Chapter V: Part V

THIRD HALF YEAR:
FOURTH STEP.

1. Reading from the Second Reader.

2. Phonic Lessons:

(a) Initial and final syllables taught as
phonograms.

(b) Word Drill.

3. Later Work.

INITIAL AND FINAL SYLLABLES.

(Time, about twenty weeks.)

=Directions.= 1. In the third half-year initial and final syllables are taught as phonograms. This enables the child to read words requiring an understanding of syllabication.

2. The familiar consonant and vowel sounds previously learned are constantly reviewed in the word lists given for phonic drill. These are based largely upon the words used in the Primer, the First Reader, and the Second Reader. The list may be increased by using, in connection with familiar words, the prefixes and suffixes given in the following lessons.

3. New sight words which the child may meet in any reader should be told him.

I.

_y_ _ies_
par ty par ties
coun try coun tries
sto ry sto ries
car ry car ries
cher ry cher ries
ber ry ber ries
fai ry fai ries
brow ny brow nies
pen ny pen nies
pup py pup pies

II.

_ly_ _ful_
near ly ug ly play ful won der ful
nice ly sad ly thank ful truth ful
mere ly hol ly beau ti ful barn ful
friend ly mer ri ly help ful field ful
quick ly hap pi ly use ful hand ful

III.

_ure_ _age_

pict ure vil lage
mixt ure mes sage
fig ure cab bage
past ure man age
rapt ure pack age
creat ure cot tage

IV.

_le_ _ous_ _tion_

cas tle gen tle won drous ques tion
cat tle un cle fa mous mo tion
nee dle bram ble joy ous sta tion
trem ble shut tle gor geous ac tion
wres tle trea dle va ca tion
ap ple

V.

_in_ _en_ _il_, _el_

in side chick en an vil
in vite sev en pen cil
in deed soft en trav el
in ven tion sweet en cam el
In di an wak en quar rel
rob in en joy
Mon da min

VI.

_ed_ _est_

end ed near est
faint ed old est
plant ed young est
lift ed har vest
fold ed mo lest
mend ed sick est
card ed dark est

VII.

_a_ _be_ _de_ _re_ _pre_

a side be come re cess
a sleep be came re ceive
a wake be fore re ply
a long be gan re ply ing
a fraid be gin ning pre pare
a live be long pre tend
a cross be side pre tend ing
a go be hind
a gainst de lay
a gain de lay ing
a round de light
de light ful

VIII.

_dis mis_ _ex_ _pro_

dis turb ex plain pro nounce
mis take ex plain ing pro long
mis tak en ex pect
ex pect ed
ex cuse
ex press
ex am ple
ex treme ly

IX.

_ap_ _ad_ _af_

ap pear ad mit af fec tion
ap pear ing ad mit ting af ter
ad mit ted
ad mit tance
ad dress
ad di tion

X.

_at_ _an ab_

at tic an i mal
at tract wom an
at tend ab sent
at ten tion

XI.

_ness_ _less_ _some_

cold ness weak ness end less some times
ill ness sick ness help less some thing
lame ness wil der ness home less lone some
like ness fear less moth er less hand some
near ness friend less fath er less win some

XII.

_ob_ _or_ _ph = f_

ob tain par lor Phil ip
ob tains mir ror el e phant
ob tained or gan pho to gra ph
ob tain ing or chard s phere

XIII.

SUMMARY.

y ies ly ful ure
age le ous tion in
en il el ed est
a be de re pre
dis mis ex ap ad
af at an ab ob
ness less some or ph = f

SUPPLEMENTARY LIST OF POEMS.

The teacher may read the following poems to the children in connection with the reading lessons in the Second Reader.

SEPTEMBER.

"September," by Helen Hunt Jackson. _Book: Jackson's Poems._ "Hiawatha's Childhood," by Henry W. Longfellow. _Book: Longfellow's Poems._

Lines beginning: "By the shores of Gitchee Gumee" to
"called them 'Hiawatha's Brother's.'"

Selections from Hiawatha's Fasting.

The first day of his fasting.

The fourth day of his fasting, lines beginning: "To-morrow
is the last day of your fasting."

The seventh day of his fasting, lines beginning: "Day by
day did Hiawatha."

"The Little Elf," by John Kendrick Bangs.

_Book: "The Posy Ring," (Selections) Wiggin &
Smith (Eds.)._

OCTOBER.

"The Mountain and the Squirrel," by Ralph Waldo Emerson.

_Book: Emerson's Poems._

"Robin Redbreast," by William Allingham.

_Book: "The Posy Ring."_

"Lullaby of the Iroquois," by E. Pauline Johnson.

_Book: "Songs of the Tree-Top and Meadow," (Selections)
McMurry and Cook (Eds.)._

"Hiawatha's Sailing," by Henry W. Longfellow.

_Book: Longfellow's Poems._

NOVEMBER.

"The Story of a Seed," from _The Youth's Companion._

_Book: "Songs of the Tree-Top and Meadow."_

"Little Red Riding Hood," by John G. Whittier.

_Book: Whittier's Poems._

"Selections from the Barefoot Boy," by John G. Whittier.

_Book: Whittier's Poems._

"The Boy and the Sheep," by Ann Taylor.

_Book: "The Posy Ring."_

DECEMBER.

"Little Fir Trees," by Evaleen Stein.

_Book: "St. Nicholas."_

"Why do Bells for Christmas Ring?" by Eugene Field.

_Book: "Lullaby Land."_

"The Sugar-Plum Tree," by Eugene Field.

_Book: "Lullaby Land."_

"A Visit from St. Nicholas," by Clement C. Moore.

_Book: "Child Life," (Selections) John G. Whittier
(Ed.)._

JANUARY.

"What the Wood Fire Said to the Little Boy," by Frank L. Stanton.

_Book: "Songs of the Tree-Top and Meadow."_

"The Snow," from _The Youth's Companion._

_Book: "Songs of the Tree-Top and Meadow."_

"The Frost," by Hannah F. Gould.

_Book: "The Posy Ring."_

"Talking in Their Sleep," by Edith M. Thomas.

_Book: "Songs of the Tree-Top and Meadow."_

FEBRUARY.

"The Village Blacksmith," by Henry W. Longfellow.

_Book: Longfellow's Poems._

"From My Arm Chair," by Henry W. Longfellow.

_Book: Longfellow's Poems._

"The Children's Hour," by Henry W. Longfellow.

_Book: Longfellow's Poems._

"Time to Rise"; "Bed in Summer," by Robert Louis Stevenson.

_Book: "A Child's Garden of Verses."_

MARCH.

"The Windmill," by Henry W. Longfellow.

_Book: Longfellow's Poems._

"The Wind," by Robert Louis Stevenson.

_Book: "A Child's Garden of Verses."_

"My Shadow," by Robert Louis Stevenson.

_Book: "A Child's Garden of Verses."_

"The Lost Doll," by Charles Kingsley.

_Book: "The Posy Ring."_

APRIL.

"The Brown Thrush," by Lucy Larcom.

_Book: "Childhood Songs."_

"Wild Geese," by Celia Thaxter.

_Book: "Poems for Children."_

"The Song of the Lilies," by Lucy Wheelock.

_Book: "Songs of the Tree-Top and Meadow."_

"What is Pink?" by Christina G. Rossetti.

_Book: "Sing-Song."_

MAY.

"Baby Seed Song," by E. Nesbit.

_Book: "The Posy Ring."_

"Calling the Violet," by Lucy Larcom.

_Book: "Childhood Songs."_

"The Bluebird," by Emily Huntington Miller.

_Book: "The Posy Ring."_

"Spring," by Celia Thaxter.

_Book: "Poems for Children."_

JUNE.

"Mabel on Midsummer Day," by Mary Howitt.

"The Fairies of the Caldron-Low," by Mary Howitt.

"The Fairy Folk," by Robert Bird.

_Book: "The Posy Ring."_

"Seven Times One," by Jean Bigelow.

_Book: "The Posy Ring."_

JULY.

"Flag Song," by Mrs. Coonley-Ward.

_Book: "Wilson's History Reader."_

"Independence Bell." (Author unknown.)

_Book: "Williams's Choice Literature, Book II."_

"The Flag Goes By," from _The Youth's Companion._

_Book: "Songs of the Tree-Top and Meadow."_

"The Star-Spangled Banner," by Francis Scott Key.

_Book: "Williams's Choice Literature, Book II."_

AUGUST.

"The Song of the Crickets," by Emily Huntington Miller.

_Book: "Songs of the Tree-Top and Meadow."_

"The Spider and the Fly," by Mary Howitt.

_Book: "Songs of the Tree-Top and Meadow."_

"Wynken, Blynken and Nod," by Eugene Field.

_Book: "Lullaby Land."_

"Old Gaelic Lullaby." (Author unknown.)

_Book: "The Posy Ring."_

LATER WORK.

After the third half year any series of readers may be used. The literature of childhood, carefully selected and edited, should form the subject-matter of these reading books.

Phonic lessons based as far as possible upon the words found in the readers should be practised daily during the first three years. This later work does not differ from that of the preceding phonic lessons.

CONSONANT SOUNDS.

+BREATH SOUNDS.+ +VOCAL SOUNDS.+

h-
wh w-
p b m
t d n l r-
k g ng
f v
th th
s z
sh zh
ch j y-
{qu = kwh}
{x = ks }

+EQUIVALENT SPELLINGS.+

c = k cat ge } = j age
ce } cent dge } bridge
ci } = s city ph = f elephant
cy } bicycle s = z is, has

Based on Chart of Consonant Sounds used in Clarke School, Northampton, Mass.

1. Two consonant sounds may be omitted from the phonic work in the primary grades.

(_a_) Omit the breath sound of _th_ as in _thin_, _thick_, _thank_, since the vocal sound as in _this_, _then_, _they_ is more often in the child's vocabulary. It will be confusing to have two sounds for the same symbol.

(_b_) The _zh_ sound as heard in _pleasure_, _measure_, _treasure_, does not occur in the Summers Readers and therefore is omitted. Let the symbol _s_ at first represent the breath sound as in _sit_.

2. _p_, _b_, and _m_ are in a horizontal line indicating that all are made by the same organs of speech.

_t_, _d_, _n_, _l_, _r_, all have the point of the tongue as the
active organ and the upper gum as the passive organ in articulation.

_q_ and _x_ are not elementary sounds. They are double breath
consonants. qu = kwh. x = ks.

VOWEL SOUNDS.

Short a at Short o hop
Long a-e ate Long o-e hope
Italian a(r) arm Short oo foot
aw saw Long oo food
air fair ow cow
a ask oy boy
Short e bed ore more
Long ee bee Short u us
Short i pin Long u-e use
Long i-e pine ur fur

COMMON EQUIVALENT SPELLINGS.

a-e = ay, ai day, train
ee = ea, -e each, me
i-e = -y, igh my, high
o-e = -o, oa so, coat
u-e = ew new, view
aw = all, or call, corn
ow = ou out, found
oy = oi boil
ur = er, ir her, sir

Three vowel sounds may be omitted from the phonic work in the primary grades. The sounds in _ask_, _fair_, and _more_ should be used with accuracy by the teacher, since the child is at the most imitative and impressionable stage. In the early phonic work it will confuse the child if he is taught two sounds for the same symbol. In this Manual the symbol _a_ means invariably _a_ (short) as in _cat_, therefore such words as _ask_, _chance_, _after_ are taught through the series idea. _Fair_, _hair_, _bore_, _more_ are taught in the same manner.