Write the at and the un series on the blackboard.
| r at | r un | |
| f at | f un | |
| s at | s un |
Children pronounce the words. Cover first one part and then the other, sounding each element. Review daily, adding new sound elements as they are taught. As soon as possible refrain from assisting the children by covering the parts.
Word List. Write upon the blackboard in a vertical row the words beginning with r, from the Primer, pages 5-26. Ex.: Rover, roll, rock. Have the children pronounce them. Then erase over, oll, ock, leaving only r, and let children make the sound. Continue with words beginning with f and s in the same way.
Again, write several words on the blackboard containing the phonogram at. Erase f, s, r, leaving only at.
Continue in the same way with the un series and the ing series.
Word List No. I.
| s ing | r at | f un |
| s at | r ing | f at |
| s un | r un |
Retain this list on the blackboard for daily drill, rearranging the order from time to time and adding new words as they are taught. The lists for word drill are not final. Let use be the guide in deciding the number of words to be taught. The analysis of these words into their sound elements will determine the number of phonograms to be taught. Proper drill upon both the phonic series and the word lists leads to sight recognition of words, by means of their sound elements. This is the purpose of phonic work.