Chapter I: Part 1

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LIPPINCOTT'S
HORN-ASHBAUGH
SPELLER
FOR GRADES ONE TO EIGHT

BY
ERNEST HORN, PH.D.

PROFESSOR OF EDUCATION AND DIRECTOR
OF THE UNIVERSITY ELEMENTARY SCHOOL
THE STATE UNIVERSITY OF IOWA

AND

ERNEST J. ASHBAUGH, PH.D.

ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE
BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS
THE STATE UNIVERSITY OF IOWA

PHILADELPHIA, LONDON, CHICAGO
J. B. LIPPINCOTT COMPANY

COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY

PRINTED BY J. B. LIPPINCOTT COMPANY
AT THE WASHINGTON SQUARE PRESS
PHILADELPHIA, U. S. A.

PREFACE

It is the intention of the authors to include sufficient discussion and directions to teachers so that this book may be taught with the highest possible degree of efficiency. Under general directions to teachers will be found a discussion of those points which concern all teachers regardless of grade. In addition, preceding the word list for each grade will be found supplementary directions to aid the teachers in facing the problems peculiar to that grade.

Special attention is called to the elaborate provision for making the pupil intelligent and responsible in his attack on his own spelling problems. This result is achieved by the testing plan which discovers to the pupil his deficiencies; by the standard scores which enable him to compare his accomplishment with that of other children; by the efficient method of study which is provided; and by the unusually rigorous follow-up work given in the review lessons. The authors therefore present this book to the pupils and teachers of the United States as a contribution to the solution of the problem of developing a nation of good spellers.

THE AUTHORS.

DECEMBER, 1920.

CONTENTS

PAGE

PREFACE iii

GENERAL DIRECTIONS TO TEACHERS vii-xiv

DIRECTIONS TO PUPILS xiv-xvi

DIRECTIONS TO TEACHERS OF GRADE I 2
WORD LIST, GRADE I 3-5

DIRECTIONS TO TEACHERS OF GRADE II 8
WORD LIST, GRADE II 9-14

DIRECTIONS TO TEACHERS OF GRADE III 16-17
WORD LIST, GRADE III 19-27

DIRECTIONS TO TEACHERS OF GRADE IV 30
WORD LIST, GRADE IV 31-40

DIRECTIONS TO TEACHERS OF GRADE V 42
WORD LIST, GRADE V 43-52

DIRECTIONS TO TEACHERS OF GRADE VI 54
WORD LIST, GRADE VI 55-64

DIRECTIONS TO TEACHERS OF GRADE VII 66
WORD LIST, GRADE VII 67-78

DIRECTIONS TO TEACHERS OF GRADE VIII 80
WORD LIST, GRADE VIII 81-95

DICTATION EXERCISES 97-105

LIPPINCOTT'S HORN-ASHBAUGH SPELLER

GENERAL DIRECTIONS TO TEACHERS.

=How the Teaching of Spelling May be Improved.=--The teaching of spelling may be improved in three ways: first, by selecting a better list of words for the pupil to study; second, by placing before the pupils of each grade the words that are most appropriate for them; and third, by introducing economical procedures in learning. The first is the problem of the course of study; the second, the problem of grading; and the third, the problem of method.

=The Vocabulary.=--To solve the first problem one must insure that the pupils will study all words they are likely to use in life outside the school. One must also insure that the pupils' time will not be wasted through their being required to learn words which they will never use. This problem has been solved for you by the authors of the text. The vocabulary of the lessons is taken from a compilation which Doctor Horn has made of ten scientific investigations of the words used in writing letters. These investigations, taken together, represent the careful analysis of over three-quarters of a million running words of correspondence. If you will analyze one letter, you will see what a very great amount of work these investigations have required. It seems very unlikely that any word commonly and frequently used should have been overlooked in all of these investigations.

These ten studies contain all of the information which is available at the present time concerning what words are likely to be used in writing letters. Accordingly, there is no word in this speller which has not been reported in one or more of these investigations. In addition, this vocabulary has been carefully compared with all of the other types of reading and writing vocabularies.

Among these are the studies of children's themes, such as those by Jones, by the teachers of New Orleans, Kansas City, and Richmond, Virginia; the various studies of adult reading vocabularies, such as those by Eldridge and Knowles, aggregating over 140,000 running words; the studies of the vocabulary of school readers, such as those by Packer, Housh, and Miller, aggregating over one-half million running words. No word has been taken from these studies which did not occur in the investigations of the vocabulary of personal and business letters. On the other hand, these studies showed quite clearly that the words found as the result of the analysis of three-quarters of a million running words of correspondence are really basic in any writing vocabulary.

If you will examine the book, you will see that most of the lessons are numbered with arabic numerals. These lessons contain a minimum list of 3998 words found to be used most frequently. You will notice, also, that beginning with grade three there are in each grade supplementary lessons, marked S-1, S-2, etc. These lessons include 580 additional words which are somewhat less frequently used. The supplementary lessons are distributed by grades, so that pupils who finish the minimum work for any grade will have additional lessons to study for the remainder of the year. However, before undertaking these supplementary lessons, the teacher should make sure that her pupils have learned thoroughly the minimum list which contains the important words.

=Plan of Review.=--The provision for the complete elimination of spelling errors is particularly efficient and thoroughgoing. Not only are those words which most commonly give difficulty arranged for, but the method of testing insures that each pupil will eliminate his own peculiar errors. No pains have been spared to obtain this thoroughness without wasting the pupils' time in mere routine review.

During the week in which each lesson is taught for the first time, each pupil is tested three times on every word in the lesson. He spends his time in concentrated attack on the words which have given him difficulty. One month later this lesson is given as a test, and the words missed by each pupil re-learned by him. At the end of the week this lesson is again given as a test.

In addition, at the beginning of each grade above the first, the words which have been previously taught, but which according to Doctor Ashbaugh's investigation still give difficulty, are thoroughly reviewed. Finally, in the seventh grade, the words which are most frequently missed by grammar grade pupils are given additional review.

It must be kept in mind that these reviews are not haphazard, nor are they a matter of guesswork. Each review list is made up on the basis of the most careful scientific study of persistent errors.

=Grading.=--The lessons in each grade are those which the pupils in that grade may most profitably study. The words have been graded in the following manner: On the basis of Doctor Horn's compilation of correspondence vocabularies, all of the 4578 words were ranked according to the frequency with which they are used in correspondence. On the basis of Doctor Ashbaugh's study of the difficulty of these words in the various grades, the words were arranged in order of ease of spelling. With these two sources of data, the lessons are arranged so that in general the easiest words and those most commonly and frequently used are placed in the lower grades. In addition, on the basis of scientific analysis of the vocabulary of first, second, and third readers, the authors determined which words occurred most often in these readers. The words included in the lessons for the first three grades are not only easy and fairly common, but are found also in popular readers of the grades in which they are placed. For example, the word "and" was found 23,773 times in the letters analyzed in the various investigations upon which the book is based; and it is misspelled by but four second grade children out of a hundred. It also occurs in every one of ten commonly used first readers. Since it is one of the very commonest words, is easy to spell, and is found in all first readers, it is placed in the first list in the book. In a similar way every lesson in the first three grades has been a matter of computation. The lessons in grades above the third have been made in the same careful fashion, except that occurrences in readers were not taken into consideration. It is clear that the lessons increase gradually in difficulty in each successive grade, and that a pupil who is forced to leave school at the end of grade six or seven will have learned the words which he is most likely to need in writing.

=Standard Scores.=--By means of standard errors at the close of each lesson, the pupils and teachers may compare results with those of other grades and with those obtained in the country at large. These standards were taken from the Ashbaugh Scale and from a supplementary study conducted by Doctor Ashbaugh and Doctor Horn to determine the standards for words not included in the original scale. It must be kept in mind that these standard errors are high, being the result of the present unfavorable conditions of the teaching of spelling in the country at large. They are used merely for the purpose of comparison. The ideal to keep before your class is that they should learn their lessons so that they will not misspell a single word, but this ideal is intensified by the use of the standard errors.

=How to Teach the Lesson.=--Four points must be kept in mind as more important than any others:

1. The teacher must test her pupils on each lesson before they begin to study.

2. Each pupil should study only the words which he misspelled on the test.

3. He must be taught an economical method of study.

4. He must see clearly what progress he is making.

Detailed suggestions for teaching the lessons are given in the paragraphs which follow. These suggestions are based upon the investigations reviewed by Doctor Horn in the Eighteenth Yearbook of the National Society for the Study of Education. The method has been tried out thoroughly in public school classrooms, and has proved uniformly successful. Teachers are urged to follow it as closely as possible. If, however, the teacher prefers another method of study, she may use it. The book may be used with any method.

=Getting Started Right.=--The first few lessons may well be spent in systematizing class procedure and teaching pupils how to study a spelling lesson. Begin by pointing out the importance of spelling. Give cases, if possible, where people have been discredited because of spelling errors in letters. Discuss with the class how the words in this book were selected, how the standard errors at the close of each lesson were secured, and how the method of study was determined. The pupils may now be introduced to the procedure which will be used in conducting the spelling class, and to the method of study.

=Teaching Pupils How to Work.=--Many teachers have found the following procedure very satisfactory. Have the pupils open their books at the first lesson for their grade. Explain to them that a great many men have spent much time and money in finding out the best way to learn to spell, and that the method which is to be used is based on what these men have recommended. Have the class read the directions to pupils given on pages xiv-xvi. After the directions have been read, have several pupils summarize them. When you have made sure that the class has the main points clearly in mind, the actual work of habituating the method may be begun. The first few lessons in each term should consist of practice in the method of study. This practice should be continued until you are satisfied that the pupils understand thoroughly how to go about their work. Remember that even though teachers in the preceding grades are using the method, there may be pupils in your grade who are new to the system, as well as some who have forgotten how to study. From the nature of the method, it is easy to detect any child who is not using it. Insist that the correct method be used from the outset. As soon as the pupils have learned the method of study, the regular work of learning the lessons may begin.

=How the Lessons Should be Taught.=--The lessons are planned to be completed in a week. A week's work, therefore, consists of twenty new words and twenty review words except in grade one, where the week's work consists of ten new words and ten review words. The following schedule is recommended.

=Monday.=--The first step in teaching a lesson is an exercise in pronunciation. Have the pupils open their books at the advanced lesson. Pronounce each word, enunciating the syllables very distinctly. Each word which in your judgment is not understood by the class should be used in a sentence. All homonyms should be so used. Have the pupils pronounce each word after you in concert, enunciating the syllables very distinctly. Insist on careful pronunciation on the part of every pupil.

This exercise precedes the spelling test because of the importance of pronunciation in the method of study, and because of the probability that this initial attention to the correct form of the word is desirable. Since the pupils undoubtedly learn something as a result of this exercise, they may be expected to make somewhat better scores than those given in the book. These scores are the results of tests given without such a preliminary exercise in pronunciation.

After all the words have been pronounced, have the pupils close their texts and prepare papers for a written test. This test will include the new lesson. It may be written on any sort of paper, the words being written in columns of twenty to correspond to the arrangement of the words in the book. Pronounce each word once only. Pupils should write the words without hesitation. No alterations in the first attempt at spelling the word should be allowed.

After the words have all been dictated, have the pupils exchange papers for the purpose of correcting. Be sure that each pupil understands that he is marking his neighbor's paper, so that errors which have been made may be corrected. Instruct the class to mark a word wrong if it is misspelled, if it cannot be read, or if any change in the first attempt at spelling has been made. Be sure that each pupil understands that, until he is able to write a word correctly the first time, he has not sufficiently learned it.

The words may be corrected on the basis of the teacher's oral spelling or by the book. Each word found to be misspelled should be marked wrong by placing after it an =X=.

When the papers have been returned to the owners, each pupil should write the correct form of the words which he has misspelled. The words missed on the test will constitute his task for the week.

=Tuesday.=--On Tuesday the pupils study, each working on his own errors and using the method recommended under directions to pupils. Pupils who made no errors on the test may be excused from this study period, but not from the succeeding test. It frequently happens that a pupil will spell a word correctly on one test and misspell it on a following test.

The teacher should closely supervise the pupils' study in order to insure that proper methods of learning are used. She may also help to direct the work of those who, having made no errors on the preceding test, have been allowed to undertake some other task. The class should not be tested on this day.

=Wednesday.=--Test on the new and on the review lesson. This review lesson should consist of a lesson taught one month before. Since the first four lessons in each grade are made up of words taught in the preceding grade, these may well be used for the first month as review lessons. The words may be corrected and the errors recorded as on Monday. Compare the number of errors made on this test with those made on the preceding test. This comparison will show the pupil what progress he has made. The remainder of the period may be spent in studying the words missed on this test.

=Thursday.=--Study as on Tuesday.

=Friday.=--Test on the new and on the review lesson, correct the papers as on Monday, and spend the rest of the period studying the errors made on this final test. Compare the number of errors made on this test with the number made on the first and second tests. The comparison gives the child a measure of accomplishment for the week. The teacher should check this day's papers in order to have an accurate record of the status of the pupils at the close of the week's work. Many teachers have found it helpful to keep a chart of progress on the blackboard.

=Individual Instruction.=--It is clear from the preceding directions that the method of learning and the class administration are intended to insure that each pupil will learn those words which give him difficulty, and that he will, at the same time, progress at his own rate. With the possible exception of the fact that only the commonly used words are taught, this is the most important provision in the book.

=The Spelling Notebook.=--It has been found to be very helpful to have each pupil keep a notebook in which to record words missed in the various spelling tests or in papers written in connection with other subjects. This notebook tends to make the pupil more conscientious with regard to his spelling. It also gives him a record of his errors so that when he has time for review work he can utilize it properly.

=The Problem of Interest.=--Teachers who have used the method which is here recommended have been unanimous in reporting not only that the pupils learned more rapidly, but also that they worked with greater enthusiasm. This increased interest is secured without any use of soft pedagogy. It comes from several sources. First, the pupils know that the words in the book are those most commonly needed in writing. Second, the pupils quickly see the advantage of centering their efforts on words which they have actually missed. Third, by means of standard scores they are enabled to compare their spelling ability with that of children in other parts of the country. Fourth, they can see what they are accomplishing. Fifth, these provisions make possible the joy which comes from doing vigorously and thoroughly a clean-cut task that needs to be done. These are the interests which appeal to sensible men and women in life outside the school, and they have proved sufficient for children. Many attempts have been made to substitute devices for these wholesome and fundamental interests. Such attempts not only fail in their purpose, but actually distract the child's mind from the work he has to do. Sugar-coating inevitably destroys the child's appetite for healthy vigorous work.

DIRECTIONS TO PUPILS

=Why These Words Should be Studied.=--One of the ways by which people judge the writer of a letter is by the presence or absence of spelling errors. Often a young man or young woman has failed to obtain a desirable position because of spelling errors in a letter of application. Even in the ordinary friendly letter, spelling errors make a bad impression. The words which you are to learn from this spelling book are the words which people most frequently use in writing letters. Thousands of letters were read, and each word found was recorded. This book, therefore, contains the words most commonly used in writing, and does not contain any word which has not been found in letters.

=How to Learn the Words.=--The first step in the study of each lesson will be an exercise in pronunciation. Your teacher will pronounce each word for you. Look at your book closely, noticing each syllable as she pronounces it. When the teacher asks you to pronounce the word after her, look at each syllable closely as _you_ pronounce it.

The second step in learning the lesson is the test. Write each word as plainly as you can and without hesitation. The purpose of this test is to see whether or not there are any words in the lesson which you cannot spell. The words which you cannot spell will be your work in spelling for the week.

If your teacher asks you to exchange papers for the purpose of correcting them, be sure to do your work very carefully. If you fail to mark a word wrong that has been misspelled, the pupil whose paper you marked will not be able to know that the word should be studied, and so will suffer an injury. On the other hand, it will be very confusing if you mark a word wrong which is really correct. Mark any word wrong that you cannot easily read; also any word if a letter has been written over or a change made. Remember that the purpose of the test is to find out which words need to be studied. The grades of the pupil whose papers you correct are not affected in any way by your marking.

=The Meaning of "The Standard Number of Errors."=--The words in this book have been given to a great many children in each grade in a number of cities. In that way it was possible to find out the number of errors which children of each grade ordinarily make. If you will compare the number of errors which you make on the test with the number of errors at the bottom of your lesson, you will be able to see how your spelling compares with that of pupils in other parts of the country.

=How to Learn to Spell a Word.=--A great many men have spent much time and money in finding out for you the best way to learn to spell. The directions which follow are based on what these men have discovered.

1. The first thing to do in learning to spell a word is to pronounce it correctly. Pronounce the word, saying each syllable very distinctly, and looking closely at each syllable as you say it.

2. With closed eyes try to see the word in your book, syllable by syllable, as you pronounce it in a whisper. In pronouncing the words, be sure to say each syllable distinctly. After saying the word, keep trying to recall how the word looked in your book, and at the same time say the letters. Spell by syllables.

3. Open your eyes, and look at the word to see whether or not you had it right.

4. Look at the word again, saying the syllables very distinctly. If you did not have the word right on your first trial, say the letters this time as you look sharply at the syllables.

5. Try again with closed eyes to see the word as you spell the syllables in a whisper.

6. Look again at your book to see if you had the word right. Keep trying until you can spell each syllable correctly with closed eyes.

7. When you feel sure that you have learned the word, write it without looking at your book, and then compare your attempt with the book to see whether or not you wrote it correctly.

8. Now write the word three times, covering each trial with your hand before you write the word the next time, so that you cannot copy. If all of these trials are right, you may say that you have learned the word for the present. If you make a single mistake, begin with the first direction and go through each step again.

9. Study each word by this method. Take special pains to attend closely to each step in the method. Hard and careful work is what counts.

=Take Pains with Your Spelling in all Writing.=--Take pride in having your compositions and letters free from spelling errors. When you are in the slightest doubt as to how to spell a word, look it up in the dictionary before you write it. When you have found the word in the dictionary, learn it by the method by which you study your regular spelling lessons. In a similar way, if you do make a mistake in spelling in your compositions, learn the word which you misspelled by this same method.

=Reviews.=--Whenever you have a few minutes after having prepared some lesson, turn back to the errors which you have made on previous spelling tests and spend some time going over the words which you missed on those tests. Occasionally when you are at home, you will find it interesting to have your mother or father or some friend test you over all the words you have missed during the year. You should not be satisfied until you can spell every word correctly.

=Notebook.=--Keep a spelling notebook. Whether your teacher requires it or not, you will find it very much worth while to keep a spelling notebook. In this you should record all words missed on any test or in compositions which you write. If you find that you are frequently missing a word, write it in a special list and review it frequently.

FIRST GRADE DIRECTIONS TO FIRST GRADE TEACHERS

The words in the lessons for first grade children are few in number and relatively easy. You will notice that most of them are phonetic. Each word has been found to be used in correspondence and in a majority of first grade readers. This list is therefore particularly appropriate for first grade children and may be easily learned by them. The authors recommend that this work be begun in the second half year.

=Directions for Teaching.=--Read again the general directions on pages vii to xvi, inclusive. In general the method used in grade one is the same as that used in later grades. There are, however, certain important differences. You will notice, for example, that first grade lessons contain ten instead of twenty words. You will need also to give more attention for the first two or three weeks to initiating correct habits of study. Remember that teachers above grade one will build upon habits which you initiate.

The words in the first grade list are very simple, so that there should be no difficulty in learning to spell them. Neither should the children have any difficulty in understanding any of the one hundred fifty words.

=Directions for Schools in Which the Pupils do Not Write in Grade One.=--The pupils in such schools should be taught to study according to the first six directions given under How to Learn to Spell a Word, page xv. The tests in these cases will have to be oral tests. Otherwise, the methods recommended in the general directions may be used.

1 2 3 4

is be but that

and can dear to-day

are dog did up

day good do was

he my go an

in see his as

it she little big

me you look come

all book not for

at boy out get

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )

II. 1 II. 1 II. 2 II. 2

III. 0 III. 1 III. 1 III. 1

5 6 7 8

hand old way gold

have on will hat

if one your her

into over away home

land run by how

last say cannot ice

let tell doing looking

like the down love

man this eat of

may tree give play

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )

II. 2 II. 2 II. 3 II. 3

III. 1 III. 1 III. 1 III. 1

9 10 11 12

so us bee far

ten when call fat

thank wind cane five

them with cat from

then after coat gave

thing am cold girl

think apple corn going

three baby cow green

time bed each had

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )

II. 3 II. 3 II. 4 II. 4

III. 1 III. 2 III. 2 III. 2

13 14 15 16

hard must school all

has night send be

hen no six see

just or snow not

live pig sun may

made playing they for

make put top in

milk red what do

mother ring wood so

much sat ran no

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )

II. 4 II. 4 II. 4 II. 1

III. 2 III. 2 III. 2 III. 1

SECOND GRADE DIRECTIONS TO SECOND GRADE TEACHERS

The second grade list of words contains 340 new words in addition to the review lessons, which include 80 of the most difficult first grade words, and 60 of the homonyms which give the most trouble. The new words are all words frequently used, are words which second grade children can learn easily and, for the most part, are frequently found in the second readers most commonly used. You will find that the method outlined below will enable you to teach these words so that your classes will make very nearly a perfect score on them.

=Directions for Teaching.=--Read again the directions for teaching as given on pages vii to xvi. You will find it advisable to take some time at the beginning of the term to teach pupils how to study. You will still find it necessary to correct the papers yourself. You may follow the same schedule as that outlined in the general directions. Watch particularly for improper methods of study.

Second grade pupils should write their tests without hesitation and with fair speed. Explain to the pupils with great care that letters which are not made plainly will be counted wrong.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1 R-2 R-3 R-4

dear sat top make

fat bee playing milk

cow baby came her

get has pig apple

some home give with

we looking had when

way love from down

run red far six

gold like call send

cat going ice school

cold corn thank live

or box put gave

them am fast snow

girl then by what

this eat made mother

three thing night after

ring much one just

cannot time bed hard

wind over sun wood

hat they must five

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )

II. 5 II. 6 II. 7 II. 8

III. 3 III. 3 III. 3 III. 4

1 2 3 4

ask forget ear year

back fun days ago

best grass sing door

bill happy doll got

black hay hope May

blow hill grow bad

bring him boys ball

butter hot fly bank

cake inside hands bell

cap its pink end

child joy dry foot

cup keep times free

cut kind string king

ever kiss bread letter

face late needs most

farm lay rise same

feet left skin ship

fill light cry till

fish low story yet

food meat tall about

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )

II. 8 II. 8 II. 7 II. 6

III. 4 III. 4 III. 3 III. 3

5 6 7 8

more said very beside

morning sand wall better

Mr. sent want bird

name side war blue

never sister week brother

nine small well calling

now stand west mild

off standing where care

once state why city

papa stay win cook

part sweet wish cover

pen take work cream

place telling yes dark

poor there afternoon deep

rain to any dinner

read told around drive

rest took barn drop

rich town bear dust

ride two became east

room under become even

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )
II. 8 II. 8 II. 9 II. 10
III. 4 III. 4 III. 5 III. 5

9 10 11 12

eye large pick sold

fall life pine son

fell lived plan song

felt lives river soon

find long road spring

fine longer rock step

flat looked rose stop

found mine sad store

four Miss saw such

gate mud saying summer

glad myself seed supper

gone near seen table

gray now sell thin

head nice set thinking

hear noon sheep to-night

help oh shop too

here older show trust

hold open sleep upon

house our slow walk

hunt outside soft water

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )
II. 10 II. 10 II. 10 II. 10
III. 5 III. 5 III. 5 III. 5

13 14 15 16

went bright fellow market

were bringing fire master

while buy first meal

who children flower meet

wide clear frost met

wife clock gather might

window close given mind

winter coming glass move

without cool ground nap

air could hang neck

alive dance held next

also die horse north

asleep done June nothing

ate pale know other

been dress lady pass

behind every leave goats

bid fair leg right

bit farmer lift round

boat father loved rush

both feed many seven

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )
II. 12 II. 12 II. 12 II. 12
III. 6 III. 7 III. 7 III. 7

17 18 19 20

shall to seen oh

short way him wood

shut we hay blue

sick dear rain hear

sit some can't fair

something ring here might

sound ball there new

south bee son buy

start May too know

stick bad bear meet

still red two right

stood one low road

street by sell die

taken made ate done

taking sun very flower

teach feet read air

then Miss our be

these do four bread

true sent gray needs

try week meat not

Standard Number of Errors

I. ( ) I. ( ) I. ( ) I. ( )
II. 12 II. 6 II. 9 II. 12
III. 7 III. 3 III. 5 III. 7

THIRD GRADE DIRECTIONS TO THIRD GRADE TEACHERS

The advance lessons, numbered 1 to 28 inclusive, contain a minimum list of 528 new words. The supplementary list contains 80 words, which although easy to spell are not so frequently used in writing letters as are the words of the minimum list. This supplementary list is meant for those schools which because of the long school term or for other reasons, finish the minimum list before the end of the term or year. The lessons marked R-1, R-2, R-3, R-4, are made up of the eighty words taught in preceding grades, but which still give considerable difficulty to third grade children. They should be thoroughly mastered.

=Directions for Teacher.=--For the first few lessons direct your attention to systematizing class procedure and to teaching pupils how to study effectively. Read carefully again the suggestions on pages vii to xvi.

Pupils in the third grade should be able to make their own corrections so that time may now be saved by having the pupils exchange papers during the first two tests. The teacher should continue to correct the papers written on the final test. The following suggestions will be helpful in getting the cooperation of pupils. After the papers have been exchanged say, "In writing, it is important not only that you know how to spell, but also that you make your letters so that the person who reads your paper can tell easily what you have written. This is the reason that I have asked you to exchange papers. Many people write so that certain letters cannot be told from other letters. This is true of z, g, and y; o and a; t and l; n and u; h and k. When you correct papers and cannot tell which of two letters the writer intended, mark the word wrong. Also mark it wrong if a letter has been written over or a change made. Words should be learned so that they will be written correctly without hesitation the first time. Any word which has not been learned so that it may be written correctly the first time should be studied again.

"Remember that the purpose of this test is to find out which words need further study. It does not affect your grades. You will do the pupil whose paper you have a favor by marking his errors so that he may correct them. Mark each error by placing after it a cross--so (x)."

Pupils should keep a special list of words which they have missed in their compositions. These words should be studied by the same method used in studying the regular spelling lesson. Such words will not be taken up, however, in the regular lessons.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1 R-2 R-3 R-4

dark meal also five

fair market held shed

feed leave nap leg

June gather sound might

sit air these frost

nothing alive lift shall

nor street hope white

saying stick buy looked

step something neck taken

drop took next loved

dress master short than

road glass such hang

ground both right pass

given been move asleep

other behind mind fellow

bit bright met small

beside lady done farmer

became walk seven know

gray try fire bringing

water thinking rush taking

Standard Number of Errors

II. 6 II. 7 II. 7 II. 8
III. 3 III. 3 III. 3 III. 4
IV. 1 IV. 1 IV. 1 IV. 2

1 2 3 4

tone banks toy bay

blush yours age cent

cramp tan being grade

goods bag lot Monday

tub line pay pie

blot dine seeing pin

cards guns along stove

cars map aside trip

cave bind band bat

chase girls belong blank

darn save game car

hook kinds hall card

keg bath lake date

lip lap lost hog

yell lock mad kid

pave weeks March landing

peck fool nut mail

plants salt oil mark

sole near-by silk net

split plans singing park

Standard Number of Errors

II. 4 II. 8 II. 8 II. 9
III. 2 III. 4 III. 4 III. 5
IV. 1 IV. 2 IV. 1 IV. 2

5 6 7 8

horn sport page rent

looks Sunday paper spell

dig tent plate post

gives working price thanking

pant able spent train

mouse arm walking add

shore art willing bean

tall bake within bet

bless born yard bunch

fond faster added cane

showing finding asking cash

mat forgot below cattle

pipe form blame clay

books grand camp colder

tender helping cast cooking

steam hit Christmas cord

roar ill class farming

star kill clean list

tool mill cost lunch

bone note danger paying

Standard Number of Errors

II. 9 II. 10 II. 11 II. 11
III. 5 III. 5 III. 6 III. 6
IV. 2 IV. 2 IV. 3 IV. 3

9 10 11 12

ink drum lump rice

inch egg mate rug

print feeding mouth slip

brand finger number smart

tenth fit order spelling

tip forgive ours stamp

plow Friday pole test

wake fur porch washing

whenever glee race wishing

wild goat rate belt

fort grant reading grape

peach heat real eve

sin holding report glove

wool hour saved job

sum however seat lace

rail hunting shot law

sack July sink mend

rank kindly sort ranch

brick larger spot roll

write luck stone self

Standard Number of Errors

II. 11 II. 12 II. 12 II. 12
III. 7 III. 7 III. 7 III. 8
IV. 3 IV. 3 IV. 3 IV. 4

13 14 15 16

wash rather teacher birthday

wet full tie bite

slide strong whatever block

stock hug across body

swell strange again dig

trade draw ahead boxes

wheel lines alone broke

word candy always brought

drew sail another called

shows drink apart case

blood goes April catch

lots comes asked chair

grapes pile aunt check

forms dare badly church

mix means basket cloth

rub shake beat clothing

sake swing because club

maid hide beg coal

sweep desk begin contest

fry wants bench corner

Standard Number of Errors

II. 13 II. 13 II. 13 II. 13
III. 8 III. 8 III. 8 III. 8
IV. 4 IV. 4 IV. 4 IV. 4

17 18 19 20

count garden killed own

cross gift later pack

darling grandma least pain

dead great less party

deal soda lie passing

dearly hair lovely past

December half making picking

deed happen matter please

died harder mean plum

early hardly miss pocket

eighth having money point

enter hearing nearly pound

evening apples shame pure

fear herself need queen

fight high nobody rabbit

file himself none reach

floor hole nor riding

flour hundred nose rolling

forest indeed oats roof

forth jump only row

Standard Number of Errors

II. 13 II. 13 II. 13 II. 13
III. 8 III. 8 III. 8 III. 8
IV. 4 IV. 4 IV. 4 IV. 4

21 22 23 24

safe alike those hour

seem white thought mail

sending pork thus write

shade yellow tiny flour

shape yourself twenty eight

shoe shoot warm weak

sight spite washed sole

silver swim weak ours

sir things which past

sorry gay wonder their

space grave erect beat

spend golden worked pain

spending sharp world flower

spoke smell woven hall

storm smile yesterday maid

sunshine stir above sum

talk boy act real

talking drawn almost ate

teeth blanket anything cent

their feather before need

Standard Number of Errors

II. 13 II. 13 II. 14 II. 13
III. 8 III. 9 III. 9 III. 8
IV. 4 IV. 4 IV. 4 IV. 4

25 26 27 28

feast fix quilt sent

men figs rag fur

moon kept rid real

mile lamp sauce sail

plant pan speech roll

bags soul spoon sour

beans spoil steak stain

dish truth straw boy

lead wed vines died

hogs roots worms forth

crutch bare ants great

prune fought bark mid

smoke blight bend bus

spray led bills dirt

tea comb breath hair

thanks farms fields choose

sea eggs bud lie

laugh lawn lend seem

knee miles hills taste

pears pail key skip

Standard Number of Errors

II. 12 II. 15 II. 15 II. 15
III. 7 III. 10 III. 10 III. 10
IV. 3 IV. 5 IV. 5 IV. 5

S-1 S-2 S-3 S-4

cab pet asks trick

cape heal bald mumps

bug heel pails takes

dull hens blind bedtime

fold grin crack pants

poem pour bush hilly

gun pray bull flight

kick hose cords houses

scratch pond cuff postman

mop twin dusty hoarse

nail make dwell hopes

pint rode drag knife

ties loaf drown greet

push loop desk lamps

rope root plush makes

split scar sadly gloves

mob tuck scalp gentle

nod moth roses glance

pad oars glue manly

rob weed grab shelf

Standard Number of Errors

II. 15 II. 15 II. 15 II. 15
III. 10 III. 10 III. 10 III. 10
IV. 5 IV. 5 IV. 5 IV. 5

FOURTH GRADE DIRECTIONS TO FOURTH GRADE TEACHERS

The advanced lessons numbered 1 to 32 inclusive contain 620 new words. The supplementary list containing 80 new words is meant for schools which because of the long term or for other reasons, finish the minimum list of words before the end of the year. The lessons marked R-1, R-2, R-3, R-4, are made up of the 80 words in the third grade list which are most commonly misspelled by fourth grade children. These 80 words should be thoroughly mastered. There are also reviewed 20 homonyms which commonly are confused by children of this grade.

=Directions for Teaching.=--Read the preface and study with particular care the suggestions given on pages vii to xvi. It would be well also to read the suggestions to first, second and third grade teachers. You will need to supervise the correction of papers by pupils very closely.

Remember that the lessons are arranged by weeks rather than by days. The work for each week consists of one advance column and one review column. The review column in each case is the fourth column preceding the advance work. That is, it is made up of a week's work one month old. For example, column 5 contains 20 new words to be learned in one week. During the same week, column 1 should be reviewed. The lesson for the first week consists of column 1, which is the advance lesson, and of column R 1, which is the review.

R-1 R-2 R-3 R-4

ranch herself check pound

movement rabbit file roof

badly shame garden sending

before those himself shade

lie lovely lace silver

nor need miss spoke

past rolling only stock

beg seem tiny trade

corner beg which begin

cast bench across darling

least bite act deed

slide drew beat feeding

fear flour belt fit

gift forth called goat

indeed happen cloth soda

roll killed club jump

almost none hundred mend

anything their list pack

enter woven matter queen

spend brick nearly rank

Standard Number of Errors

III. 12 III. 10 III. 10 III. 6
IV. 6 IV. 5 IV. 5 IV. 3
V. 2 V. 2 V. 2 V. 1

1 2 3 4

Jan. October brush kitten

Nov. oven burn leader

banker printed carpet lover

delay soil cleaning liver

Feb. remove counting lumber

goldfish snowed dandy mailed

overcoat snowing depend enroll

Sat. stage dollar nation

worker tank dresser office

officers teaching fence outfit

overlook Tuesday fifty paint

backing yearly football banking

covering dislike friend stated

Dec. scratch garment proper

fishing agree handed sixty

grove Aug. heating rained

handy belonging homesick recall

longest board inches recover

maker boss January remark

Oct. bother kinder renter

Standard Number of Errors

III. 6 III. 7 III. 8 III. 8
IV. 3 IV. 4 IV. 4 IV. 4
V. 1 V. 1 V. 2 V. 2

5 6 7 8

reader sample fork know

adding sickness ham speak

size railroad rule blew

rust post card Mrs. wheat

likely some one pair third

skate speaker use easy

soap starting quick earth

press staying wear twice

tire unable sure music

ten wanting trunk moved

wire leaving turn wagon

zone driver news visit

neat marking fail wanted

witch display grain thick

best straight few watch

cedar anyone lead sugar

term rushed march does

draft largely used worth

per understanding wise would

inclosed alley crop young

Standard Number of Errors

III. 8 III. 8 III. 10 III. 10
IV. 4 IV. 4 IV. 5 IV. 5
V. 2 V. 2 V. 2 V. 2

9 10 11 12

simple heard granted should

carry patch seventh sirs

learned chop raining export

Sept. heap raised suffer

shortly stunt rubber paid

invited front sofa ends

cared velvet dressed hoops

lone dearest goose tear

drill render death rates

drug thread protest grandpa

fruit brain cleaner tooth

tile ocean trace clip

dream rented chart beach

leaves ford dozen giving

pride lame packing charge

renew tend month opens

grown sixth wedding steamer

partly temple cheer event

pencil handle damp soup

eighty folder removed couch

Standard Number of Errors

III. 10 III. 10 III. 10 III. 10
IV. 5 IV. 5 IV. 5 IV. 5
V. 2 V. 2 V. 2 V. 2

13 14 15 16

started battle gladly classes

bought island team filling

branch sooner content match

thankful lesson pillow closed

change mamma travel seventy

country mighty booklet track

printing moment center behalf

feeling strongest newspaper calf

harvest oldest prevent cotton

somewhere unless treat grew

finish trying former inspect

welcome o'clock mostly postage

ready opening range pump

township walked awhile coast

everyone people growing holder

bathroom person keeping western

weather picture bottle army

together getting provide leather

everything good-night bushel merry

understand September quart noise

Standard Number of Errors

III. 10 III. 10 III. 10 III. 11
IV. 5 IV. 5 IV. 5 IV. 5
V. 2 V. 2 V. 2 V. 2

17 18 19 20

station member company income

brown wrote return bankers

funny agent answer bookcase

twelve sometime pleased reports

coffee between remain teapot

filled follow enough undress

noted uncle amount waken

plain build doctor pancake

mailing county meeting papers

otherwise payment fact plaster

somewhat whole chance defeat

itself building learn inclose

pull study November mess

kindness vote present pulse

bleed heavy pretty rake

hate trusting since slice

labor Thursday through toast

reached chicken busy frozen

largest selling guess bloom

scout ticket waited climb

Standard Number of Errors

III. 11 III. 11 III. 11 III. 11
IV. 5 IV. 5 IV. 6 IV. 6
V. 2 V. 2 V. 3 V. 3

21 22 23 24

expert fade saving gallon

poorly knock thousand stair

tax whip value excuse

turkey causes request iron

understood storage afraid exchange

zero sudden suit demand

absent noisy hotel hurry

moving enclosed idea sale

named ugly program figure

rack windy among inform

retail impress fully returned

sock orders August wonderful

chapter prison cause nicely

dread replied vacation auto

household charges serve valued

leaf cracker thirty wished

cloudy cupboard intend kitchen

dispose dishes anyway sheet

farther distant everybody duty

packed eleven hurt plenty

Standard Number of Errors

III. 11 III. 12 III. 12 III. 12
IV. 7 IV. 7 IV. 7 IV. 7
V. 3 V. 3 V. 3 V. 3

25 26 27 28

rip cheek respect fancy

steel delight voter located

chill awake single talked

joined repair anywhere dealing

kisses living fresh lower

knowing power higher bonnet

reported smaller officer spread

retain nature raw running

treated changed title branches

French contain improve broken

jar monthly deliver greater

learning gain liberty provided

seal court proud afterward

lamb kindest failed anyhow

snap offering chain elect

strongly meantime cleaned gown

froze wrong dated greeting

junk grind produce honest

ordering share bugs lung

circus extent locate remind

Standard Number of Errors

III. 12 III. 12 III. 12 III. 12
IV. 7 IV. 7 IV. 7 IV. 7
V. 3 V. 3 V. 3 V. 3

29 30 31 32

owe male gem plain

worm most tail per

earn melt task board

yoke mode tape size

pearl mood lack haul

offer rural thrown tax

years pear through wrote

heart peas toe build

often mouse legal whole

shirt pests tore cast

hoped sales trim stair

firms scold mental sale

bail seek urged beet

marry shell vest pair

rainy sneeze booster wear

silly path wipe knew

fudge jelly yield blew

broad staid manual would

shine stoves boost lone

equal stuck walnut grown

Standard Number of Errors

III. 12 III. 13 III. 15 III. 11
IV. 7 IV. 8 IV. 9 IV. 5
V. 3 V. 4 V. 5 V. 2

S-1 S-2 S-3 S-4

shirts tempt ages jolly

muddy boy's alarm layer

skim charm amuse breast

sky faith bitter mince

slap yards blanks legging

slick bead brine dean

stack grate cabin oyster

stands socks pages pantry

steep dates Co. parade

sting yarn drift player

stool wring dies wave

stoop limp empty polish

strip states escape puzzle

stump stretch floss rules

tack bruise strap saucer

tag wreck frank scream

tease peep haul screen

tune peak heaven stag

ways sketch lard steal

words tact lean eighth

Standard Number of Errors

III. 10 III. 13 III. 15 III. 15
IV. 5 IV. 8 IV. 9 IV. 10
V. 2 V. 4 V. 5 V. 5

FIFTH GRADE DIRECTIONS TO FIFTH GRADE TEACHERS

The minimum lessons for this grade are numbered from 1 to 32, and contain 620 new words of the minimum list. The lessons marked R-1, R-2, R-3, R-4, are made up of words from the fourth grade lessons which are most frequently misspelled by fifth grade children. In addition to these eighty review words, there is one review lesson containing homonyms. There are also two supplementary lessons made up of words which are new but which are not so commonly used as those in the minimum list. As in preceding grades, these supplementary lessons are introduced in order to afford additional work for classes which finish the regular lessons before the end of the year. There are also two lessons containing names of the months, days of the week, and certain abbreviations.