(f) By recognizing familiar words in new sentences with a different context.
(g) See that every child reads the sentences in the new lesson for himself.
3. There should be a gradual introduction to the elementary sounds (powers of the letters).
The first words analyzed should be simple and phonetic in spelling, as dog, hen, cat, etc.
New sounds of letters are taught as the children need them in studying out new words.
Very little attention needs to be given to learning the names of the letters.
There need be little use of diacritical markings in early reading.
4. Many of the new words will occur in connection with the picture at the head of the lesson. Place these on the board as they come up.
If the teacher will weave these words into her conversation, they will give the children little future trouble.
5. All the different phases of the phonic, word, and sentence method should be woven together by a skilful teacher.