After teaching the rhyme as a whole, analyze it into parts. Write lines, phrases, and words in different places on the blackboard. Have the children observe, image, and find these in the rhyme. Ex.: Two little blackbirds; upon a hill; one was named; fly away; come again.
Ask a child to find all the words that are alike. Ex.: Jack; Jill; named; fly; come; again; etc. Ask another child to find and name all the words he knows. Let volunteers find lines, phrases, and words called for by other children who see them. In some such way as this every symbol can be brought to the child's consciousness.
When the children are familiar with the words comprising the rhyme they are ready to read sentences and stories using these same words in new relations. Keep the rhyme on the blackboard for reference. When in doubt about a word let the child find it himself by repeating the rhyme until he reads that word.
A summary of the steps involved:
1. Memorize the rhyme in order to acquire the thought.
2. Associate this thought with the written symbols.
3. Separate the rhyme into sentences, phrases, and words.
4. Combine these parts in new wholes; that is, in new sentences and stories.
One essential principle in learning to read is that the thought shall be familiar and interesting. The purpose of the elementary reading lesson is to associate old thought with a new symbol.
This same rhyme may be modified and used as a game. Select two children with blue ribbons, dresses, suits, or neckties, to impersonate bluebirds. Substitute their names and write the rhyme on the board as follows: