Part IV.
SECOND HALF YEAR: THIRD STEP.
1. Reading from the First Reader.
2. Phonic Lessons:
(a) The Vowel Sounds.
(b) Equivalent Vowel Sounds.
(c) Word Drill.
READING FROM THE FIRST READER.
(Time, about twenty weeks.)
Directions. 1. In the Primer, the First Reader, and the Second Reader, the words of the vocabulary are arranged in the order in which they first occur, and are grouped by pages in a word list placed in the back of the book. Since teachers usually write unfamiliar words upon the blackboard and develop them in a word drill preceding the reading lesson, it has not been thought necessary to place the new words at the beginning of each lesson. (See Spelling, page 17. Also Word Drill, page 19.)
2. If necessary precede a lesson in the First Reader with a development lesson on the blackboard. (See page 39, Part II, Lesson XXI.)
3. A Supplementary List of Poems is given to be read in connection with the lessons in the First Reader. Do not ask children to retell the poems read aloud. To develop an appreciation of poetry is the object. Children who have been accustomed to hearing poetry will read and enjoy the poems in their readers as much as the stories. The teacher's attitude toward poetry is the suggestion that influences.
THE FIRST READER.