Chapter IV: 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.

Page 7. Memorize the poem. Write it upon the blackboard and teach the elements as in the Primer lessons based upon Nursery Rhymes. (See page 43, Part II, Lesson XXVII.)

Page 10. Teach as indicated above.

Page 11. _Something to Tell._ Have the children read the questions silently, and then answer them aloud.

Page 12. This lesson was suggested by reading George Cooper's poem, _Come, Little Leaves_.

Page 96. This lesson was suggested by reading Frederick Manley's poem, _The Journey's End_, in the _Modern Music Primer_.

Page 102. This lesson was suggested by reading Frederick Manley's poem, _The Woodpecker_, in the _Modern Music Primer_.

LIST OF POEMS.

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

12 "Come, Little Leaves," by George Cooper.
_Book: "Pinafore Palace," (Selections) Wiggin & Smith (Eds.)._

20 "The Little Doves." (Author unknown.)
_Book: "Pinafore Palace."_

34 "The Crow's Children," by Phoebe Cary.
_Book: "Ballads for Little Folks."_

44 "How the Leaves Came Down," by Susan T. Coolidge.
_Book: "Songs of the Tree-Top and Meadow," (Selections)
McMurry and Cook (Eds.)._

54 "My Bed is a Boat," by Robert Louis Stevenson.
_Book: "A Child's Garden of Verses."_

63 "The Water Mill." Aunt Effie's Rhymes.
_Book: "Child Life," (Selections) John G. Whittier (Ed.)._

63 "The Johnny Cake." (Author unknown.)
_Book_: Whittier's "_Child Life."_

78 "O Lady Moon," by Christina G. Rossetti.
_Book: "Sing-Song."_

80 "An Old-Fashioned Rhyme," by Emilie Poulsson.
_Book: "In the Child's World."_

94 "A Diamond or a Coal," by Christina G. Rossetti.
_Book: "Sing-Song."_

102 "One, Two, Three," by Henry C. Bunner.
_Book: "The Posy Ring," (Selections) Wiggin & Smith (Eds.)._

109 "The Sweet Red Rose," by Mary Mapes Dodge.
_Book: "Songs of the Tree-Top and Meadow."_

115 "Nursery Song," by Mrs. Carter.
_Book: "Songs of the Tree-Top and Meadow."_

118 "The Cow-Boy's Song," by Anna M. Wells.
_Book: "The Posy Ring."_

128 "The Seed," by Kate L. Brown.
_Book: "Songs of the Tree-Top and Meadow."_

137 "To a Honey Bee," by Alice Cary.
_Book: "Ballads for Little Folks."_

139 "Over in the Meadow," by Olive A. Wadsworth.
_Book: Whittier's "Child Life."_

149 "What Robin Told," by George Cooper.
_Book: "Songs of the Tree-Top and Meadow."_

152 "A. Apple Pie," by Edward Lear.
_Book: "Pinafore Palace."_

PHONIC LESSONS.

(Time, about twenty weeks.)

=Directions.= 1. In Phonic Lessons, First Half Year, Second Step, the child learned the consonant sounds and some of the common phonograms. In the second half year phonograms are analyzed for the purpose of recognizing the vowel sounds as elements. There are twenty elementary vowel sounds. The purpose of the phonic lessons is to associate these vowels with the symbols representing them. See page 113 for a scientific arrangement of the vowel sounds.

I.

_a_ (short).

1. Separate _at_ into the sound elements _a_ and _t_. (Give the sound, not the name.)

2. Associate the sound with the letter.

3. Combine _a_ (short) with the consonants _n_, _m_, _t_, _p_, _d_, to form the phonograms _an_, _am_, _at_, _ap_, _ad_.

4. Analyze short words containing the sound of _a_ (short) into phonic elements. (A knowledge of the elementary sounds is the foundation upon which rests the power to recognize new words.)

fan jam mat sad tap
f a n j a m m a t s a d t a p

5. Analyze the following words, making prominent _a_ (short): _rat_, _Sam_, _pat_, _had_, _sat_, _thank_, _sang_, _ash_, _splash_.

II.

_a_ (long).

Final _e_ causes the preceding vowel to take its _name_ instead of its _sound_. Do not teach the rule, but its application. No diacritical marks are necessary to indicate the short and long vowel sounds. (Children quickly discover that the final _e_ changes the preceding vowel from the sound to the name. This is true of almost all words. When there is a phonetic exception it should be taught as a sight word.)

1. Write _at_ on the blackboard and have it pronounced. Write _ate_ beside it and have it pronounced. (The teacher may do this first and have the children learn the force of _e_ by observation and imitation.) _Ex.:_ _at ate_.

2. Combine different consonants and phonograms to illustrate this principle.

at ate an ane
f at f ate p an p ane

am ame ap ape ad ade
S am s ame t ap t ape m ad m ade

There are a few exceptions to this rule. _Ex.:_ _have_. Teach this word to the child just as the name of any new sight word is told him.

3. Analyze the following words, making prominent _a_ (long): _came_, _name_, _take_, _same_, _taste_, _bake_, _cake_, _wake_, _spade_.

III.

_ay_ = _a_ (long).

1. _ay_ is an equivalent symbol for _a_ (long).

2. Analyze the following words: _hay_, _jay_, _say_, _stay_, _may_, _way_, _day_, _lay_, _gray_, _play_.

IV.

_ai_ = _a_ (long).

1. _ai_ is an equivalent symbol for _a_ (long).

2. Combine _ai_ with consonants to form the phonograms _ail, ain, ait, aid_.

3. Word List for analysis:

hail chain train pail pain stain tail rain wait fail raining waited sail gain waiting mail paid afraid

V.

_c_ (hard); _cr_; _cl_.

_c_ (hard) and _k_ have the same sound. It is interesting to note that _c_ is oftener found to begin words and _k_ to end them.

1. _c_ in _can_, _come_, _cat_, _cow_, _corn_, _coo_, _cold_.

2. _cr_ in _cradle_, _cream_.

3. _cl_ in _clip-clap_, _climbs_, _clock_, _cluck_.

4. Phonograms: _ow_, _own_, _old_.

5. Phonic Series:

c ow t own t old
b ow br own g old
h ow d own f old
b ow-w ow fr own h old

6. Word List:

camp came cling clay crook
camping can cluck clump crop
call cake clock creep crash
calls cook click creeping crush
called cow clam crack crown
cat cot clap cradle cream

VI.

_e_ (short).

1. Separate _red_ into the sound elements _r_ and _ed_.

2. Separate _ed_ into the sound elements _e_ and _d_. (Give sound, not name.)

The teacher should pronounce it first, and let the children learn by imitation. Be careful to give the correct vowel sound.

3. Combine _e_ (short) with consonants to form the phonograms _en_, _em_, _et_, _ell_, _eg_, _elf_, _elt_, _esh_.

4. Word List:

pet yet leg fell sled
set met bell Nell's bed
wet let sell when red
net hem tell then melt
self them shell den end
shelf peg selling men ends
get beg telling hens threshers
getting begging well ten bench

VII.

_e_ (long); ee.

Final _e_ takes its name when it is the only vowel in the word. _Ex.:_ _he_, _she_, _we_, _me_, _be_.

The sound of _ee_ is the same as the name of _e_. It is not necessary to connect double letters artificially with a bar or mark of any kind. Children soon learn that one sound is used for both letters.

Combine _ee_ with the consonants used both as initials and finals to build words.

Phonic Series:

_eet_ _eel_ _eed_ _eep_

b eet h eel f eed p eep
f eet f eel s eed k eep
sl eet p eel w eed sh eep
str eet st eel d eed w eep
sh eet wh eel n eed d eep

Word List.

feed sleeping deed keep teeth
need beef seed peeping he
seem speed deep keeping she
seems meet seen tree we
peep see sheep three me
sleep bee weep cheese be

VIII.

_ea_ = _e_ (long).

1. _ea_ is an equivalent symbol for _e_ (long).

2. Combine _ea_ with consonants to form the phonograms _eal_, _ean_, _eam_, _ear_, _eap_, _eat_, _eave_.

3. Word List:

meal reap lean weave teacher
seal read leap leave tear
bean lead leaping stream dear
seat eager heat please near
meat reaping heater teach hear
neat reaper wheat each hearing

IX.

_ed_ = _d_ (final).

_ed_ = _d_ when added to a word ending in a _vocal_ consonant.

_ed_ = _t_ when added to a word ending in a _breath_ consonant.

Write the simple form of the word on the blackboard, and have it pronounced. Write it again with the _ed_ added, and have it pronounced a second time. Do not teach it as a separate sound. Call attention to the difference in form and the corresponding difference in sound.

_ed_ = _t_ _ed_ = _d_

dress dressed play played
pass passed cover covered
dance danced live lived
wish wished call called
drop dropped roll rolled

REVIEW.

rain rains raining rained
jump jumps jumping jumped
tap taps tapping tapped
walk walks walking walked
look looks looking looked
pick picks picking picked

X.

_x._

1. _x_ = _ks_ as in _milks_. _x_ is not one of the simple elementary sounds.

2. _x_ in _ax_, _fox_, _six_, _next_, _Foxy_, _Loxy_, _wax_.

XI.

_i_ (short).

1. Separate _it_ into the sound elements _i_ and _t_. (Give sound, not name.)

2. Combine _i_ (short) with consonants to form the phonograms _in_, _im_, _ip_, _id_, _ib_, _it_, _ig_, _ill_, _iss_, _ish_, _ick_.

3. Word List:

him tip-top dim fin with
lip sit lid wish kiss
hid sitting ill dish miss
bit whip chill wished brick
pin ship rill silver click
pinned dipping rip picked till
sick dipped rim mittens mitten
thick did spilled kittens written
pick dinner rib big pig

Give a short drill each day at the close of the lesson upon the phonic list.

XII.

_i_ (long).

1. Teach _i_ (long) in the same manner in which _a_ (long) was taught. (See page 81, paragraph II.)

2. Combine different consonants and phonograms to illustrate this principle.

it ite ip ipe id ide
b it b ite r ip r ipe r id r ide

in ine im ime
p in p ine d im d ime

3. Word List:

ice mite white line wise
mice chime ripe lime wiser
nice chide ride fire spring
side shine rides wire hive
beside wide riding rise five
mine wipe dime ripe pine

XIII.

_y_, vowel (short and long).

1. _y_ (short) has almost always the sound of _i_ (short). It is the last sound heard in _Mary_, _baby_, _pretty_, _frosty_, _lady_.

_y_ (long) is the same as _i_ (long). It is the last sound heard in _my_, _fly_, _sky_, _by_, _dry_, _try_, _cry_.

2. Word List:

happy nicely Hickory Dickory
sandy carry empty
fairy flying Blacky
Henny Penny crying Browny
Foxy Loxy myself Whitey
Ducky Lucky goodby sky
Turkey Lurkey drying frosty

XIV.

_igh._

1. _igh_ is an equivalent symbol for _i_ (long).

2. _igh_ in _high_, _higher_, _flight_, _thigh_, _night_, _fight_, _sight_, _bright_, _light_, _right_, _might_, _lightning_.

XV.

_v_, initial; final; medial.

1. _v_ in _violet_, _very_, _visit_, _love_, _weave_, _voice_, _every_.

2. Phonogram: _ave_.

3. Word List: gave, cave, pave, wave.

XVI.

_o_ (short).

1. Separate _on_ into the elements _o_ (short) and _n_.

2. Combine _o_ (short) with the final consonants _n_, _m_, _p_, _t_, _b_, _d_, _ss_, _g_, to form phonograms, and with initial consonants to form words.

ot ob op
c ot r ob h op

3. Word List: (Let the children find other words in the Reader.)

top pop softer
stop Tom longer
not lost knock
spot frost knocker
locked frosty knocking
off from knocked
rock stronger moss
flock logs toss
hopping lost chop
pot soft chopping

XVII.

_o_ (long).

1. Teach _o_ (long) in the same manner in which _a_ (long) was taught. (See page 81, paragraph II.)

2. Combine different consonants and phonograms to illustrate this principle:

hop rob not mop
hope robe note mope

3. Word List:

old rode bone
hole rose stove
hope mole smoke
those home alone
chose hoe spoke
note rope broke
nose more those
toe core shore
pole sore chore

XVIII.

_o_ (final); _oa_.

1. -_o_, _oa_ are equivalent symbols for _o_ (long).

2. _o_ in _go_, _so_, _no_.

3. Combine _oa_ with consonants, initial and final, to form phonograms and words: _t_, _d_, _m_, _n_, _ch_, _k_, _r_, _l_, _f_.

4. _oa_ in _boat_, _load_, _loam_, _loaf_, _moan_, _coat_, _oak_, _oats_, _roaming_, _coal_, _toad_, _road_, _loads_, _loan_, _roar_, _oar_, _boards_.

XIX.

_z_.

_z_ in _buzz_, _fuzz_, _fuzzy_, _lazy_, _dizzy_, _zish_, _size_, _sized_, _buzzing_, _buzzed_.

XX.

_u_ (short).

1. Separate _up_ into the elements _u_ (short) and _p_.

2. Combine _i_ (short) with consonants to form the phonograms _ut_, _ud_, _ub_, _um_, _un_, _urr_, _uff_, _uss_, _uzz_.

3. Word List:

tub fuss cutting shut crust
cup buzz buds shutting bump
hug fuzzy syrup shutter bumping
bug push supper dug pumped
purr pushed hum hundred puff
fur pushing humming stuff puffed
dug cut

XXI.

_u_ (long).

1. Teach _u_ (long) in the same manner that _a_ (long) was taught.

2. Combine different consonants and phonograms to illustrate this principle:

tub cub plum us cut
tube cube plume use cute

3. Phonic List: _cure_, _pure_, _mute_, _amuse_, _use_, _used_, _tune_, _tube_.

XXII.

_ew_ = _u_ (long).

1. _ew_ is an equivalent symbol for _u_ (long).

2. _ew_ in _new_, _blew_, _few_, _view_, _dew_.

XXIII.

_ur_ = _er_, _ir_.

_r_ following _u_, _e_, _i_, usually gives the sound heard in _fur_, _her_, _sir_.

Word List:

_ur_ _er_ _ir_

fur her sir
burn term bird
curl verse girl
nurse berth first
church dinner third
hurt supper skirt

XXIV.

_er_; _ers_ (as a syllable).

Write the simple form on the blackboard, and have it pronounced. Write it again with _er_ added, and have it pronounced. Write it again with _ers_ added, and have it pronounced.

farm farm er farm ers
mill mill er mill ers
bake bak er bak ers
mine min er min ers

Identify _er_ in

other father butter
mother sister water
brother flower pitter-patter

XXV.

_ng_ (the ringing sound).

1. _ng_ is one of the elementary sounds.

2. Combine _ng_ with the vowels _a_, _e_, _i_, _o_, _u_, to form the phonograms _ang_, _eng_, _ing_, _ong_, _ung_.

3. Word List:

sing wing ding along length
king spring dong rang strength
sung lungs song sang rung
sling sting long hang strung
swing string gong bang stung

XXVI.

_qu_ = _kwh_.

_q_ is not one of the elementary sounds.

_qu_ in _quack_, _queer_, _queen_, _quite_, _quail_, _squeeze_, _squash_.

XXVII.

_oo_ (short); _oo_ (long).

1. _oo_ (short) as in _cook_.

Word List:

book took
good hook
look brook
wood cook
foot cooking

2. _oo_ (long) as in _coo_.

Word List:

moon stoop broom root
room moo bloom too
fool cool goose tool
poor loom stool soon
spool noon roof spoon

XXVIII.

_aw_ = _all_, _or_.

1. _aw_ in _caw_, _draw_, _saw_, _claw_, _paw_, _straw_.

2. _all_ in _ball_, _hall_, _wall_, _fall_.

3. _or_ in _corn_, _horn_, _morn_, _morning_, _torn_.

XXIX.

_a_ (r), Italian.

_ar_ in arm star car card hard
harm barn mark sharp starch
park yard start far spark
bark march jar ark lark

XXX.

_ow_ = _ou_.

1. _ow_ and _ou_ are equivalent symbols for the same sound.

2. _ou_ at the beginning or in the middle of a word becomes _ow_ final.

3. _ou_ in our sour cloud found
mouse out ground round
around loud aloud spout
house sound about flour

4. _ow_ in cow how now bow
owl down drown brown
crown clown crowd growl

XXXI.

_oy_ = _oi_.

1. _oy_ and _oi_ are equivalent symbols for the same sound.

2. _oi_ at the beginning or in the middle of a word becomes _oy_ final.

3. _oi_ in oil boil coin join
joint point voice toil
spoil noise soil broil

4. _oy_ in _boy_, _toy_, _joy_, _Roy_, _Troy_, _ahoy_.

XXXII.

_j_; _ge_; _dge_ (final).

1. _-ge_, _dge_, are equivalent symbols for _j_.

2. _-ge_ in _age_, _hinge_, _cage_, _page_, _sponge_, _fringe_.

3. _-dge_ in _edge_, _bridge_, _judge_, _Madge_.

XXXIII.

SUMMARY.

=Phonic Lessons.= Third Step contains:

1. 17 vowel sounds:

a, e, i, o, u (short)
a, e, i, o, u (long)
oo (short), oo (long), a (r), (Italian)
aw, ow, oy, ur.

2. Nine of these sounds have fifteen common equivalent symbols, making a total of thirty-two vowel symbols. (See Table of Vowel Sounds, page 113.)

The three vowel sounds heard in _ask_, _air_, and _ore_ may be omitted. Teach as sight words those used in the Summers Readers; or if preferred, give a series drill.

Two of these sounds have equivalent spellings.

_air_ in _chair_, _care_, _wear_.
_ore_ as in _more_, _four_, _floor_, _torn_.

The sound _ask_ has the simple spelling _a_. In this Manual _a_ is the symbol for _a_ (short) as in _at_ unless changed by some modifier as _final_, _r_, or another vowel. _Ex.:_ _at_, _aw_, _oa_, _ea_. _Ex.:_ The following list gives the most common of these words:

I.

_air_ _are_ _ear_

chair care bear
fair bare tear
hair dare wear
pair fare pear
stair scare

II.

_ore_ _oor_ _orn_ _oar_ _our_

bore door torn roar four
core floor worn soar pour
more thorn
shore born
store

III.

_ask_ _ast_ _ance_

task fast dance
mask last lance
basket mast chance