Third Day:
Place a number of toys in a basket. Pupils find as the teacher sounds the name of each, saying: "Find the t-o-p"; "the s-p-oo-l;" "the d-o-ll"; "the h-o-r-n"; etc.
Fourth Day:
Sound the names of pupils in class; or names of animals; colors, fruits, places, etc.
Fifth Day:
| R-u-n to m-e. |
| C-l-a-p your h-a-n-d-s. |
| W-a-v-e the f-l-a-g. |
| Cl-o-se the d-oo-r. |
| F-o-l-d your a-r-m-s. |
| B-r-i-n-g m-e a r-e-d b-a-ll. |
| B-ou-n-ce the b-a-ll. |
| Th-r-ow the b-a-ll to Fr-e-d. |
| R-i-n-g the b-e-ll. |
| H-o-p to m-e. |
| S-i-t in m-y ch-air. |
| R-u-n to the ch-ar-t. |
| S-i-n-g a s-o-n-g. |
| B-r-i-n-g me the p-oin-t-er. |
| B-o-w to m-e. |
| F-l-y a k-i-t-e. |
| S-w-ee-p the fl-oo-r. |
| R-o-c-k the b-a-b-y. |
| W-a-sh your f-a-ce. |
| D-u-s-t the ch-air-s. |
| Sh-a-k-e the r-u-g. |
| F-ee-d the h-e-n-s. |
| C-a-ll the ch-i-ck-s. |
| M-i-l-k the c-ow. |
| Ch-o-p w-oo-d. |
| R-ow a b-oa-t. |
| B-l-ow the h-o-r-n. |
The pupil should now begin sounding words for himself, at first, if need be, repeating the sounds after the teacher, then being encouraged to attempt them alone. He will soon be able to "spell by sound" names of common objects in the room, as well as easy and familiar words dictated by the teacher.
II. Teach the Single Consonant Sounds.
b, d, f, h, j, k, l, m, n, p, r, s (as in see), v, w, g (hard), c (hard), and qu as in queer.
Teach but one sound for each letter at first. Nothing need be said at this time about the fact that some letters have more than one sound. When words like "city" or "gem" occur simply explain that sometimes "c" or "g" has this sound, (giving the soft sound), but continue in the phonic drill to teach the sounds that will be needed first—those most often met in the early reading. The sounds of initial s and y are taught first, rather than final y and s; q is taught with the u—qu (as in quiet, queer, quick) not q alone.