The Aldine speller, part two

by Catherine T. Bryce; Frank J. Sherman

No place has been given in this book to proper names since the needs of different classrooms vary so widely. They must be thoroughly taught, however, and it is the teacher’s duty to teach such proper names as her pupils need to use. Strongly emphasize the fact that these proper names always begin with a capital letter.

Phonetic Words

Many of the words in this book are grouped into phonetic lists. The object of this is strongly to impress the common part of these words upon the child. The repeated sight, sound, and spelling of this common combination of letters make it possible to learn the words in a list easily and in a short time. This common part is pronounced the same and spelled the same in all the words of a list. Have the children find this common part, pronounce it distinctly, and spell it. Then have each word in the list spelled orally, emphasizing the part that is not common. For example, in lesson 6, page [2], is a list of phonetic words.

1. Have the children give the part that is common to every word in the list—ever.

2. Have the children point to and pronounce this common part.

3. Have this common part spelled orally.

4. Have the children pronounce each word in the list, slightly separating and emphasizing the part that is different, as n—e-v-e-r, c-l—e-v-e-r.

5. Have each word spelled orally, emphasizing the uncommon part.

By giving or having the children give sentences using the words correctly, make sure that the meaning of every word is understood by the pupils.

Much of the spelling of phonetic lists may be done orally. After several groups have been studied, dictate words from them to be written by the children. For example, after lessons 5, 6, and 7 have been studied and spelled orally, dictate ten or twelve words selected from these groups for the children to write. Several groups may be studied and spelled orally in one spelling period, and words from these groups dictated and written during another period. The writing of a spelling lesson only tests the pupil’s power. Put most of your time and effort into teaching, into helping the pupils to acquire the power.