ (long).
1. _ea_ is an equivalent symbol for _e_ (long).
2. Combine _ea_ with consonants to form the phonograms _eal_, _ean_,
_eam_, _ear_, _eap_, _eat_, _eave_.
3. Word List:
meal reap lean weave teacher
seal read leap leave tear
bean lead leaping stream dear
seat eager heat please near
meat reaping heater teach hear
neat reaper wheat each hearing
IX.
_ed_ = _d_ (final).
_ed_ = _d_ when added to a word ending in a _vocal_ consonant.
_ed_ = _t_ when added to a word ending in a _breath_ consonant.
Write the simple form of the word on the blackboard, and have
it pronounced. Write it again with the _ed_ added, and have it pronounced
a second time. Do not teach it as a separate sound. Call
attention to the difference in form and the corresponding difference
in sound.
_ed_ = _t_ _ed_ = _d_
dress dressed play played
pass passed cover covered
dance danced live lived
wish wished call called
drop dropped roll rolled
REVIEW.
rain rains raining rained
jump jumps jumping jumped
tap taps tapping tapped
walk walks walking walked
look looks looking looked
pick picks picking picked
X.
_x._
1. _x_ = _ks_ as in _milks_. _x_ is not one of the simple elementary
sounds.
2. _x_ in _ax_, _fox_, _six_, _next_, _Foxy_, _Loxy_, _wax_.
XI.
_i_ (short).
1. Separate _it_ into the sound elements _i_ and _t_. (Give sound, not
name.)
2. Combine _i_ (short) with consonants to form the phonograms _in_,
_im_, _ip_, _id_, _ib_, _it_, _ig_, _ill_, _iss_, _ish_, _ick_.
3. Word List:
him tip-top dim fin with
lip sit lid wish kiss
hid sitting ill dish miss
bit whip chill wished brick
pin ship rill silver click
pinned dipping rip picked till
sick dipped rim mittens mitten
thick did spilled kittens written
pick dinner rib big pig
Give a short drill each day at the close of the lesson upon the
phonic list.
XII.
_i_ (long).
1. Teach _i_ (long) in the same manner in which _a_ (long) was
taught. (See page 81, paragraph II.)
2. Combine different consonants and phonograms to illustrate this
principle.
it ite ip ipe id ide
b it b ite r ip r ipe r id r ide
in ine im ime
p in p ine d im d ime
3. Word List:
ice mite white line wise
mice chime ripe lime wiser
nice chide ride fire spring
side shine rides wire hive
beside wide riding rise five
mine wipe dime ripe pine
XIII.
_y_, vowel (short and long).
1. _y_ (short) has almost always the sound of _i_ (short). It is the
last sound heard in _Mary_, _baby_, _pretty_, _frosty_, _lady_.
_y_ (long) is the same as _i_ (long). It is the last sound heard in
_my_, _fly_, _sky_, _by_, _dry_, _try_, _cry_.
2. Word List:
happy nicely Hickory Dickory
sandy carry empty
fairy flying Blacky
Henny Penny crying Browny
Foxy Loxy myself Whitey
Ducky Lucky goodby sky
Turkey Lurkey drying frosty
XIV.
_igh._
1. _igh_ is an equivalent symbol for _i_ (long).
2. _igh_ in _high_, _higher_, _flight_, _thigh_, _night_, _fight_,
_sight_, _bright_, _light_, _right_, _might_, _lightning_.
XV.
_v_, initial; final; medial.
1. _v_ in _violet_, _very_, _visit_, _love_, _weave_, _voice_, _every_.
2. Phonogram: _ave_.
3. Word List: gave, cave, pave, wave.
XVI.
_o_ (short).
1. Separate _on_ into the elements _o_ (short) and _n_.
2. Combine _o_ (short) with the final consonants _n_, _m_, _p_, _t_,
_b_, _d_, _ss_, _g_, to form phonograms, and with initial consonants
to form words.
ot ob op
c ot r ob h op
3. Word List: (Let the children find other words in the Reader.)
top pop softer
stop Tom longer
not lost knock
spot frost knocker
locked frosty knocking
off from knocked
rock stronger moss
flock logs toss
hopping lost chop
pot soft chopping
XVII.
_o_ (long).
1. Teach _o_ (long) in the same manner in which _a_ (long) was
taught. (See page 81, paragraph II.)
2. Combine different consonants and phonograms to illustrate
this principle:
hop rob not mop
hope robe note mope
3. Word List:
old rode bone
hole rose stove
hope mole smoke
those home alone
chose hoe spoke
note rope broke
nose more those
toe core shore
pole sore chore
XVIII.
_o_ (final); _oa_.
1. -_o_, _oa_ are equivalent symbols for _o_ (long).
2. _o_ in _go_, _so_, _no_.
3. Combine _oa_ with consonants, initial and final, to form
phonograms and words: _t_, _d_, _m_, _n_, _ch_, _k_, _r_, _l_, _f_.
4. _oa_ in _boat_, _load_, _loam_, _loaf_, _moan_, _coat_, _oak_,
_oats_, _roaming_, _coal_, _toad_, _road_, _loads_, _loan_, _roar_,
_oar_, _boards_.
XIX.
_z_.
_z_ in _buzz_, _fuzz_, _fuzzy_, _lazy_, _dizzy_, _zish_, _size_,
_sized_, _buzzing_, _buzzed_.
XX.
_u_ (short).
1. Separate _up_ into the elements _u_ (short) and _p_.
2. Combine _i_ (short) with consonants to form the phonograms
_ut_, _ud_, _ub_, _um_, _un_, _urr_, _uff_, _uss_, _uzz_.
3. Word List:
tub fuss cutting shut crust
cup buzz buds shutting bump
hug fuzzy syrup shutter bumping
bug push supper dug pumped
purr pushed hum hundred puff
fur pushing humming stuff puffed
dug cut
XXI.
_u_ (long).
1. Teach _u_ (long) in the same manner that _a_ (long) was taught.
2. Combine different consonants and phonograms to illustrate this
principle:
tub cub plum us cut
tube cube plume use cute
3. Phonic List: _cure_, _pure_, _mute_, _amuse_, _use_, _used_,
_tune_, _tube_.
XXII.
_ew_ = _u_ (long).
1. _ew_ is an equivalent symbol for _u_ (long).
2. _ew_ in _new_, _blew_, _few_, _view_, _dew_.
XXIII.
_ur_ = _er_, _ir_.
_r_ following _u_, _e_, _i_, usually gives the sound heard in _fur_,
_her_, _sir_.
Word List:
_ur_ _er_ _ir_
fur her sir
burn term bird
curl verse girl
nurse berth first
church dinner third
hurt supper skirt
XXIV.
_er_; _ers_ (as a syllable).
Write the simple form on the blackboard, and have it pronounced.
Write it again with _er_ added, and have it pronounced. Write it
again with _ers_ added, and have it pronounced.
farm farm er farm ers
mill mill er mill ers
bake bak er bak ers
mine min er min ers
Identify _er_ in
other father butter
mother sister water
brother flower pitter-patter
XXV.
_ng_ (the ringing sound).
1. _ng_ is one of the elementary sounds.
2. Combine _ng_ with the vowels _a_, _e_, _i_, _o_, _u_, to form the
phonograms _ang_, _eng_, _ing_, _ong_, _ung_.
3. Word List:
sing wing ding along length
king spring dong rang strength
sung lungs song sang rung
sling sting long hang strung
swing string gong bang stung
XXVI.
_qu_ = _kwh_.
_q_ is not one of the elementary sounds.
_qu_ in _quack_, _queer_, _queen_, _quite_, _quail_, _squeeze_, _squash_.
XXVII.
_oo_ (short); _oo_ (long).
1. _oo_ (short) as in _cook_.
Word List:
book took
good hook
look brook
wood cook
foot cooking
2. _oo_ (long) as in _coo_.
Word List:
moon stoop broom root
room moo bloom too
fool cool goose tool
poor loom stool soon
spool noon roof spoon
XXVIII.
_aw_ = _all_, _or_.
1. _aw_ in _caw_, _draw_, _saw_, _claw_, _paw_, _straw_.
2. _all_ in _ball_, _hall_, _wall_, _fall_.
3. _or_ in _corn_, _horn_, _morn_, _morning_, _torn_.
XXIX.
_a_ (r), Italian.
_ar_ in arm star car card hard
harm barn mark sharp starch
park yard start far spark
bark march jar ark lark
XXX.
_ow_ = _ou_.
1. _ow_ and _ou_ are equivalent symbols for the same sound.
2. _ou_ at the beginning or in the middle of a word becomes _ow_
final.
3. _ou_ in our sour cloud found
mouse out ground round
around loud aloud spout
house sound about flour
4. _ow_ in cow how now bow
owl down drown brown
crown clown crowd growl
XXXI.
_oy_ = _oi_.
1. _oy_ and _oi_ are equivalent symbols for the same sound.
2. _oi_ at the beginning or in the middle of a word becomes _oy_
final.
3. _oi_ in oil boil coin join
joint point voice toil
spoil noise soil broil
4. _oy_ in _boy_, _toy_, _joy_, _Roy_, _Troy_, _ahoy_.
XXXII.
_j_; _ge_; _dge_ (final).
1. _-ge_, _dge_, are equivalent symbols for _j_.
2. _-ge_ in _age_, _hinge_, _cage_, _page_, _sponge_, _fringe_.
3. _-dge_ in _edge_, _bridge_, _judge_, _Madge_.
XXXIII.
SUMMARY.
=Phonic Lessons.= Third Step contains:
1. 17 vowel sounds:
a, e, i, o, u (short)
a, e, i, o, u (long)
oo (short), oo (long), a (r), (Italian)
aw, ow, oy, ur.
2. Nine of these sounds have fifteen common equivalent symbols,
making a total of thirty-two vowel symbols. (See Table of Vowel
Sounds, page 113.)
The three vowel sounds heard in _ask_, _air_, and _ore_ may be
omitted. Teach as sight words those used in the Summers
Readers; or if preferred, give a series drill.
Two of these sounds have equivalent spellings.
_air_ in _chair_, _care_, _wear_.
_ore_ as in _more_, _four_, _floor_, _torn_.
The sound _ask_ has the simple spelling _a_. In this Manual _a_
is the symbol for _a_ (short) as in _at_ unless changed by some
modifier as _final_, _r_, or another vowel. _Ex.:_ _at_, _aw_, _oa_,
_ea_. _Ex.:_ The following list gives the most common of these words:
I.
_air_ _are_ _ear_
chair care bear
fair bare tear
hair dare wear
pair fare pear
stair scare
II.
_ore_ _oor_ _orn_ _oar_ _our_
bore door torn roar four
core floor worn soar pour
more thorn
shore born
store
III.
_ask_ _ast_ _ance_
task fast dance
mask last lance
basket mast chance
PART V.
THIRD HALF YEAR:
FOURTH STEP.
1. Reading from the Second Reader.
2. Phonic Lessons:
(a) Initial and final syllables taught as
phonograms.
(b) Word Drill.
3. Later Work.
INITIAL AND FINAL SYLLABLES.
(Time, about twenty weeks.)
=Directions.= 1. In the third half-year initial and final syllables
are taught as phonograms. This enables the child to read words
requiring an understanding of syllabication.
2. The familiar consonant and vowel sounds previously learned are
constantly reviewed in the word lists given for phonic drill. These
are based largely upon the words used in the Primer, the First
Reader, and the Second Reader. The list may be increased by using, in
connection with familiar words, the prefixes and suffixes given in
the following lessons.
3. New sight words which the child may meet in any reader should be
told him.
I.
_y_ _ies_
par ty par ties
coun try coun tries
sto ry sto ries
car ry car ries
cher ry cher ries
ber ry ber ries
fai ry fai ries
brow ny brow nies
pen ny pen nies
pup py pup pies
II.
_ly_ _ful_
near ly ug ly play ful won der ful
nice ly sad ly thank ful truth ful
mere ly hol ly beau ti ful barn ful
friend ly mer ri ly help ful field ful
quick ly hap pi ly use ful hand ful
III.
_ure_ _age_
pict ure vil lage
mixt ure mes sage
fig ure cab bage
past ure man age
rapt ure pack age
creat ure cot tage
IV.
_le_ _ous_ _tion_
cas tle gen tle won drous ques tion
cat tle un cle fa mous mo tion
nee dle bram ble joy ous sta tion
trem ble shut tle gor geous ac tion
wres tle trea dle va ca tion
ap ple
V.
_in_ _en_ _il_, _el_
in side chick en an vil
in vite sev en pen cil
in deed soft en trav el
in ven tion sweet en cam el
In di an wak en quar rel
rob in en joy
Mon da min
VI.
_ed_ _est_
end ed near est
faint ed old est
plant ed young est
lift ed har vest
fold ed mo lest
mend ed sick est
card ed dark est
VII.
_a_ _be_ _de_ _re_ _pre_
a side be come re cess
a sleep be came re ceive
a wake be fore re ply
a long be gan re ply ing
a fraid be gin ning pre pare
a live be long pre tend
a cross be side pre tend ing
a go be hind
a gainst de lay
a gain de lay ing
a round de light
de light ful
VIII.
_dis mis_ _ex_ _pro_