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 | bede | repre | |||||
| 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 | |||||
| dis turb | ex plain | pro nounce | |||||
| mis take | ex plain ing | pro long | |||||
| mis tak en | ex pect | ||||||
| ex pect ed | |||||||
| ex cuse | |||||||
| ex press | |||||||
| ex am ple | |||||||
| ex treme ly |
IX.
| ap | ad | af | ||||
| ap pear | ad mit | af fec tion | ||||
| ap pear ing | ad mit ting | af ter | ||||
| ad mit ted | ||||||
| ad mit tance | ||||||
| ad dress | ||||||
| ad di tion |
X.
| at | anab | |||
| at tic | an i mal | |||
| at tract | wom | an | ||
| at tend | ab sent | |||
| at ten tion |
XI.
| ness | less | some | |||||||||
| cold | ness | weak | ness | end | less | some | times | ||||
| ill | ness | sick | ness | help | less | some | thing | ||||
| lame | ness | wil der | ness | home | less | lone | some | ||||
| like | ness | fear | less | moth er | less | hand | some | ||||
| near | ness | friend | less | fath er | less | win | some |
XII.
| ob | or | ph=f | |||||||||
| ob | tain | par | lor | Phil ip | |||||||
| ob | tains | mir | ror | el e | phant | ||||||
| ob | tained | or | gan | pho to gra | ph | ||||||
| ob | tain ing | or | chard | s | phere |
XIII.
SUMMARY.
| y | ies | ly | ful | ure | ||||
| age | le | ous | tion | in | ||||
| en | il | el | ed | est | ||||
| a | be | de | re | pre | ||||
| dis | mis | ex | ap | ad | ||||
| af | at | an | ab | ob | ||||
| ness | less | some | or | ph=f |
SUPPLEMENTARY LIST OF POEMS.
The teacher may read the following poems to the children in connection with the reading lessons in the Second Reader.
SEPTEMBER.
"September," by Helen Hunt Jackson. Book: Jackson's Poems.
"Hiawatha's Childhood," by Henry W. Longfellow. Book: Longfellow's Poems.
Lines beginning: "By the shores of Gitchee Gumee" to "called them 'Hiawatha's Brother's.'"
Selections from Hiawatha's Fasting.
The first day of his fasting.
The fourth day of his fasting, lines beginning: "To-morrow is the last day of your fasting."
The seventh day of his fasting, lines beginning: "Day by day did Hiawatha."
"The Little Elf," by John Kendrick Bangs.
Book: "The Posy Ring," (Selections) Wiggin & Smith (Eds.).
OCTOBER.
"The Mountain and the Squirrel," by Ralph Waldo Emerson.
Book: Emerson's Poems.
"Robin Redbreast," by William Allingham.
Book: "The Posy Ring."
"Lullaby of the Iroquois," by E. Pauline Johnson.
Book: "Songs of the Tree-Top and Meadow," (Selections) McMurry and Cook (Eds.).
"Hiawatha's Sailing," by Henry W. Longfellow.
Book: Longfellow's Poems.
NOVEMBER.
"The Story of a Seed," from The Youth's Companion.
Book: "Songs of the Tree-Top and Meadow."
"Little Red Riding Hood," by John G. Whittier.
Book: Whittier's Poems.
"Selections from the Barefoot Boy," by John G. Whittier.
Book: Whittier's Poems.
"The Boy and the Sheep," by Ann Taylor.
Book: "The Posy Ring."
DECEMBER.
"Little Fir Trees," by Evaleen Stein.
Book: "St. Nicholas."
"Why do Bells for Christmas Ring?" by Eugene Field.
Book: "Lullaby Land."
"The Sugar-Plum Tree," by Eugene Field.
Book: "Lullaby Land."
"A Visit from St. Nicholas," by Clement C. Moore.
Book: "Child Life," (Selections) John G. Whittier (Ed.).
JANUARY.
"What the Wood Fire Said to the Little Boy," by Frank L. Stanton.
Book: "Songs of the Tree-Top and Meadow."
"The Snow," from The Youth's Companion.
Book: "Songs of the Tree-Top and Meadow."
"The Frost," by Hannah F. Gould.
Book: "The Posy Ring."
"Talking in Their Sleep," by Edith M. Thomas.
Book: "Songs of the Tree-Top and Meadow."
FEBRUARY.
"The Village Blacksmith," by Henry W. Longfellow.
Book: Longfellow's Poems.
"From My Arm Chair," by Henry W. Longfellow.
Book: Longfellow's Poems.
"The Children's Hour," by Henry W. Longfellow.
Book: Longfellow's Poems.
"Time to Rise"; "Bed in Summer," by Robert Louis Stevenson.
Book: "A Child's Garden of Verses."
MARCH.
"The Windmill," by Henry W. Longfellow.
Book: Longfellow's Poems.
"The Wind," by Robert Louis Stevenson.
Book: "A Child's Garden of Verses."
"My Shadow," by Robert Louis Stevenson.
Book: "A Child's Garden of Verses."
"The Lost Doll," by Charles Kingsley.
Book: "The Posy Ring."
APRIL.
"The Brown Thrush," by Lucy Larcom.
Book: "Childhood Songs."
"Wild Geese," by Celia Thaxter.
Book: "Poems for Children."
"The Song of the Lilies," by Lucy Wheelock.
Book: "Songs of the Tree-Top and Meadow."
"What is Pink?" by Christina G. Rossetti.
Book: "Sing-Song."
MAY.
"Baby Seed Song," by E. Nesbit.
Book: "The Posy Ring."
"Calling the Violet," by Lucy Larcom.
Book: "Childhood Songs."
"The Bluebird," by Emily Huntington Miller.
Book: "The Posy Ring."
"Spring," by Celia Thaxter.
Book: "Poems for Children."
JUNE.
"Mabel on Midsummer Day," by Mary Howitt.
"The Fairies of the Caldron-Low," by Mary Howitt.
"The Fairy Folk," by Robert Bird.
Book: "The Posy Ring."
"Seven Times One," by Jean Bigelow.
Book: "The Posy Ring."
JULY.
"Flag Song," by Mrs. Coonley-Ward.
Book: "Wilson's History Reader."
"Independence Bell." (Author unknown.)
Book: "Williams's Choice Literature, Book II."
"The Flag Goes By," from The Youth's Companion.
Book: "Songs of the Tree-Top and Meadow."
"The Star-Spangled Banner," by Francis Scott Key.
Book: "Williams's Choice Literature, Book II."
AUGUST.
"The Song of the Crickets," by Emily Huntington Miller.
Book: "Songs of the Tree-Top and Meadow."
"The Spider and the Fly," by Mary Howitt.
Book: "Songs of the Tree-Top and Meadow."
"Wynken, Blynken and Nod," by Eugene Field.
Book: "Lullaby Land."
"Old Gaelic Lullaby." (Author unknown.)
Book: "The Posy Ring."
LATER WORK.
After the third half year any series of readers may be used. The literature of childhood, carefully selected and edited, should form the subject-matter of these reading books.
Phonic lessons based as far as possible upon the words found in the readers should be practised daily during the first three years. This later work does not differ from that of the preceding phonic lessons.
CONSONANT SOUNDS.
| BREATH | SOUNDS. | VOCAL | SOUNDS. | |||||
| h- | ||||||||
| wh | w- | |||||||
| p | b | m | ||||||
| t | d | n | l | r- | ||||
| k | g | ng | ||||||
| f | v | |||||||
| th | th | |||||||
| s | z | |||||||
| sh | zh | |||||||
| ch | j | y- | ||||||
| { | qu = kwh | } | ||||||
| x = ks |
EQUIVALENT SPELLINGS.
| c | =k | cat | ge | } | =j | age | |||||
| ce | } | cent | dge | bridge | |||||||
| ci | =s | city | ph | =f | elephant | ||||||
| cy | bicycle | s | =z | is, has |
Based on Chart of Consonant Sounds used in Clarke School, Northampton, Mass.
1. Two consonant sounds may be omitted from the phonic work in the primary grades.
(a) Omit the breath sound of th as in thin, thick, thank, since the vocal sound as in this, then, they is more often in the child's vocabulary. It will be confusing to have two sounds for the same symbol.
(b) The zh sound as heard in pleasure, measure, treasure, does not occur in the Summers Readers and therefore is omitted. Let the symbol s at first represent the breath sound as in sit.
2. p, b, and m are in a horizontal line indicating that all are made by the same organs of speech.
t, d, n, l, r, all have the point of the tongue as the active organ and the upper gum as the passive organ in articulation.
q and x are not elementary sounds. They are double breath consonants. qu = kwh. x = ks.
VOWEL SOUNDS.
| Short | a | at | Short | o | hop | |||
| Long | a-e | ate | Long | o-e | hope | |||
| Italian | a(r) | arm | Short | oo | foot | |||
| aw | saw | Long | oo | food | ||||
| air | fair | ow | cow | |||||
| a | ask | oy | boy | |||||
| Short | e | bed | ore | more | ||||
| Long | ee | bee | Short | u | us | |||
| Short | i | pin | Long | u-e | use | |||
| Long | i-e | pine | ur | fur |
COMMON EQUIVALENT SPELLINGS.
| a-e = | ay, ai | day, | train | ||||
| ee = | ea, -e | each, | me | ||||
| i-e = | -y, igh | my, | high | ||||
| o-e = | -o, oa | so, | coat | ||||
| u-e = | ew | new, | view | ||||
| aw = | all, or | call, | corn | ||||
| ow = | ou | out, | found | ||||
| oy = | oi | boil | |||||
| ur = | er, ir | her, | sir |
Three vowel sounds may be omitted from the phonic work in the primary grades. The sounds in ask, fair, and more should be used with accuracy by the teacher, since the child is at the most imitative and impressionable stage. In the early phonic work it will confuse the child if he is taught two sounds for the same symbol. In this Manual the symbol a means invariably a (short) as in cat, therefore such words as ask, chance, after are taught through the series idea. Fair, hair, bore, more are taught in the same manner.
