A Phonetic List
[Page 2], Lesson 1
As may be seen at a glance, this lesson contains five words using the phonogram un.
The directions and suggestions given below for the study of this particular lesson apply to all similar phonetic lessons in the book.
1. Pronounce each word distinctly, giving its meaning or using it in a sentence, as, “sun—The sun is shining brightly.” You thus give the children the word properly used and leave in no pupil’s mind the idea that you meant son. “Fun—Did you have fun at recess time, Tom?” Tom’s recollection of the recess games will associate the word and its meaning. “Gun—Who has seen a gun? What is its use? Bun—The baker puts currants in the bun.” By the variety of ways in which you give or suggest the meaning of the word, try to arouse the pupil’s interest in the word itself. Never require a pupil to study the spelling of a word until he has heard it properly pronounced and knows the meaning.
2. Have the pupils read the words, pronouncing each correctly. The children may give original sentences, using any unusual word.
3. Pupils pronounce and spell each word orally.
4. Ask what letters are found in every word. Teach the children to call the common part the “family name” of the word and to spell it as a unit, as, “sun—spell, s-un.”
5. Tell the children to look at the list of words and choose the hardest. They may look at the word for a moment, then spell it without looking at the book. In some such way arouse interest in the spelling of each word in the lesson, as, “Who can find and spell the word that is the name of something that makes a great noise?” “The one we all enjoy at recess?” “The one that opens the flowers?” “The one we like to eat?”