First: Children observe and image. (Silent reading.)
Second: Each child in turn expresses the whole thought.
Third: The children read each sentence. (Oral reading.)
Color appeals to all children. Frequent use of it should be made in describing birds, flowers, and animals in the first reading lessons. The following are suggestive lessons containing such words as big, little, pretty, and adjectives of color.
| pretty; my; white. | ||
| I have a pretty kitty. | ||
| My kitty is white. | ||
| Kitty can run and jump. | ||
| I like my pretty white kitty. | ||
| big; little; black. | ||
| Rover is a big, black dog. | ||
| I love a little, white kitty. | ||
| Rover likes my little kitty. | ||
| Rover and Kitty run and jump. |
Vary the work at this point by teaching the word are and putting some of the stories in the second person. Children will enjoy reading or talking to an imaginary Rover or Kitty.
Ex.:
| I see you, Rover. | ||
| You are my big, black dog. | ||
| You can run and jump. | ||
| I like you, Rover. |
XX.
SUMMARY.