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 | ||
| 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 owfinal.
| 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 |