To enable pupils to recognize words when separated into their elementary sounds, exercises in "listening and doing," will constitute the first step in phonics teaching. Words are sounded slowly and distinctly by the teacher and pronounced or acted out by the pupils.
ACTION GAME
(First Day.)
| c-l-a-p | s-w-ee-p | f-l-y | ||||
| b-ow | d-u-s-t | r-u-n | ||||
| j-u-m-p | s-i-t | s-l-ee-p | ||||
| p-u-sh | d-r-i-nk | w-a-k-e | ||||
| m-a-r-ch | s-t-a-n-d | s-t-r-e-t-ch |
If at first children are not able to distinguish the words when separated thus; s-t-a-n-d, d-r-i-n-k, blend the sound less slowly thus: st-and, dr-ink, gradually increasing the difficulty to st-an-d, d-r-ink, and finally to the complete analysis.
These ear training exercises should continue until a "phonetic sense" is established. Not all children can readily blend sounds and "hear the word." Patient drill for weeks, even months, may be necessary before a sense of phonetic values is attained. Haphazard and spasmodic work is fatal to progress; but a few minutes of brisk, lively drill, given regularly each day will accomplish wonders.
The exercises should be varied from day to day to insure active interest and effort.
Second Day:
Touch your n-o-se; your ch-ee-k; your ch-i-n; l-i-p-s; k-n-ee; f-oo-t; b-oo-k; p-e-n-c-i-l; d-e-s-k; sh-o-e; d-r-e-ss, etc.