Chapter III: Preface (2)

Make baby's ball.
Make baby's cradle.
Make baby's hammer. Etc.

XXIX.

=See-Saw.= (Primer, page 24.) Children like to recite to appropriate action. Rhythmic movement may be taught with the "See-Saw" rhyme as follows: While repeating the first two lines sink to a squatting position and rise again two times. While repeating the second line bend alternately to the right and left three times. Repeat these motions with the third and fourth lines.

XXX.

=The Transition from Script to Print.= It is impossible to give a fixed rule stating the time when the child should pass from the blackboard script to the book. This varies with the age and ability of the pupils. The observant teacher knows when to place printed material in the hands of the child by the readiness and ease with which he reads from the blackboard. It will be necessary to write the first lessons in the Primer on the blackboard for the children to observe the resemblance between that which is written upon the board and that which is printed in the book. Every primary teacher should _write a clear, legible hand_.

* * * * *

+NOTE+:--"_The Old Woman and Her Pig_," "_The House that Jack Built_," or other nursery rhymes involving much repetition of language, will be found helpful for supplementary blackboard lessons.

+Part III.+

FIRST HALF YEAR:
SECOND STEP.

1. Blackboard Lessons and Primer.

2. Phonic Lessons:

(a) The Consonant Sounds.

(b) Phonograms derived from Words used
in the Primer.

(c) Word Drill.

BLACKBOARD LESSONS AND PRIMER.

(Time, about twelve weeks.)

=Directions.= 1. There are seventeen rhymes and simple poems in the Primer. The vocabulary is based on the words found in these rhymes and poems. Have the children memorize each rhyme. Write it upon the blackboard and teach the elements as in previous exercises. (See page 43, Part II, Lesson XXVII.)

2. Continue the blackboard lessons along with the reading of the Primer. If necessary, precede a lesson in the book with one or more development lessons on the blackboard. (See page 39, Part II, Lesson XXI.)

3. The enjoyment of poetry must be recognized as a legitimate part of the child's development. To meet this need a Supplementary List of Poems is given to be read in connection with the Primer lessons. Wherever possible the poems have been chosen from books of selected poems, because these are usually more accessible.

=Reading from the Primer.= Page 31, Paragraph 1. Ask a child to read the words spoken by Robin Redbreast; ask another child to read the words spoken by Pussy Cat; ask a third child to read the descriptive portions of the lesson.

Paragraph 2. Have the children read the sentences silently and observe the picture on the opposite page. Answer the directions aloud.

Proceed in the same way with paragraph 2, on page 32.

Page 43. While reciting the second part of each stanza have the children imitate the action named. This may also be played as a "Singing Game." (See _Songs, Games and Rhymes_ by Eudora Lucas Hailmann.)

Page 45. Paragraph 1--Read the questions silently and answer them aloud. Proceed in the same way with similar lessons throughout the Primer.

Paragraph 2. Observation Game: Place a nut or some other object in a box. Let the children observe this for an instant only. Use for a blackboard lesson as follows:

1. Teacher, write question upon the blackboard.
2. Children, read the question silently.
3. Children, answer the question aloud.

The following is a suggestive method for the reading lesson on Page 45, paragraph 2. Ask two children to read the lesson as a dialogue. _Ex.:_

First Child: "Is it a red ball?"
Second Child: "No. It is not a red ball." Etc.

Page 48. Rhythmic movement may accompany this lesson. Have four children cross right hands to form a windmill. Turn in time while repeating the rhyme _Blow, Wind! Blow!_ Another windmill motion may be taught as follows:

Two children stand back to back. Extend the arms and move them alternately up and down with a gentle fanning motion. Have the children in their seats recite the rhyme _Blow, Wind! Blow!_

Page 62. Tap rhythmically with the finger tips upon the desk in imitation of the rain while reciting the poem, _Rain_.

Page 72. Ask several children to pass around the room. Ask a little boy to lift his cap as he passes by his friends and to greet them by saying, "How do you do, Mary?" Ask a little girl to _bow_ to a friend as she passes by and to say, "How do you do,----?" (See game "Going Walking" in _Popular Folk Games and Dances_ by Marie Ruef Hofer.) Use the words, "Good morning," if this form of greeting is preferred. Explain to the children that the name is added as a mark of courtesy.

Page 80. The blackboard lessons may be extended by adding other animals. _Ex.:_

1. With a "Moo! Moo!" here, etc.----cows.
2. With a "Quack! Quack!" here, etc.----ducks.
3. With a "Bow-wow!" here, etc.----dogs.

LIST OF POEMS.

The teacher may read the following poems to the children in connection with the reading lessons in the Primer as indicated by the pages.

11 "Twenty Froggies," by George Cooper.
_Book: "Pinafore Palace," (Selections) Wiggin &
Smith (Eds.)._

26 "When Little Baby Bye-bye Goes." (Author unknown.)
_Book: "Pinafore Palace."_

33 "The Secret." (Author unknown.)
_Book: "Songs of the Tree-Top and Meadow," (Selections)
McMurry & Cook (Eds.)._

49 "The Wind," by Robert Louis Stevenson.
_Book: "A Child's Garden of Verses."_

57 "Alice's Supper," by Laura E. Richards.
_Book: "St. Nicholas, Vol. V."_

59 "Twinkle, Twinkle, Little Star." (Author unknown.)
_Book: "Songs of the Tree-Top and Meadow."_

63 "Who Likes the Rain?" by Clara Doty Bates.
_Book: "Pinafore Palace."_

65 "The Elf and the Dormouse," by Oliver Herford.
_Book: "The Posy Ring," (Selections) Wiggin &
Smith (Eds.)._

66 "Thank You, Pretty Cow," by Jane Taylor.
_Book: "The Posy Ring."_

71 "Little Gustava," by Celia Thaxter.
_Book: "Poems for Children."_

103 "Little Jack Frost." (Author unknown.)
_Book: "Pinafore Palace."_

104 "The Snow-Bird's Song," by F. C. Woodworth.
_Book: "Pinafore Palace."_

107 "Bye, Baby, Night is Come," by Mary Mapes Dodge.
_Book: "Rhymes and Jingles."_

PHONIC LESSONS.

(Time, about twelve weeks.)

=Directions.= 1. There are twenty-five elementary consonant sounds. The purpose of the phonic lessons is to associate these consonant sounds with the letters representing them, and to become accustomed to the use of phonograms based upon words in the Primer. Word recognition should become automatic. See page 112 for a scientific arrangement of the consonant sounds.

2. All of the blackboard work should be written, not printed. The child reproduces by a more or less unconscious imitation the written forms which he sees upon the blackboard.

3. The lessons indicate the order; the time will vary with the ability of the children and must be determined by the teacher.

I.

_r un_.

Begin with the word _run_. This is a part of the child's vocabulary, having been learned in the early reading lessons. Appeal is made first to the ear, then to the eye. The teacher conducts the lesson as follows:

The Ear.

1. Pronounce _run_ easily and naturally.

2. Give the sounds separately, thus: _r-un_.

3. Again pronounce the word. Call upon the children collectively
and individually to do the same.

The Eye.

1. Write the word _run_ on the blackboard.

2. Cover the _un_ and have the _r_ sounded.

3. Cover the _r_ and have the _un_ sounded.

4. Uncover the whole word and ask the children to put the
two sounds together to make the word, _run_.

If the children cannot do this the teacher may do it for them, making the sound _r_ prominent. The ability to blend one sound with another should not be a difficult phase of the work. The teacher's attitude toward blending is the influence which makes it hard or easy for the child.

To associate the sound _r_ with its written symbol the following method is suggested:

The teacher writes _r_ upon the blackboard, giving the sound, not the name. She then calls upon the children collectively and individually to give the sound.

* * * * *

_Teacher_: Close your eyes, children. Can you see how _r_ looks? (Give the sound, not the name.) Watch me make it again.

Teacher writes _r_ slowly several times, then erases the work. Children observe, image, and then write _r_ upon the blackboard or upon paper. If a mistake is made have the child erase, again observe the teacher as she makes the letter, then write it a second time.

II.

_f._

Teach the word _fun_ in the same manner that _run_ was taught in Lesson I. Write on the blackboard:

_r un_
_f un_

Cover first one part and then the other, sounding each element.

Write _f_, _r_, _un_, on the blackboard a number of times, arranged irregularly. Review daily, adding new consonants and phonograms as they are taught.

III.

_s ing._

1. Separate both the spoken and the written word _sing_ into the phonic elements:

(a) _s_ consonant sound.

(b) _ing_ phonogram or sound group.

2. Associate each sound element with its written symbol.

3. Combine the consonants _r_, _f_, _s_, and the phonograms _un_, _ing_, to form new words:

r un s ing r ing s un
s un r ing r un s ing

IV.

=Phonic Drill.= Phonic Drill upon words from the Primer will each day follow two lines:

I. A list of words to be separated into sounds (Phonic Analysis).

II. A list of familiar sounds to be combined in new relations to
form words (Phonic Synthesis).

Phonic Drill upon phonograms and the consonant sounds may be given in two ways:

1. Combine different consonant sounds with the same phonogram.

2. Combine different phonograms with the same consonant
sound.

For convenience the first is called a _Phonic Series_; the second is called a _Word List_.

=Phonic Series.= Combine _f_, _r_, _s_, with _at_ to form this phonic series. Review the _un_ series of words.

Develop the blend as follows:

(a) Write _at_ on the blackboard and pronounce it. (The children will recognize the word, having seen it many times in the reading lessons.)

(b) Select a consonant, _r_ for example, and write it in front of _at_.

(c) Combine the two elements into a whole word without making more of a separation than is necessary to explain the blending of the sounds.

Prefix _f_ and _s_ in the same way.

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.

=Phonic Cards.= All drill work should train the mind to observe accurately, to image vividly, and to express quickly. In every exercise aim to secure, first, clear images; second, rapid work. It interferes with normal growth and development to reverse this order. To accomplish these ends, prepare a set of phonic cards each one representing a separate sound or phonogram, and use for rapid sight work after the board work has been given. Cut cards to a uniform size of eight by six inches, out of heavy paper, and write with India ink and a camel's hair brush. Stand in front of the class and call upon the children in order. If the child cannot give the sound instantly, call upon another. Children will work rapidly if they are trained to do so. Review frequently and as the need arises prepare new cards. It is quite possible to have repetition with a constant variety of new material.

V.

_h op._

1. Write _hop_ on the blackboard and teach the sound elements _h_ and _op_.

2. Associate each sound with its symbol.

3. Identify the sound _h_ in the sight words _have_, _has_, _here_, _hill_. (Proceed as in Lesson IV.)

4. Add _hop_ to Word List No. 1, and review daily, for a few moments, at the close of each lesson.

VI.

_j._

1. Separate the sight words _Jack_, _Jill_, _jump_, into their sound elements.

(a) If any of the children in the class have names beginning
with _J_ add these to the list, as: John, Julia, Jones.

(b) Use capital letters for proper names, small letters for
common ones. Meet each need by teaching that for which
there is a demand.

2. Associate the sound _j_ with the letter.

3. Combine _ill_, _ack_, _ump_, with the known consonant sounds to form the phonic series:

_ill_ _ack_ _ump_

r ill J ack j ump
f ill s ack h ump
s ill h ack
J ill r ack
h ill

VII.

_m._

1. Write _may_ on the blackboard and teach the sound elements _m_ and _ay_.

2. Associate each sound with its symbol.

3. Identify _m_ in the sight words _Mary_, _my_, _me_, _mother_.

4. Combine _ay_ with familiar consonant sounds to form the phonic series:

h ay
s ay
j ay
r ay

5. Combine the sound _m_ with the phonograms _ill_, _op_, _at_, previously taught. Add these to Word List No. 1 for review.

VIII.

_p_, initial; final.

1. Initial _p_--the first sound heard in _pussy_, _play_, _pretty_.

2. Final _p_--the last sound heard in _hop_, _up_, _jump_, _sleep_.

3. Associate the sound _p_ with the letter.

4. Combine _p_ with familiar phonograms to form the words _pat_, _pack_, _pill_, _pop_, _pump_, _pay_.

5. Add these words to Word List No. 1 and drill daily. Cultivate rapid sight recognition of the sound elements.

IX.

_in, am, an, and._

It is assumed that the children know these phonograms, having learned them as sight words in the reading lessons. If they fail to recognize them, use _in_, _am_, _an_, _and_, in sentences and teach them again as sight words.

Blend familiar consonant sounds with these phonograms to form the new phonic series.

_in_ _am_ _an_ _and_

f in S am m an h and
s in h am f an s and
p in j am r an and

X.

SUMMARY.

Consonants:

_r_, _f_, _s_, _h_, _j_, _m_, _p_.

Phonograms:

_at_, _ack_, _am_, _an_, _and_, _ay_,
_ing_, _ill_, _in_,
_op_,
_un_, _ump_.

Phonic Series.

_at_ _ack_ _am_ _an_ _and_ _ay_

h at p ack j am m an h and j ay
m at r ack h am r an s and h ay
f at J ack S am f an and s ay
s at h ack p an p ay
r at s ack

_ing_ _ill_ _in_ _op_ _un_ _ump_

r ing m ill f in m op s un j ump
s ing h ill s in h op f un h ump
f ill p in p op r un p ump
t ill
s ill

Word List No. II.

rack sand ham hand mop pop Jack
ran say hill hop mill pan Jill
ray Sam hack may pill pack jump
fill sack hat man pat pin jay
fin sin hay mat pay pump jam

+NOTE.+--

(a) As soon as the children can read the words arranged in
a series, take them irregularly. When they have power quickly
to perceive and blend the sound elements, refrain from covering
the parts. The goal is instant sight recognition.

(b) Secure individual recitations. Concert work has its
place, but the object is individual power.

(c) Note the words over which the children hesitate and
make these the basis of the next arrangement.

(d) Frequently rearrange the phonic list. The object is not
to memorize the words, but to give the children the power to
read them by their sound elements.

(e) Add the names of children in the class to the word lists
and analyze these into their sound elements.

XI.

Final _s_.

Add _s_ to all the words in Word Lists Nos. I and II, where its use will form a word.

Write the simple form of the word on the blackboard and have it pronounced. Write it again with the _s_ added, and have it pronounced a second time. _Ex.:_

sing sing s
ring ring s
run run s
tree tree s
see see s

It will be found helpful to have a card seven by nine inches, with an _s_ written upon it. Hold this beside the words in the phonic lists and have both the simple and the _s_ forms pronounced. Train the children to observe quickly and to be mentally alert.

XII.

_t_, initial; final; medial.

1. Initial _t_--the first sound heard in _top_, _tell_.

2. Final _t_--the last sound heard in _it_, _at_.

3. Medial _t_--in _Kitty_, _pretty_, _little_.

4. Associate the sound _t_ with the letter.

5. Identify _t_ in the following sight words from the Primer, pages 9-39: _to_, _town_, _tick-tock_, _tune_, _nest_, _not_, _nut_, _cat_.

6. Combine familiar consonant sounds with _it, ot_, to form the phonic series:

_it_ _ot_

s it h ot
h it p ot
p it t ot

7. Review the _at_ series, making prominent the sound _t_ final.

XIII.

_k_, _ck_, initial; final.

1. _K_ in _kitty_, _kite_, _keep_, _shook_, _look_, _bake_, _Kate_. 2. _ck_ in _tick-tock_, _cluck_, _Jack_, _black_, _clock_, _rock_. 3. Phonograms: _ick_, _ock_. 4. Phonic Series:

_ick_ _ock_

p ick r ock
t ick t ock
s ick d ock
D ick s ock
h ick ory
d ick ory

5. Add _king_, _kill_, also words in the phonic series to Word List No. II, and review daily.

XIV.

_l_, initial; final; medial.

1. Initial _l_ in _like_, _look_. 2. Final _l_ in _ball_, _hill_. 3. Associate the sound _l_ with the letter. 4. Identify sound _l_ in the following sight words from the Primer: _like_, _little_, _ball_, _all_, _fall_, _doll_, _hill_, _Jill_, _will_, _mill_, _roll_, _yellow_. 5. Include the names of children in the room. _Ex.:_ _Lucy_, _Nellie_, _Lilly_, _Paul_. 6. Phonogram: _all_. 7. Phonic Series:

_all_

f all
h all
t all

8. Review the _ill_ series, making prominent final _l_.

XV.

_n_, initial; final; medial.

1. Analyze _not_ into the sound elements _n_, _ot_. 2. Identify the sound _n_ in the sight words _no_, _nut_, _nest_, _name_, _an_, _can_, _ran_, _in_, _on_, _run_, _hen_. 3. Include names of children in the room: Ned, John, Anna, Nan. 4. Analyze _hen_ into the sound elements _h_, _en_. 5. Phonogram: _en_. 6. Phonic Series:

_en_

m en
p en
h en
t en

7. Review the _an_, _in_, _un_ series, making prominent final _n_.

XVI.

_d_, initial; final.

1. Identify sound _d_ in the sight words _dog_, _do_, _doll_, _down_, _dear_, _red_, _send_. 2. Separate _red_ into the sound elements _r_, _ed_. 3. Add _d_ to the phonogram _en_ taught in Lesson XV. 4. Phonograms: _ed_, _end_. 5. Phonic Series:

_ed_ _end_

f ed s end
r ed m end
N ed l end
l ed t end

6. Word List: Add these words to Word List No. II. Arrange irregularly and review daily.

XVII.

_pl_; _fr_; _tr_; _ee_.

Blended consonants _pl_, _fr_, _tr_. (Blended consonants are made as nearly as possible with one impulse of the voice.)

1. Identify the sounds _pl_, _fr_, _tr_, _ee_ in the words:

plant tree frog see
play try from three

2. Combine _ee_ with final _p_, _d_, _m_, _n_, to form phonograms.

3. Phonic Series:

_eep_ _eed_ _eem_; _een_

p eep s eed s eem
d eep f eed s een
k eep d eed k een

XVIII.

_ing._

Write the simple form of the word upon the blackboard and have it pronounced. Write it again with the syllable _ing_ added, and have it pronounced a second time. _Ex.:_

sing sing ing go go ing
jump jump ing catch catch ing
ring ring ing play play ing
fly fly ing rock rock ing
see see ing blow blow ing
do do ing sleep sleep ing

XIX.

Apostrophe _s_ (_'s_)

Teach the apostrophe ('_s_) by adding it to the names of children in the room. Place upon the blackboard a group of sentences which the children have given orally. _Ex.:_

This is Mary's sister. I see Jill's pail.
This is John's ball. I see Jack's kite.
This is Helen's hat. I see baby's kitten.

Let the children read the sentences. As the children watch, erase _This is_, _I see_, _I have_, etc., leaving the possessive form. Add these words to Word List No. II. Rearrange the order and drill daily.

XX.

SUMMARY.

1. Consonants: _r_, _f_, _s_, _h_, _j_, _m_, _p_, _t_, _k_, _ck_,
_l_, _n_, _d_.
2. Blended consonants: _pl_, _fr_, _tr_.
3. Final _s_, apostrophe _s_, _ing_ (syllable).
4. Phonograms: _at_, _ack_, _am_, _an_, _and_, _ay_, _all_.
_en_, _ed_, _end_, _ee_, _eep_, _eed_, _eem_, _een_.
_ing_, _ill_, _in_, _it_, _ick_.
_op_, _ot_, _ock_.
_un_, _ump_.

5. Word List No. III.

tack rock lot popping Mary's not Fred's
tan rocks lock plot fall Nat's tray
tall rocking rings play falling Nan's track
ten red ringing plays fed day tree
tick Jill's Sam's playing feed deep trees
tock land sings saying fit deed sit
top lay singing mumps peep Dick's seeing
keep lend pack mend peeping dock sick
king Jack's pot men pumping dickory seed
kitten John's free need nun frog seen

XXI.

_b_; _bl_; _br_.

1. _b_ in _boy_, _big_, _bird_, _baby_, _ball_, _by_, _be_, _back_, _but_, _baa_, _bake_, _bow_. 2. _bl_ in _blue_, _black_, _blows_. 3. _br_ in _breaks_, _brown_, _breast_, _bread_, _broom_, _umbrellas_. 4. Phonogram: _ake_. 5. Phonic Series:

_ake_

m ake
r ake
l ake
b ake

6. Combine _b_, _br_, _bl_ with familiar phonograms to make the word list _bun_, _bat_, _band_, _bin_, _ball_, _bee_, _bring_, _blot_, _bump_, _block_.

XXII.

_g_; _gr_.

1. _g_ in _go_, _girl_, _egg_, _pig_, _gave_, _get_, _good_. 2. _gr_ in _green_, _grass_, _grow_, _grunt_, _grandma_, _grandpa_, _grind_. 3. Phonograms: _ig_, _og_. 4. Phonic Series:

_ig_ _og_

f ig f og
j ig j og
d ig l og
b ig d og
p ig fr og
b og

+NOTE.+--

In pronouncing the vocal consonants _b_, _d_, _g_, the voice should be placed _well forward_. The vibrations for _b_ are _in the lips_; for _d_ in the _point of the tongue_; for _g_ in the _back of the tongue_.

XXIII.

_y_ (consonant).

Consonant _y_ is always initial. _y_ in _you_, _your_, _yes_, _yellow_.

+NOTE.+--

_y_ (vowel) is given in the Manual, Part IV, page 88.

XXIV.

_w._

1. _w_ the wind sound; it resembles _oo_ in _boot_. 2. _w_ in _we_, _way_, _wind_, _will_, _went_, _waves_, _wash_, _window_, _water_, _wool_, _weave_, _west_. 3. Phonogram: _est_. 4. Phonic Series:

w est
r est
b est
n est

5. Word List:

wing win weep wick will
will wall way wig wills

XXV.

_wh._

1. _wh_ the blowing sound. _w_ is vocal, while _wh_ is breath. 2. _wh_ in _what_, _when_, _wheat_, _where_, _why_, _white_. 3. Phonogram: _ite_. 4. Phonic Series: _white_, _kite_, _bite_.

XXVI.

_th_ (vocal).

The soft sound of _th_ is vocal; the hard sound is breath.

_th_ (soft) in _that_, _this_, _there_, _they_, _them_.

+NOTE.+--

It is not wise to teach two sounds for one symbol in the early lessons. Vocal _th_ is taught first because it is the one more frequently used in the Primer. See _th_ (breath) Part V, page 112.

XXVII.

_ch_, initial and final; _tch_, final.

1. _ch_ in _church_, _chick_, _chicken_, _chop_, _churn_, _rich_, _such_, _much_. 2. _tch_ in _catch_, _match_, _hatch_.

XXVIII.

_sh_, initial; final.

1. _sh_ in _she_, _ship_, _sheep_, _shook_, _wish_, _push_. 2. Phonograms: _ook_, _ush_. 3. Phonic Series:

_ook_ _ush_

b ook m ush
t ook br ush
l ook h ush
br ook r ush
h ook
sh ook

XXIX.

REVIEW.

1. Consonants: _r_, _f_, _s_, _h_, _j_, _m_, _p_, _t_.
_k-ck_, _l_, _n_, _d_, _b_, _g_.
_y_, _w_, _wh_, _th (soft)_, _ch_, _sh_.

2. Blended consonants: _pl_, _fr_, _tr_, _bl_, _br_, _gr_, _tch_.

3. Phonograms: _at_, _ack_, _am_, _an_, _and_, _ay_, _all_, _ake_.
_en_, _ed_, _end_, _ee_, _eep_, _eed_, _eem_, _een_,
_est_.
_ing_, _ill_, _in_, _it_, _ick_, _ig_, _ite_.
_op_, _ot_, _ock_, _og_, _ook_.
_un_, _ump_, _ush_.

4. Word List No. IV.

bat bite wee brick than shook
back book weep bring then shed
band bump weed brook thing sheep
ball bumping wing brush thrush shop
bake best will brushing hatch shot
bed gay win grand match blot
bend got wick gray latch black
bill gun wig greed patch bleed
bit way Will's green catch block
big wake west that shake when