UC-NRLF

ORDON READ

TEACHER'S MANUAL

JUL b »

GIFT

LIBRARY

OF THE

UNIVERSITY OF CALIFORNIA.

GIFT OF

A MANUAL FOR TEACHERS

OP

PRIMARY READING

BY EMMA K. GORDON

AUTHOR OF "THE COMPREHENSIVE METHOD OF TEACHING READING"

OF THE

UNIVERSITY

BOSTON, U.S.A.

D. C. HEATH & CO., PUBLISHERS 1910

THE GORDON READERS

"Firsi, learn to read; then, read to learn"

FIRST BOOK — For beginners.

SECOND BOOK — Completes the work of first year.

THIRD BOOK — Can be read by second year classes.

FOURTH BOOK — Completes the preparation for reading to learn.

TEACHER'S MANUAL — Definite and practical.

CHARTS — Three Phonic Charts. Each 24 x 36 inches. Six Equivalent Charts. Each 1 1 x 2*2 inches. Forty-four Letter Squares. Each 4x4 inches. Forty Word Drill Charts. Each 7x12 inches.

JUL 8 1911 GIFT

COPYRIGHT, 1910, BY D. C. HEATH & CO.

INTRODUCTION

THE method of teaching reading presented in this Manual recognizes : (1) that the child must master certain phonic facts before he can have power ,to solve word problems for himself ; (2) that it is not possible to reduce every word in the language to a phonic basis, and that exceptions to phonic rules should be taught, as sight words or wholes. It gives the child such mastery over the mechanics of reading that his mind is free to grasp the thought of the sentence when it is presented.

It will be seen that this is not a new method. It is rather a new combination — an apt blending — of the strong features of several methods. No teacher need feel in using it that she must throw aside all the good things that her experience has found to be worth keeping. It is comprehensive and has room for all the originality and personal impress that the earnest teacher possesses.

In order to refer to vowel and consonant sounds with ease and directness, and' in order that the teacher may have no doubt as to the sound value of a phonogram, diacritical marks are used in the Index of the Word List, and occasionally in the Manual. The marks used are from Webster's Dictionary. No diacritical marks should be used in the work with the pupils.

iii

217075

CONTENTS

PAGE

THE LEADING FEATURES OF THE METHOD 1

AIM OF THE METHOD, §7 3

AIM OF THE PHONIC DRILL, § 8 3

AIM OF EACH ORAL READING LESSON, § 9 ..... 4

STORY TELLING AND DRAMATIZATION 4

SEAT WORK 5

DRILLS 7

Letter Squares and Phonic Charts 8, 9, 10, 11, 12

Blending Drills from Readers, §7. 13

Word Drill Cards 14

Games1 ............ 14

The Teacher's Attitude 15

Concert Work 15

EXPLANATION OF TERMS 16

Phonogram 16

Blended Phonogram 16

Word Form 17

Sight Words 17

KeyWords 17

PHONIC FACTS FOR FIRST MONTH OR DIVISION .... 18

Suggestive Names 18

Stories 19

Gestures 19

Picture Charts 20

Sight Words 22

Movable Chart 22

Blackboard Sentences 23

Seat Work 25

i See also pages 28, 30, 31, 32, 36, 38, 45, 49, 55. v

vi CONTENTS

PAGE

Spelling 25

Reading 25

OUTLINE OF WORK BY DAYS .26

First Week 26

Suggestions for presenting Phonograms 26

How to recall the Sound of a Phonogram .... 27 Game Drills for obtaining Sight Recognition of Simple Pho- nograms 28

Script and Print 28

Suggestions for presenting Sight Words ..... 29

Second Week 33

Ear Training 33

Blending 33

To recall Blended Phonograms 35

Game Drills 36

Addition of s to Families of Words ...... 37

Game Drills and Language Exercises ..... 38

Third Week 41

Fourth Week 44

PHONIC FACTS FOR SECOND MONTH OR DIVISION .... 46

Suggestive Names 46

Picture Charts 47

Seat Work 47

Spelling 47

Reading — First Book . . . . . . . .48

Key Words 48

First Week 49

Second Week 53

Blending of Initial Consonant 53

Third Week 58

How to drill from the Charts 58

Fourth Week 60

Vocabulary . .60

PHONIC FACTS FOR THIRD MONTH OR DIVISION . . . .64

Suggestive Names . .64

Picture Charts 65

Seat Work 65

Spelling and Reading 66

CONTENTS vii

PAGE

Supplementary Reading 66

Exceptions 67

Compound Words and Dissyllables . . . . . .71

Rest Exercises 72

PHONIC FACTS FOR FOURTH MONTH OR DIVISION .... 73 Suggestions for teaching the Effect of Final e upon a Preceding

Vowel 77

PHONIC FACTS FOR FIFTH MONTH OR DIVISION .... 80 PHONIC FACTS FOR SIXTH MONTH OR DIVISION .... 87 PHONIC FACTS FOR SEVENTH MONTH OR DIVISION .... 89 Suggestions for Teaching the Sound of ed final after Any Conso- nant 90

Equivalent Charts . . 93

PHONIC FACTS FOR EIGHTH MONTH OR DIVISION .... 96

PHONIC FACTS FOR NINTH MONTH OR DIVISION .... 99

PHONIC FACTS FOR TENTH MONTH OR DIVISION .... 102

SPELLING 105

Written 105

Blackboard 106

Seat Work 107

Chart 108

Games 115

BOOK THREE . .117

BOOK FOUR . . .119

WORD LIST 123

INDEX TO WORD LIST . 199

OF THE UNIVERSITY

OF

TO THE TEACHER

THE leading features of the method of teaching reading pre- sented in this manual are :

I. The absence of all diacritical marks. II. The few phonic facts to be memorized.

III. The obvious aid to spelling furnished by the charts and

drills.

IV. The careful gradation of the work.

1. In the complex process of learning to read, two definite kinds of work may be traced. These kinds, though separate, are yet dependent ; to reach the desired end both must be developed. The first is the expression and development of thought. This depends upon memory, imagination, and asso- ciation of ideas ; also upon the second kind, which includes the mechanics of reading — sound study or word mastery, called Phonic Drill. This latter necessitates the training of eye, ear, and vocal organs. It should be preliminary in order that the end may be logically reached, but it is always subordinate — merely the means to the end that is comprehended in the first line of work. It should be simple, systematic, and thorough. " Thorough work in phonics lies at the base of all rational teach- ing of reading. " Much of the difficulty usually met by the child in learning to read is removed when his ear is trained to hear the sound, his eye to recognize the written expression, and his vocal organs to enunciate correctly. His reading becomes pleasur- able and profitable only when the mechanism of reading is so entirely his that he uses it unconsciously, having his mind free

1

2 MANUAL OF READING

to dwell upon the whole thought expressed, rather than upon the make-up of the words used to express it. When this can be done, the child reads, and the day when he can read and enjoy literature is in sight.

2. The Manual presents the mechanics of reading in a simple, logical manner. It is a combination of the phonic, word, and sentence methods. In order that the child's vocal organs may be rendered flexible, the phonic element, in the form of vocal training, predominates at the beginning of the work, but falls into its proper subordinate place as reading power develops.

3. A phonic method should train the child to enunciate clearly ; should free the speech from provincialisms ; should strengthen and improve the quality of voice. It should give the child such mastery of word forms that he can readily take in the sense of the printed page. These advantages are gained by drill on phonograms, which forms the basis of the mechanical work preparatory to reading.

4. The word method is used to supplement the phonic method. It takes the place of the phonic method where the use of the latter would be cumbrous, as in the teaching of ex- ceptions to phonic rules. It is also used to extend and give variety to the reading vocabulary ; but the list of sight words is never long, because while new words are constantly added to it, former sight words are finding their places in the phonic scheme and thus ceasing to be sight words ; as, hop, a sight word, ceases to be one as soon as the phonograms composing it are known and can be blended.

5. The number of words taught by the word method is small, in order that the distinct phonic impression given to the

AIMS OF METHOD 3

child through eye and ear training may not be marred. Con- fusion will at first result if the pupil frequently meets a phono- gram to which he has been taught to give a certain value, as a in at, associated with other values, as a in ail, all, any, are, what.

6. Reading is presented in the first month by combining sight words into the simple statements or questions of familiar speech. The -child recognizes these as the visible expression of his thought. In the second month, his reading vocabulary is enlarged by the addition of phonic words. From this time on, the phonic drill renders him familiar with the word forms in the sentence, and makes him independent of aid in recognizing known words, i.e. words of which the idea is already well known, although the form has not been presented. Thus he is able to give his attention at once to the thought expressed.

7. The method aims to make the child self-helpful, to make him so interested in learning to read that he will enjoy the process as well as the result. From the very beginning of the work, the teacher should solve no problem that the child can solve for himself. Only by making him a worker can his active attention and interest be aroused and kept.

8. The object of the phonic drill is to train eye, ear, and vocal organs to ready recognition and enunciation of phono- grams. It aims at mechanical exactness through sense training and vocal gymnastics. Progress in the drill depends upon two things :

(a) Sight recognition of simple phonograms. (£) Power to blend one sound with another.

The phonic drill should be an exercise apart from the reading lesson.

4 MANUAL OF READING

9. The aim of each oral reading lesson should be thought get- ting and thought expressing. Progress in this depends on the teacher. If she is content with word getting, she will have ample reward for her labor; but if she is one who is able to in- spire, to touch the heart, and to awaken the mind, she will find her task simpler because of the ease with which her children will respond to her efforts. With such a teacher, there is little danger that the reading will degenerate into lifeless, mechanical work, in which words are pronounced but no thought is obtained.

10. The teacher is urged to follow minutely the directions for the work in each division in order that she may fully com- prehend the spirit of the instructions. She should remember that no method, however good, can take the place of earnestness, perseverance, and skill on her part.

11. The phonic work outlined in the first ten divisions has been covered easily and successfully by many classes in one year, but there can be no objection to taking more than this time for the various steps if the teacher wishes. The one thing always to be kept in mind is that one step should be thoroughly taught before the next is attempted.

12. STORY-TELLING AND DRAMATIZATION.

The thought side of reading is effectively presented through story-telling, reproduction, and dramatization. This should be begun as the child enters school and should continue through- out the course. The best tales for this purpose are those with simple plot, economy of incident, and plenty of action. They should be ethically sound, and lead to an artistic conclusion — justice should not be perverted. The teacher will find much material for her use in the literature that belongs rightfully to childhood — fairy tales, folklore, fables, jingles, and poems.

The teacher should spare no effort to perfect herself in the

SEAT WORK 5

art of story-telling. She should choose simple, direct words suited to the comprehension of the child. She must be enthu- siastic, enter into the spirit of the tale, tell it vividly, dramati- cally. Her aim is to gain his attention, to give him a lively and appreciative acquaintance with good stories, to fertilize and stimulate his mind. In order that the child may appreciate the fact that this pleasure comes from books, she should learn to read stories effectively. When the child discovers " that learn- ing to read is learning to get stories out of books," this vision of the goal is a strong incentive to effort on his part; he will learn to read not only in the mechanical sense, but also in the intellec- tual sense. The ideal of "two minds active over the same matter, one striving to learn, the other to teach," will be reached in the reading lesson.

Dramatization, when not carried to excess, is a valuable aid to the thought side of reading. The first tales dramatized should be short and simple ; they should be thoroughly familiar through oral presentation. While the teacher, in telling the tale, need not follow closely the language of the book, she will find certain apt or forcible expressions used by the author of service in her reproduction. These the pupils will naturally use in their version arid dramatization. Thus they will early "incor- porate into their own vocabulary " the forms of good literature.

13. SEAT WORK.

Seat work should supplement and make use of the knowledge gained in the recitation. It should give opportunities to com- pare, sort, build, and group phonograms, words, and sentences. It should train the hand to execute, and teach self-reliance. It should provide much opportunity for silent reading.

The teacher should remember that it is difficult for young children to think sounds. The buzz that arises as they work at their seats should be under control, but it should not be

6 MANUAL OF READING

entirely suppressed. It is one sign of activity and interest. The \ upils should know definitely the requirements of a seat- work exercise. They should be taught to care for the mate- rial used and to form habits of neatness in its arrangement. The teacher should so plan the work that it will not be too easy to hold the interest ; on the other hand, its problems should not be so hard that children become discouraged in trying to solve them. All seat work should be supervised by the teacher.

Free-hand cutting, pasting, weaving, and drawing are valu- able forms of seat work. They all call for sense training, and require thought and judgment in executing. In this way they help to solve the problems of learning to read, and they should form a part of the daily seat-work program.

Some children remember best what they hear, others what they see, and still others what they do. An exercise helpful to one may be profitless to another. Appeal should be made through all these avenues, with constant recognition of the active propensities.

DRILLS

DRILLS

1. Phonic drill is given from letter squares and Phonic Charts to secure :

(a) Flexibility of the vocal organs.

(i) Sight recognition and correct pronunciation of phonograms. Daily drill from letter squares and Phonic Charts insures con- stant review of the entire work.

2. Letter squares (see page 8) are cards containing (a) vowels ; (6) single consonants ; (c) blended phonograms of two or three letters. The position of the letter on the card indicates whether it is to be used as an initial or as an ending. Words or word forms (see page 123) are made when the initial phono- grams are prefixed to the family names found upon the Phonic Charts or written on the blackboard.

Expose the Charts. — Reserve wall or door space where the Phonic Charts Nos. 1, 2, 3, and the six Equivalent Charts may be exposed at all times within easy view and touch of the pupils. Do not hang one over another. The pupils will form the habit of referring to them at difficult points in silent reading and in spelling or word-building exercises at the desks.

To save time in the drills, the letter squares containing known phonograms should be kept separate from the others. As new phonograms are taught, the number of letter squares in use will be increased. Thus, when p is taught, the letter squares p, pi, pr, sy, should be added to those used in the drill. When all the letter squares are in use, they should be separated into groups by means of rubber bands, in order that the teacher may know just where to look for a needed square. A few convenient group- ings are : 1, the endings ; 2, the vowels ; 3, c, g, sc, qu : 4, w, wh, th, h ; 5, t, r, b, d, pi, si, tr.

MANUAL OF READING

LETTER-SQUARES, PHONIC CHARTS LETTER-SQUARES

ENDINGS:

ed

er

fl

pr

tw

tlrw

es

CHARTS PHONIC CHART. NO. I.

ab • ad	eb ed	ib id	ob od	ub ud
am	em	im	om	um
ap	ep	ip	op	up
an	en	in	on	un
at	et	it	ot	ut
ag and	eg end	ig ind	og ond	ug und
ash	esh	ish	osh	ush
ack	eck	ick	ock	uck
ank	esk	ink	onk	unk
amp ang atch	emp elm etch	imp ing itch	omp ong otch	nmp nng utch

10 MANUAL OF READING

PHONIC CHART. NO. 2.

anch	ench	inch	onch	unch
ass	ess	iss	OSS	uss
ant	ent	int	ont	unt
ast	est	ist	ost	ust
aft	eft	ift	oft	uft
ath	eth	ith	oth	uth
aff	eff	iff	off	uff
aid	eld	ild	old	uld
all	ell	ill	oil	ull
alt	elt	ilt	olt	ult
ow	out	oud	ound	oup
oy	oil	oin	ook	oom
ay	ail	ey	eigh	igh
aw	alk	east	oar	ew

CHARTS PHONIC CHART. NO. 3.

11

ar	er	ir	or	ur
bble	tion	ake	adge	by
ddle	sion	eek	edge	cy
ffle	ous	ike	idge	dy
ggle	tious	oke	odge	gy
pple	cious	like	udge	iy
zzle	cial	ear	ave	my
ttle	tian	ead	eve	ny
could	ften	augh	ive	py
would	sten	aught	ove	ry
should	stle	ax =	acks	sy
though	umb	ex =	ecks	ty
thought	eau	ix =	icks	zy
through	ph	ox =	ocks	y

12

MANUAL OF READING EQUIVALENT CHARTS

ai ea eigh ei

y

U1

ew

	ee
©	ea ei
	le
	oa
	ow
	ou
	00
aw	au
	augh
all	alk

DRILLS 13

3. Upon the Phonic Charts (see pages 9, 10, and 11) are repre- sented the majority of short-vowel family names in the language.

4. The short-vowel family is used as a base. From this, other families containing other vowel sounds are developed by considering the influence upon it of certain letters added or prefixed ; for example, e final, added to all short-vowel families capable of taking it, converts them into long-vowel families, and shows the power of final e upon the next preceding vowel separated by a single consonant ; as, at, ate.

5. As the chart drill affords no permanent combinations, it should be supplemented by lists of words, written in families, upon the blackboard. The lists should be rearranged frequently that many families may be included. Each word over the sounding of which there is the slightest hesitancy should be noted. These words form the base of the next rearrangement, and show the points on which the class needs further chart drill.

6. Select from a reader words for drill from at least fifteen or twenty advance pages. The words chosen should illustrate phonic points recently made or combinations hard to remember. These should be arranged in families upon the blackboard, and sounded, as in previous phonic drill. A word may be placed in several families according to the emphasis to be laid upon the combinations it contains ; as, summer may be placed with the words containing a short vowel before a double consonant, also with words containing er ; spices may be placed with long-vowel words, with those illustrating c before e, and with those in which e in es final is vocal. Power to read easily supplementary matter in which words are not classified phonetically is obtained by this exercise.

7. The Blending Drills of the Readers indicate that the phonic drill should relate intimately to the reading immediately

14 MANUAL OF READING

following. They supplement the chart drill. The words should be sounded from the book. They may also be written upon the blackboard and the list extended to include words of similar formation found in supplementary reading or in the Word List. After the stories for any one month or division are read, supplementary reading should be used until new phonic facts are taught.

8. Drills from the Word List. See Word List, page 123.

9. Drills from Equivalent Charts. See Drill for Seventh Month or Division, page 89.

10. WORD DRILL CARDS.

Forty Word-Drill Cards give opportunity for effective, rapid drill in print. The cards are in two series. Each card presents thirty-two words for drill. The first series (numbering twenty- six cards) presents for drill families that are represented in Books One and Two. The second series (numbering fourteen cards) illustrates phonic rules, and provides drills by which the young child's confusion of sound and form between m and n, b and d, etc., is quickly lessened. The print of these cards is large enough to allow their use in class drills, but the cards are a convenient size for pupils to use in seat-work exercises.

11. GAME DRILLS.

Challenge the child's love of play. All children take great delight in making and solving game problems. Make the game drills like the games they play at the play hour, in the spirit in which they are carried on. Note that in these games there is little deliberation, little waiting. Action is every- thing. Each child is interested in what his mates are doing, as well as responsible for his share in the game. The nearer the approach to this ideal in the game drills the more definite

DRILLS 15

will be the results. These exercises must appeal to the child as plays, not as tasks. Nineteen games are indicated for use in the first month. These will admit of many variations. No game should be prolonged until the children are weary.

12. THE TEACHER'S ATTITUDE DURING THE DRILL.

The teacher who uses the method correctly will find that she has very little talking to do during the progress of the phonic drill. Her work is to make rapid combinations of phonograms, to listen intently, and to make instant correction of mistakes. She should look into each child's face as he recites, and care- fully watch the lips and the position of the vocal organs. Her eye will often detect an error in the comprehension of sound before her ear catches it.

In order to make this watchfulness possible, the class should be divided into groups for recitation. As a child develops power to blend and becomes a leader in the drill, he should be shifted from group to group until he finds himself with those who are making equal progress.

13. CONCERT WORK.

Concert work may be used to advantage. It holds the atten- tion of the class, gives the timid courage to speak out, and is of great assistance to many pupils in getting the blend. Much good work may be accomplished with the concert exercise, pro- vided the teacher is alert for mistakes, and is careful to remove " leaders " from the group as soon as they develop. The exer- cise should be brisk and clear-cut. The last phonogram in a word should have as distinct articulation as the first.

Concert work should be ranked at its proper value. It can- not take the place of individual testing and drill. Each child must depend on himself. The teacher should know just how much each child knows.

16 MANUAL OF READING

EXPLANATION OF TERMS USED

The points to be taught are :

I. Simple phonograms. II. Blended phonograms. III. Sight words.

" A phonogram is a graphic character representing a sound of the human voice." Ex. — m, a, ing, eight.

I. A simple phonogram, save for a few exceptions, represents a single sound. Ex. — t, aw, sh, ph, eigh.

This class includes :

(a) All single consonants.

(5) Consonant digraphs, ch, sh, wh, th, gh, ph, ng, ck.

(0) The vowels, a, e, i, o, u.

(d) The diphthongs, ow, ou, oy, oi.

(e) Vowel digraphs, ai, ay, ey, ea, ei, ee, ie, oa, oo, ou, ow, ui, ew, au, aw.

(/) Vowel equivalents, igh, eigh, augh, ough.

It is considered that no letter is silent in consonant di- graphs, diphthongs, vowel digraphs, vowel equivalents, and doubled consonants in the same syllable, but that each letter partakes of the sound. Ex. — t'dcJc, town, coat, weigh, tell.

II. A blended phonogram represents a compound sound. It is a combination of simple phonograms uttered as nearly as possible with one impulse of the voice, and is used as a unit in the sounding of words. This class includes three subdivisions:

1. Consonant combinations used either as initials or endings. Ex. — Initials : st, fr, cl, sc.

Endings : ly, ry, cy, ty.

2. Family names composed of a vowel, vowel equivalent, vowel digraph, or diphthong with its following consonant com- binations. Ex. — ack, eight, oak, owl.

EXPLANATION OF TERMS 17

3. The union or blending of 1 and 2, giving words or word forms.

Ex. — stack, freight, cloak, scowl.

Word forms are combinations of initials and family names having the form of words but without meaning. They are produced in the phonic drill by means of the letter' squares and Phonic Charts. They should not be presented to the child in a permanent form. The object of the drill is not the mem- orizing of words, but the power to blend instantly any com- binations presented. The use of word forms allows greater rapidity than is possible if word combinations only are pro- duced in the drill. They also illustrate rules, and are, in many cases, parts of words or syllables. Ex. — cin der, suffer, mut ton, tran som. While the use of word forms is not abso- lutely essential to the development of the method, it is urged as an aid in securing the best results. A word containing a word form, as, cinder, will be recognized much more quickly by the child in whose phonic drill the word form cin has been in- cluded than by one not accustomed to seeing the phonogram.

III. Sight words are words taught as wholes, as in the word method. If possible, they are resolved into phonograms when the time for teaching the combinations comprising them has arrived. They include :

1. Exceptions to phonic rules. Ex. — you, says, have, were.

The form and pronunciation of exceptions should be fixed by frequent use in sentences. When possible, they are included in the drill from the Phonic Charts.

2. Key Words. — These, on analysis, give a basis for the formation of other similar words.

Ex. — my, go, see.

18 MANUAL OF READING

PHONIC FACTS FOR FIRST MONTH OR DIVISION

I. Simple Phonograms. — a, f, 1, m, n, 6, r, s, t, w, z, ch, shk

II. Blended Phonograms. —

Initials — fl, fr, si, sm, sn, st, sw, tr, tw, shr. Family names — am, an, ann, as, ash, at, atch, ant, oil, om, on, oss, ot, off, oft, ost, otch.

III. Addition of * to words and families.

IV. Sight Words. — May, I, see, like, run, find, look, baby, to, play, sister, my, name, jump, brother, this, is, boy, come.

SUGGESTIVE NAMES, GESTURES, AND SOUNDS OF PHONOGRAMS

Teach and use the sound only, not the names of the letters. Find the sound of a given phonogram by pronouncing slowly words in which it appears ; separate the sound in question from the other sounds of the word.

a — The lamb's cry or the happy baby's laugh, as in cat,

man.

f — The cross cat's sound, as in fat, fell, staff. 1 — The first sound heard in lock, lamb, last ; last sound in

fall.

A twist of the wrist, as when turning a key in a lock. m — The cow's bellow, as in mat, mock, slam. n — Shaking of the head, as in negation, as in nap, net, can. o — The round sound, as in clock, pond, lock.

Circle made by bringing tips of thumb and forefinger

together.

r — The cross dog's growl, as in rat, rim, ride, s — The snake sound, as in sat, tops, pass. t — The watch sound, as in tap, mat, sit.

OF THE \\

UNIVERSITY

OF

FOR FIRST LESSONS 19

w — The lip or wind sound, as in wag, wall, wont. Lips puckered as though ready to form sound. z — Bee sound, as in buzz, zeal.

Both forefingers extended from the temples to indicate

the antennae of bees.

ch — The engine sound, as in chill, chalk, Charlie. sh — The hushing sound, as in wash, shell, shad. Hand raised to suggest silence.

SIMPLE PHONOGRAMS

The association between many simple phonograms and their sounds is fixed through :

I. Stories or incidents. II. Gestures. III. Pictures.

I. Stories. — The sounds are likened to those heard in nature or in the routine of daily life. An apt illustration brightens the drill, helps the child to get the sound correctly, and aids in its retention. The stories should be short, and based upon a child's interest, the sound to be taught being introduced as often as possible. The letter square containing the phonogram should be presented, and the phonogram recorded upon the blackboard after the sound has been given and discussed. Frequent reference should be made to the written character, that the association between the phonogram and its sound may be established. The suggestive names and pictures given in the outlines for the different months indicate the thought or incident that may be used in teaching the sound.

II. Gestures. — These are made by the child as the associ- ated sound is pronounced, or preferably by the teacher to recall to the child's mind a desired sound. Thus, the extended warn- ing hand recalls sh ; puckered lips recall w. The suggestive

20 MANUAL OF READING

names serve the same purpose and are for the teacher's use alone. Both names and gestures are discontinued as the necessity for their use -disappears, i.e. as the phonograms are learned.

III. Picture Charts. — The Picture Charts are valuable aids to the teaching of simple phonograms. With a few excep- tions, each chart contains the four forms of the letter. The picture is the associating link between the sound and its phono- gram. Hang the Charts one by one, as the sounds they illustrate are presented, to form a border at the base of the blackboard, or in some place in easy view of the pupils, where they can touch them. It is necessary for little children to touch as well as see and hear the things they are to know about. The Charts in this position are in constant use for reviews. Hand the child, who does not recall the sound of a given phono- gram, the letter square containing it. Tell him to match it on the Picture Charts. He inspects each Chart, placing the square he holds beside the letters of the Chart to compare the shape. When he matches his letter, the picture beside it recalls the illustration used, and the sound of the phonogram. Thus, from the very beginning of the work the child learns to be self- helpful. A Picture Chart should remain on view until all necessity for reference to it has passed.

When presenting a simple phonogram, pronounce it dis- tinctly, in full view of the pupils, that they may have oppor- tunity to observe and to get the sound through imitation. Do not, as a rule, call the child's attention to the position of his vocal organs, but note closely this position when he is giving a phonogram. An error in comprehension of sounds is quickly detected by this means. If the mouth is opened when m is to be sounded, the child is probably giving n instead of w, etc.

Make use of the incidents or happenings of the day. A child

PHONICS FOR FIRST LESSONS PICTURE CHARTS FOR FIRST MONTH

21

a

a A

tT

zZ

rR

ch

1L

22 MANUAL OF READING

may fall asleep ; this is the time to present the sound of sh. Some one may tell of a trip from home ; this is the opportunity to talk about the sound of the steam engine, ch. The teacher should remember that recitations about the sounds of letters are of little practical value in learning to read. Form and sound must be associated. She must make the association between the sound and its phonogram so close that seeing or hearing one form will recall the other instantly. Present first those sounds that are familiar and that seem most easily illustrated. Inspection of the thirteen sounds indicated in the heading for this month will reveal the fact that nearly all of them are known to the child through the ear as sounds of nature or of industry. With these sounds the teacher's work is very simple. All she has to do is to make them known to the eye — to make them visible by pre- senting the phonograms. When unfamiliar sounds are presented, she has more to do, for the sound itself must be taught. To hear, to enunciate, to recognize the phonogram is the natural order of instruction.

SIGHT WORDS

The nineteen sight words of the month are in the spoken vocabulary of every child of school age. He is now to recog- nize the visible form of these words and to associate it with the familiar sound and meaning. The action words of the list should be taught first, then the nouns. Others in the list should be presented in phrases.

MOVABLE CHART

Print the sight words in letters of at least one inch in height, upon strips of cardboard four inches wide. This may be done by using : (1) brass stencil, (2) rubber stamps, (3) brush or rubber pen.

PHONICS FOR FIRST LESSONS 23

(1) and (2) are the best means of reproduction, as the letters are in actual print. With brush or rubber pen this is not often possible. The script word should be written plainly in large writing upon the reverse of the card. The words I see, my name, this is, Is this, should be grouped. The remaining words of the list should be printed upon separate slips. These slips form a movable chart to which additions are made as the sight words of the second month are taught. The words may be arranged and rearranged with rapidity and ease to form many sentence combinations. The blackboard work of the teacher is greatly lessened by this means, and the pupils have the advan- tage of comparing and reading sentences in both print and script.

(1) Place the group I see upon the blackboard ledge to

be read. Cover see with the slip containing look, run, jump, in succession. Pupils read as the cards are placed.

I look I run I jump

(2) Place the group I see upon the ledge. Cover see

with the slip containing like, after like place the group my name . Pupils read I like my name . Cover name

with sister, brother, to play, etc. Pupils read as the cards are placed.

BLACKBOARD SENTENCES

The sentences should include, besides the nineteen sight words of the list : —

(1) The names of children in the class. These give a per- sonal interest to the sentences.

(2) The phonic words formed in the drill : at, am, an, as,, Ann, on, off.

Added interest and variety will be given to the reading by the use of simple outline blackboard pictures to complete the;

24 MANUAL OF READING

thought of a given sentence. The teacher who can supplement her teaching power with simple blackboard pictures doubles her efficiency. Ex. : —

likes to jump.

Baby likes to play

I see baby sister on my

In the sentence drills the teacher should never lose sight of the thought side of reading. The rapid changes in word com- binations, possible through the movable chart, arouse the interest and attention of the child, but the reading of the sentences should never degenerate into mechanical drill — the calling of words that happen to be grouped.

Since the sight words used in these sentences are in the spoken vocabulary of every child, they are already associated with ideas — they are not empty sounds void of meaning. When presenting them, the teacher makes the child see that they are visible forms of spoken words. She should make him see that the written sentence is the visible form of the question or statement of ordinary speech. To do this, she should question as to the truth of the statement, and require the child to ask or answer the question, or do the action. She must

PHONICS FOR FIRST LESSONS 25

make sure that he thinks the thought of the sentence and is able to express it as he reads.

SEAT WORK

Hectograph the simple and blended phonograms, phonic words, and sight words of the month upon manilla card in large plain writing. Make many duplicates in order that each child may have several copies of each word or phonogram. Space the writing so that when cut into small cards each containing one word or phonogram, no card will be shorter than one inch upon any side. Give each child a box or large manilla envelope containing a set of these cards.

(1) Write known phonograms in a row upon the blackboard. The pupils are to find the phonograms and arrange the cards in the same order upon the desk.

(2) The pupils are to sort the cards into piles, placing duplicate phonograms or words together.

(3) Write blended phonograms upon the board. The pupils are to find these among their cards, arrange them in order upon the desk, and build duplicates with single phonogram cards.

(4) Write sentences composed of sight words. The pupils are to build these sentences with sight word cards.

They should be allowed to whisper the sounds to themselves when working with the letter squares.

SPELLING Exercise 1. Written spelling, page 106.

READING

Sentences from Movable Chart and from the blackboard. With some classes, Reading for First Month, pages 1-15, Book One, may be begun.

26 MANUAL OF READING

OUTLINE OF WORK DAY BY DAY

First Day

Phonograms : a, sh, m, t, ch SUGGESTIONS FOR PRESENTING PHONOGRAMS

a. — Who has a little baby at home ? How old is she ? Do you love her*? Can she talk ? What does she say ? I once knew a baby who said something like a, a, when she was happy. Does your baby ever say that? This (writing a upon the board) makes us think of what the happy baby says. See, it is on this card (shows letter square). You may all say a. What is this on the board, Mary ? What is on the card, John ? (Teacher writes a in several places on the blackboard.) Alice may find a. Willie may find it. What did Willie find, Edith? (Concert recitation should always be followed by individual recitations. The teacher should see that each child gives the sound correctly.)

sh. — Does baby stay awake all day ? Are you noisy while baby sleeps ? Why do you try to be still ? If baby is sleeping when you get home from school, how could mamma tell you to be quiet without speaking aloud ? She could hold up her hand so (raising hand to suggest silence), and say sh, sh. I will write sh on the board. You may all look at it and hold up your hand, saying sh, as mamma does. (Present Picture Chart.) What (pointing to a) does the happy baby say ? What (point- ing to sh) does mamma say when baby sleeps ?

m. — I am thinking of an animal. I will tell you about it. It is large. It has two horns. It has a long thin tail with a tassel at the end. It chews the cud. It says m, m (teacher prolongs the sound). What is it? That is right ; it is a cow. (Presents Picture Chart.) Tell me what the cow says; all to-

PHONICS FOR FIRST LESSONS 27

gether tell me ; John tell ; Elsie tell. This (writing ra) is a picture of what the cow says.

t. — One night a little girl sat upon papa's knee. He took out his watch and held it close to her ear. " The watch talks to me, papa," said the little girl. " It says £, £, £." How many children in this class have heard a watch talk ? You may listen to my watch. What did it say to you, Mary ? What to you, John ? You may all tell me what the watch says. This (writing t on the blackboard) will make us think of the sound the watch makes. It looks somewhat like the hand of the watch. Of what sound does it make us think ? (Present Picture Chart.)

ch. — Ask different pupils about the way they spent the summer. Let those who went from home tell where they went and how they went. Those who rode on the steam cars waited at the station until the train came in. Teacher tells how she knows that the train is near. She hears the sound <?A, ch. (Present Picture Chart.)

REVIEW

What sound is this (writing a) ? What is this (f) ? and this (sA) ? Tell me this sound (m). Point to ch (use the sound, not the name of the letter). Point to a, to m, to sh. (Present the letter squares, a, sh, t, m, ch.) Find ch. Find sh. Place a's card against the blackboard. What sound is on this card ? You may play that the baby is asleep. Hold up your hands, saying " sh," as you go to your seats.

Second Day Review : 5,, t, ch, sh, m

HOW TO RECALL THE SOUND OF A PHONOGRAM

If a child does not remember the sound of a phonogram after it has been taught, do not tell him what it is, and do not

28 MANUAL OF READING

repeat the story told when it was presented. This may seem an easy way to do, but it is not a helpful way. There are three legitimate ways by which the sound may be recalled : 1, by telling the suggestive name ; 2, by directing attention to the Picture Chart ; 3, by giving the appropriate gesture. By using these ways the teacher makes the child think — makes him do his part of the work. If she tells the sound when he cannot recall it, she does the work ; he is a passive agent and soon be- comes inattentive and careless. Use of one or all of these methods seldom fails to bring the sound to mind, but if they do fail, put the child in charge of one (not the bright child of the class) who knows the sound. Let him take the forgetful one to the Picture Chart, repeat the story, or, in any way he can, impress the fact to be learned. Children delight in being mutually helpful. " Sometimes a child can help a child better even than the teacher can."

GAME DRILLS FOR OBTAINING SIGHT RECOGNITION OF SIMPLE PHONOGRAMS

Obtain individual recitations; the goal is individual power. Cultivate rapidity in mental action.

(1) Place letter squares containing known phonograms in a row upon the blackboard ledge. The teacher says, " John may find t and hand it to me. Mary may give me sA," etc. Each child takes part in the exercise. The class helps by repeating the sound until the square is found. Then all clap hands.

(2) Require the sounds of phonograms to be given as the letter squares are presented in rapid succession. If a child hesitates, let the next tell.

SCRIPT AND PRINT

Both script and print may be used in the drills without con- fusion to the child. All blackboard work should be in script ;

PHONICS FOR FIRST LESSONS 29

the cards and charts afford extensive drill in print. The print and script forms of the letters are grouped upon the Picture Charts. Attention should be called to these when the Charts are presented, though at first emphasis should be laid upon the small letters. The script side of the letter square should be presented first. After the pupils can recognize readily the script form of several phonograms, a guessing game or a game of sharp eyes may be played : Turn the print side of letter square m to view. " What sound does this make you think of ?" or, " Who can tell what is on the other side of this card ? " Some child will be quick to see the resemblance in form to script m. Present the print side of other known letter squares. The letter a is the only one in which the two forms differ widely. To help in obtaining recognition of the print letter, cover the upper part with a blank card, thus, ^. The familiar script a is discovered in the lower part.

Sight Words : run, jump.

SUGGESTIONS FOR PRESENTING SIGHT WORDS

The teacher writes run upon the board, saying : " This is a word. It tells me to do something. It tells me to do this." (Teacher runs.) "All who know what the word said raise hands. Mary may whisper in my ear what she thinks it said." The word is written several times ; each time the action is performed by the teacher and by those children who catch the thought, until every child knows what the word says. (Teacher calls or dismisses the class by pointing to the word run.)

Jump is written upon the board. The teacher says : "A little insect with long legs does this in the grass. Frogs do it ; boys and girls can do it. I can do it. See!" (Teacher jumps.) " What does the word say ? You may all do this " (writing run). " You may all do this " (writi

30 MANUAL OF READING

Third Day Phonograms : f, r

f, r. — Speak of cats and dogs that are good friends. Let pupils tell of their own pets. What does the cat say when she fears a strange dog ? She says f, f. How does the dog growl when he is angry ? He growls r, r. (Present Picture Charts.)

GAME DRILLS

As phonograms and words are taught, include the letter squares and word slips among the cards used in game drills.

Review previous games.

(3) Stand cards in a row on the blackboard ledge. All the pupils close their eyes. While the eyes are shut, the teacher or child touches a card. Pupils open eyes and try to find the

card touched. For example, m was touched. First pupil

asks, "Is it f?" touching f . Teacher answers, " No." Each

child in turn tries to find it. If no one succeeds, the teacher tells.

(4) Pass three or four letter squares to as many children. They are to match the phonograms upon the Picture Charts and give the sound. Each child then stands beside the board on which known phonograms are written and holds his card in plain sight. The other pupils look along the line of cards to find, match, and sound the written phonograms.

Sight Words: I, see, the name of a child in the class.

Present script form upon the blackboard. Read sentences formed with word slips : —

I see . Run, . {Use child's name.)

I run. Jump, - — .

I jump. I see jump.

PHONICS FOR FIRST LESSONS 31

Fourth Day GAME DRILLS

Review all games.

(5) Distribute letter squares and word slips to those who tell correctly the sounds represented upon them. See who holds the greatest number of cards at the end of the exercise. (Provide duplicate cards.)

(6) Each child, holding the squares he had at the close of the last exercise, goes to the place at the blackboard assigned him by the teacher. He places each square right side up on the ledge. He plays that they are cows, sheep, or birds, accord- ing to the name given to the game. The pupils listen atten- tively as the teacher calls the flocks home. She says, u I wish sA," enunciating very clearly and distinctly, so that there may be no question about the sound asked for. Each child inspects his squares to find the one marked sh. Those who find it run quickly to the teacher, giving the sound as they hand her the square. The teacher continues to call until all the flock is at home.

Sight Word: find.

Form with word slips, I find. Review previous sentences. Read from the blackboard : —

I see a ^ — ^ I find a

I see a «d|i I find a

32 MANUAL OF READING

Fifth Day Phonogram : z

2. — I am thinking of a busy little insect. It flies among the flowers. It has two little feelers on its head. (Teacher makes the gesture.) It makes honey. It sings a little song. Tell me what the insect is. Yes, it is a bee. This is the song of the bee, z, z, z. Let us play that we are bees. (All make the gesture and give the sound.) Teacher writes 2, presents Picture Chart, shows the letter square, calls for individual reci- tations.

GAME DRILLS

Include all phonograms and words in the drills.

Review previous games.

(7) This drill may be used at the close of the recitation or just before recesses. In it the children form in line for passing. Those who can name a phonogram or word at sight as the teacher presents the letter squares rapidly, one after the other, pass first. Those who hesitate, take the card from the teacher and remain in line for a second or third chance. The teacher assists them to recall the sounds of phonograms by making use of the suggestive names.

Sight Word: like.

Form with word slips, 1 like.

Review previous sentences. Read from the blackboard.

Hike

PHONICS FOR FIRST LESSONS 33

SECOND WEEK

Sixth Day Phonogram : w

w. — Speak of Indian mother and her pappoose. The pap- poose's cradle hangs in a tree. Baby is rocked to sleep by the soft winds ; hears them make the sound w, w. (Present Picture Chart.) Pappoose hears the bees as they fly by. They make the sound 2, z.

EAR TRAINING

Pronounce distinctly a word beginning with a sound already taught. The pupils are to tell the initial sound and to give other words beginning with the same sound.

BLENDING

Consonants are blended, used as initials.

Ex. — tr, fr, tw.

A vowel sound is blended with following consonants to form family names.

Ex. — at, ash, atch, am, an0.

All blended phonograms are uttered as nearly as possible with one impulse of the vocal organs.

Pronounce : tr not t-r, ash not a-sh.

The teacher may readily assure herself regarding the pro- nunciation of blended phonograms by pronouncing slowly mono- syllables in which they occur. The value of the phonogram will be made evident by making a slight pause between the initial letters and the family name ; as, d is heard in eZ-ock, c?Z-am, <?Z-ay, cZ-ick ; bl is heard in 5Z-ack, &£-end, bl-ow, bl-esLch. The phonogram is to be sounded as it is heard in such words.

Illustrate the blending of sounds by representing them as

34

MANUAL OF READING

walking and talking together. Sketch in simple outline a sketch upon the blackboard : —

Pretend with the pupils that a lives in the house on the left, that t lives in the house on the right. When a reached the corner on its way to school, it waited there for t to come. When they met they began to talk as children do when they meet a playmate. Listen to what they say as they walk along together, at, at, at. At is the first blended phonogram. After these sounds are blended, do not drill upon a and t separately. Drill upon the combination at.

Erase t from the sketch. Play that t has moved away and that m lives in his house. A and m walk down the paths, meet, and talk, saying am. Erase m, substitute sh, form ash. Erase a, write o in its place, form ot, om, on, etc. In a similar way, form tr, si, tw, sm, etc.

Also illustrate the blend by holding letter squares in the following positions, the sound being given as the square is presented :

a)

(2) (3)

Repeat rapidly several times, bringing the cards nearer together at each sounding until the sounds blend easily as the cards are

PHONICS FOR FIRST LESSONS 35

overlapped. Present the overlapped cards (Fig. 3) for sight recognition.

Seventh Day Phonogram : 6

6. — Teacher presents a ring. Show me something as round as this ring. Open your mouths; make the opening round as a ring. Say 0, 0, while your mouths are open. 0 is the round sound. The letter is round. Your mouths have a round opening as you say 0, 0. (Present Picture Chart.)

Blend 0 at once with known phonograms to form ot, om, osh, off, 02, otch.

Drop drill upon all simple phonograms when they can be rec- ognized at sight, in favor of drill upon blended phonograms in which they appear. Extensive drill upon single sounds leads to explosive or faulty enunciation ; b becomes CM, d becomes du, I becomes ul, h becomes ha. The effort to make the sound dis- tinctly and the interest of the exercise tend to produce this deterioration of sound. The direct result of such drill upon single letters is that blending or combining sounds becomes much more difficult than it need be to many children, particu- larly so to those who are not ear-minded.

To RECALL BLENDED PHONOGRAMS

If the sound of a blended phonogram cannot be recalled, cover the last letter while the child sounds the first ; then cover the first letter as he sounds the last. Remove the cover and let him pronounce the phonogram. Some children obtain clear perception of the blend readily ; others require con- siderable drill before it dawns upon them. It is often advisable to assist a child who is not ear-minded, in pronounc- ing the first blended phonograms.

Do not defeat the object of the drill by attempting the

36 MANUAL OF READING

wearisome task of teaching blended phonograms as wholes, to be remembered as units. Simple phonograms must be learned in this way, but sight recognition of blended phonograms comes slowly and surely through frequent games and drills, and the constant application and growth of the power to blend one sound with another. Sight recognition is the goal ; while striving to reach it, however, the child should retain the power to give any part of any phonogram if required. He should be able to analyze as well as build the phonogram.

THREE SETS OF CAKDS TO BE USED IN GAME DRILLS

Print all family names as they are blended upon slips of cardboard by means of brass stencils or rubber stamps, or obtain these family names in this form by cutting a set of large Phonic Charts into strips.

Three sets of cards are now available for use in game drills : —

(1) Letter squares.

(2) Sight word slips.

(3) Family name slips.

As phonograms are blended, include the squares or family name slips with the cards used, in order to keep all facts taught in constant review.

GAME DRILL

(8) The teacher presents letter squares and word slips in rapid succession. Each child buys a ticket for his seat — sounds the phonogram presented to him.

Sight Words : brother, a child's name.

Read the following sentences from word slips : —

I see brother . See brother run.

I like brother . See brother jump.

Find brother . See jump.

PHONICS FOR FIRST LESSONS 37

Eighth Day Phonogram : s

s. — A cat was playing with something in the field. This had no feet, no legs, no hands, no arms. It climbed a little bush, and ran so quickly here and there that kitty could not catch it. What do you suppose it was ? It makes the sound, s, s, when it is frightened or angry. This is a picture of it. Show Picture Chart of snake.

Blend: oss, ost, sw, st, sn.

ADDITION OF s TO FAMILIES AND WORDS

Blend final s with family names upon the blackboard and place the letter square [cut] after known sight words for blending. Final « after jt?, £, &, or / is sharp like initial * or ss. It is difficult to give 8 this sharp sound after other letters. In speech, s in this position usually takes the sound of z. Test this statement by pronouncing these phonograms : —

8 sharp s like z

jumps ats runs ams

likes affs finds as

packs whiffs sees brothers

The teacher should know why and when the z sound of s is used, but it is not advisable to present this as a teaching lesson to little children. Assist them in their first efforts to blend final s with words or families that require the z sound. Let them get it by imitation. Afterward they will slur the sound of s when necessary and do it, as we do, unconsciously.

Sight Words : to play.

Read sentences formed with word slips, or in script from the blackboard. Present phrases for separate drill.

38 MANUAL OF READING

Brother plays. to run to find

Brother jumps. to jump to play

Brother runs. to see to see brother

I like to play, to run, to jump, - - to see brother.

Brother likes to play, to jump, to find .

I like to see play, jump, run.

GAME DRILLS

(9) Present a card to each child in turn round the class. He is to sound the phonogram or say the word. Each child takes the card he has sounded correctly. Work rapidly. If a child hesitates, pass to the next. Give the hesitating ones other chances to tell, but do not let the exercise drag by wait- ing for them to say what they do not know. When all the cards have been passed out, the teacher announces that she is ready to take pictures.

Child. — Will you please take my child's picture ?

Teacher. — What is your child's name ?

The child holds the letter square up to view, and gives the sound. The teacher writes the phonogram.

The game should be changed with each turn around the class. The changes must be made rapidly, or attention \\ ill lag and desired results will be lost. Do not waste time with elaborate game devices. These should be time savers, not time wasters. The teacher should say simply, "Let us play some- thing else," then name the next game, or accept the game sug- gested1 by the class. It will be seen that the new game is in many cases the old game under a new title.

The blackboard may be :

(10) A post office. — Each child says, "Please post this letter."

(11) A table to be set. — Each child has a dish for the table.

PHONICS FOR FIRST LESSONS 39

(12) A Christmas tree. — Each child hangs a present on the tree.

(13) A bank. — Each child puts money in the bank.

(14) An automobile. — As fathers and mothers, the pupils send their children for a ride. Etc., etc.

The games are played until the blackboard is full or all the squares and slips have been returned to the teacher.

Another series of games in which the phonograms are erased from the blackboard, one by one, as they are correctly sounded by the pupils, provides opportunity for interesting and valuable oral language exercises. These should be used as rest exercises between the games. As in the games upon the playground, the inattentive, careless child who cannot do his part loses the privilege of the game. This is more of an incentive to atten- tion and effort than any amount of urging on the part of the teacher. The games proceed : —

(15) The blackboard filled with phonograms and words is the post office.

Each child in turn says, "I see a letter for me."

Teacher says, "Touch it, and tell what it is."

Child chooses a phonogram and gives the sound as he touches it with the pointer.

Teacher erases, — gives it to the child. Those who cannot choose and sound quickly and correctly do not receive a letter, and are not allowed to join in the language exercise that follows. In this, each child in turn faces the class, places his hands as holding a letter, and plays that he is reading it aloud as he volunteers a simple statement. This is the beginning of original language work. It calls into play the constructive imagination. At first the only requirement is that the state- ment should be interesting.

(16) Blackboard is the bank. — Pupils draw money.

Language exercise : Tell what is to be done with it.

40 MANUAL OF READING

(17) Blackboard is a Christmas tree. — Pupils choose gifts.

Language exercise : Unwrap and tell what the gift is.

(18) Blackboard is fruit stand. — Pupils buy fruit.

Language exercise : Tell what it tastes like.

Ninth Day Phonogram : n

n. — A little baby could not talk, but he could understand what was said to him. When mamma put him in his carriage, he nodded his head and laughed for joy. When she wished to take him out of the carriage, he shook his head and said " n !

n!"

Blend : an, ann, ant, on, sn.

GAME DRILLS AND LANGUAGE EXERCISE

(10) Post Office. (11) Setting Table.

(12) Christmas Tree. (16) Drawing Money.

Sight Words : my name, child's name. Read sentences from the blackboard :

my name. I see my name.

my brother. I like my name.

See my name. I see my brother's name.

See my brother. I like my brother's name.

ACTION SENTENCES

Run to brother. Find my name.

Run to . Find my brother's name.

Run to - — . Find my brother.

The child who reads the sentence chooses another child to do the action.

PHONICS FOR FIRST LESSONS

41

Tenth Day Phonogram : 1

1. — What is this (showing a key) ? How is it used? Say the word "lock" slowly — "1 ock." Now say the first part of the word alone, "1." This (showing phonogram) is a picture of the sound I. Play it is a key. Make the gesture as though turning a key in the lock as you say, "1, 1." (Present Picture Chart.)

Blend: oil, si, fl.

GAME DRILLS AND LANGUAGE EXERCISE

(13) Bank.

(11) Setting Table.

Sight Words : this is.

Read sentences from word slips and from the blackboard :

(10) Post Office. (17) Christmas Tree.

my name. This is my name. This is - This is brother - — runs.

is my brother.

A*

is a /_

J~l

This is my

This is my

My name is - I see my name.

THIRD WEEK Eleventh Day

Review all phonograms and words by means of Game Drills. (9) Taking Pictures. (11) Setting Table.

(14) Automobile. (18) Fruit Stand.

42 MANUAL OF READING

Sight Words: May, sister. With word slips present :

sister May. May likes to run, — to jump, — to play,

my sister. I see May jump.

I see May. My name is May.

I find May. Brother's name is .

Find May's name. My sister's name is .

Jump, May. I see my sister's name.

Run, sister. Brother sees May's name.

Run, May. Brother runs to sister.

I find sister. Sister runs.

Questions

May I jump? May I find brother's name?

May I run ? May I find sister's name ?

May I play ? May I find May ?

Twelfth Day

Review by means of Game Drills :

No. 2, see page 28.

Nos. 5 and 6, see page 31.

Sight Words : baby, is this.

Select sentences for reading from the following :

I see baby. Is this baby?

I see my baby brother. Is this baby sister?

I see baby sister. Is this baby brother?

This is my baby brother. This is my baby sister.

This baby runs. Sister sees baby.

Baby likes to play. Brother sees baby.

Baby's name is May. I like to see baby play.

I like baby's name. Baby sees sister May.

PHONICS FOR FIRST LESSONS 43

Find baby. Baby plays, — jumps.

Find baby's name. Baby sees sister jump.

Run, baby. Run to May.

Play, baby. Run to brother.

Find brother, baby. Baby, run to brother.

Find sister, May. Brother runs.

May runs. Baby runs.

Write the sentences upon the blackboard. Give each child a word slip. He is to match the printed word upon his slip with a script word upon the board. Each child reads the sentence in which he has matched a word.

Thirteenth Day Keep all facts in constant review through Game Drills.

(7) See page 32. (14) Automobile.

(10) Post Office. (16) Drawing Money.

Sight Word: look. Phonic Words: am, at. Present :

I am May. Baby looks at May.

I am brother. 0 Sister looks at baby.

Look at baby. T look at brother.

Baby sees brother. See brother jump at baby.

Look, brother. I look at baby.

Look, baby. I look at May.

A and the should never be separated from their nouns. They take the obscure sound of the vowel or are slighted in

the pronunciation of the phrase. Give phrase drill: —

a baby. a sister.

a baby brother. a brother.

a name. the baby brother.

a baby's name. the baby sister.

May I see the baby ? Look at the baby.

44

MANUAL OF READING

Fourteenth Day

G-ame Drills. Pupils choose games to be played. Sight Word: boy. Phonic Word: on.

Present :

I am a boy. My name is

I see my brother. Baby likes boys. Boys run. Boys jump. Boys play.

May is on a

Boys like to run, — to jump. Boys like to play. Is this my baby sister? Is this my sister May? Boys like baby.

I see brother on a

Fifteenth Day

Pupils choose games to be played, come. Phonic Word: off.

G-ame Drills. Sight Word: Present :

Run off.

Jump off.

Come, May.

Come, baby. Read many review sentences.

Come to sister. Come to brother. Come to May, baby. Come to sister, baby.

FOURTH WEEK

Use this week for reviews and for giving extra time and attention to laggards or those who for any reason are not up to grade. Rearrange the class grouping so that this may be done effectively. Work for sight recognition of all words and phonograms.

PHONICS FOR FIRST LESSONS 45

GAME DRILLS

(19) Use the Phonic Charts in the games. Upon Phonic Chart No. 1 a number of short a and short o families can be blended and recognized. For example, at, am, atch, ot, ost, oil, etc. Pupils close their eyes while the teacher touches one of these known phonograms. The game proceeds as in game No. 3, page 30.

Other games and devices for the use of letter squares and charts will occur to the practical teacher. In the games and drills, no deliberation over the recognition of phonograms should be allowed. It should be instantaneous or not at all.

With some classes or with some class divisions, Book One may be taken and reading for first month begun.

46 MANUAL OF READING

PHONIC FACTS FOR SECOND MONTH OR DIVISION

I. Simple phonograms. — b, c, d, g, h, I, j, k, p. q, ee.

II. Blended phonograms. —

Initials — bl, cl, gl, pi, br, cr, dr, gr, pr, sc, sk, sp, dw. Family names — ab, ad, ag, ap, ack, amp, and.

ob, od, og, op, ock, omp, ond, ont.

ib, id, if, ig, im, in, ip, is, it, ich, ick, iff, ift, ilk, ill.

ilt, imp, inch, ind, hit, ish, iss, ist, itch.

eech, eed, eef, eek, eel, eem, een, eep, eer, eet.

III. Placing of initial consonant.

IV. Sight words. — Rose, ball, leaves, kitty, have, are, little, yes, pretty, with, where, what, for, oh, girl, old.

Key Words: my, me, go, you, find.

SUGGESTIVE NAMES

p — Puffing of steamboat, as in pat, puff, trap.

d — The doves' sound, as in dot, doll, rod.

b — The first sound heard in bag, bell, bite.

g — The bottle sound, as in go, give, guess. This sound is heard when water is poured from a narrow-necked bottle.

h — The tired sigh or the dog's pant, as in hat, home, hod.

j — The first sound heard in Jack, Jill, jet.

c, k, q — The choking sound, as in cat, pack, kill.

i — The squeak of the mouse or the little pig's cry, as in it, in, ill.

ee — Twin sounds, as in see, meet, feet.

To assist the child in comprehending a sound, the teacher should place her vocal organs in the correct position for its enunciation.

PHONICS FOR SECOND MONTH I. PICTURE CHARTS

47

gG

hH

CKQ

SEAT WORK

(1) Hectograph in large, plain writing the phonograms and sight words of the month upon manila card. Cut as directed in seat work for First Month, and continue the exercises of that month.

(2) Place phonograms in large writing upon the blackboard. Require each pupil to trace a phonogram a given number of times and then write it beside the copy.

SPELLING Exercise 1. Written Spelling, page 106.

48 MANUAL OF READING

READING

Print the sight words of the month upon slips of cardboard and add them, as they are presented, to the Movable Chart. Also use them in sentences upon the blackboard. Let each child read two or three sentences at a time.

FIRST BOOK

Reading from the First Book should be a daily class exercise. Under Reading for First Month or Division, pages 1-15, sen- tences composed of the sight words of the month are grouped into simple stories. It is probable that the pupil has read every one of these in print from the Movable Chart, or in script from the blackboard. No problem appears in the division that he is not able to solve at this time. The new feature about this reading is the use of the book and the recognition of the words in smaller print than has been used before. Reading for the First Month should be read as the phonic work for the second month is in progress. Many classes will finish the division before the end of the second month. With these, Reading for the Second Month, pages 16-42, should be begun.

The book should be placed in the hands of the pupil during at least one study period each day. He should be encouraged to read the stories under Reading for the First Month by himself, and he will take delight in doing so. The habit of in- dependent reading will be formed as he is engaged , in this pleasant and profitable seat work.

KEY WORDS

A key word is a sight word through which the child masters other words of the same family. When the key word me can be recognized at sight, cover e while m is sounded by the class ; cover m while e is sounded. Both letters are uncovered as the

PHONICS FOR SECOND MONTH 49

word is pronounced. Present for sounding we, she, be, etc. In a similar way analyze my and present by, fly, etc. Analyze go and present no, so, lo, etc. Affix r to you, forming your. Write each set of words obtained from the key word in a column, that the similarity of construction may be plain, and drill thoroughly.

Ex. my go me you find

cry no he your kind

try do she

dry to we

When the go words are easily recognized and sounded, com- plete the column by adding the two exceptions to and do. Underscore or inclose exceptions in parentheses, that the child may note these words easily.

FIRST WEEK

First Day Phonogram : ee

O

Blend: eet, eer, een, eem, eel, eef, eech.

Drill in print from the Charts : Place the letter square e e

before em, en, et, on Phonic Chart No. 1 to form eem, een, eet; place it before er, on Phonic Chart No. 3 to form eer. When I, d, and p are known, eb, ed, and ep will be used in this drill.

Key Word: me. Blend: me, she, we.

Cover the first letter in the phonogram ee on Equivalent Chart e with successive initials to form me, she, we. When b and h are known, these initials will be used in this drill.

GAME DRILLS Keep all facts in constant review by means of games.

Pupils close their eyes while the teacher forms | eet upon

50 MANUAL OF READING

Chart No. 1. When the eyes are opened, the first pupil takes the letter square and places it to make one of the ee phonograms upon the Chart, pronouncing the phonogram he has formed, and asking if it is the one the teacher made. Each child in turn tries, until some one succeeds in forming the right phonogram.

Pronounce distinctly words containing known phonograms. The pupils are to tell the sounds they recognize.

Sight Words: what, child's name. Present the following sentences :

What is this? See, baby. See me jump.

This is baby. We run. We jump.

What is baby's name ? We like to play.

Baby's name is . Come, baby.

What may baby see ? Run to brother.

Baby may see me. We like to see baby run.

Baby likes to play. She likes to jump.

What may she play ? She likes to play.

She may jump. She likes to see me run.

She may run. She likes to see me jump.

The sentences in the first column may be read as a dialogue by two children ; or one child may ask the questions and the class may answer in concert. Again, the child who asks the questions may choose different children to answer them. He should name the child who is to answer, as he asks the question ; as, "What is baby's name, Alice?" "What may she play, John ? " This exercise helps in obtaining ease of expression.

Second Day Phonogram : p Blend: sp, pr, pi, ap, op, amp, omp, eep.

PHONICS FOR SECOND MONTH 51

GAME DRILLS

Include all new phonograms in the games. Play No. 5 and No. 6, see page 31. The cards may be placed on the desks for inspection as the teacher calls for them. Sight Words: little, girl. Present :

a little brother. I see little baby, May.

a little sister. Run to sister, little May.

a little baby. Run to brother, little baby.

Come, little sister. Baby likes to see the girls play.

Run, little baby. Baby likes to see the boys jump.

SOMETHING TO Do

Come, little girls. Jump, boys.

Come, little boys. Jump, girls.

Run to me, girls. Run off, boys.

Third Day Phonogram : g Blend: gr, gl, ag, og.

GAME DRILLS

Play games in which the Phonic Charts are used. Key Words: you, find. Blend: your, mind, grind. Present : —

I see you, . Is this your brother?

I see you run. Is this your sister?

I see you jump. Is this your little sister?

I see you, May. Your brother runs.

I see you jump. Your sister runs.

I see you run. Your baby sister likes to play.

52 MANUAL OF READING

Fourth Day Phonogram : i

Blend: im, in, is, it, itch, ich, iff, ift, ill, ilt, inch, int, ish, iss, ist. Give rapid drill from Phonic Charts Nos. 1 and 2 upon these families. When 6, d, jt?, c, k are known, the short i fami- lies containing these phonograms will be included in this drill from the Charts.

GAME DRILLS

Include the short i families in all games. Sight Word: Rose. Present :

What girl is this ? Is your sister Rose little ?

This is Rose. Is Rose a little girl?

What is your name ? I like Rose.

My name is Rose. I like roses.

Is Rose your sister? See this rose, May.

Rose is my little sister. See this little rose.

Fifth Day

Phonograms : c, k, q Blend: cl, cr, sc, sk, ack, ick, ock, ilk, eek.

GAME DRILLS

Review by presenting cards in rapid succession, all simple and blended phonograms and sight words. Sight Word: have. Present :

What have you?

I have a rose.

I have a little sister.

PHONICS FOR SECOND MONTH 53

I have a brother .

I have a baby sister. Have you a brother?

Have you a little

Have you a little

SECOND WEEK

Sixth Day BLENDING OF INITIAL CONSONANT

Develop the blend between the initial and the family name as follows : —

Overlap two letter squares to form a t and present for

sight recognition, holding the overlapped cards in the left

hand. With the right hand, present the letter square r, say- ing, " This is the name of a little animal that runs around after dark, r -at, r-at, rat. All sound rat as I show the cards." Make rapid changes of the initial letter squares : " This word will tell us what all boys and girls should be. Sound, / -at, f- at, fat." "This is what the cat sleeps on. Sound, m -at, m-at, mat." "This is what we wear on our heads. Sound, h -at, h-at, hat" etc.

Form other family names with overlapped letter squares. With these, present initials in rapid succession ; keep and increase the interest by comments on the words as the children sound ; as, " This is what we have for breakfast, h -ash, h-ash, hash." "This is what mother does to potatoes, m -ash, m-ash,

54 MANUAL OF READING

mash." "This is what we hear when dishes fall, cr -ash, cr-ash, crash," etc.

Repeat each drill rapidly several times, bringing the cards nearer together at each sounding till the union of sound pro- duces the word. Drill till the blend is complete as the cards are overlapped.

Seventh Day

Write words on the board, saying : " Sound these words. I will make a picture of what each word says after you sound it."

Children sound : Teacher draws with simple outlines :

m-at mat

c -at cat

s -at sat

Require each child to sound one of these illustrated words before passing to his seat. Those who have gained perception of the blend will do this with little difficulty, as the picture helps in getting the word.

Write family names upon the blackboard : an, at, ash, op,

PHONICS FOR SECOND MONTH

55

eet, ilk. By means of the letter squares, present a succession of initials to be used with them as in the previous exercises, or prefix the same initial to each family name ; as,

man,

mat,

m ash,

jet,

milk.

Write words arranged in families on the blackboard; as, —

rat man mash

fat plan trash

mat ran flash

Sound the words in columns, covering and uncovering the parts of each word as they are sounded.

Sight Word: yes.

Use phonic words can, cat, ran, from, milk, in sentences upon the blackboard with review sight words:

Is this your cat? Yes. She ran from my brother.

Can your cat run? My cat likes me.

Yes, my cat ran off. She likes milk.

Eighth Day

Write twenty-five or thirty words from list No. l,page 61, in columns upon the blackboard, and sound. Make as many columns as there are family names represented in the words selected. Insist on accurate enunciation. Work for instant recognition of phonograms and comprehension of the blend be- tween the initial and the family name. Use both concert and individual drill.

GAME DRILLS

Pupils close their eyes while the teacher touches a word in one of the columns. When eyes are opened, each child in turn tries to guess the word touched. First child touches fat, say-

56 MANUAL OF READING

ing, "Is it f-at, fat?" Second child touches mash, saying, " Is it m-ash, mash?" If no one guesses the right word, the teacher tells. Work rapidly.

Sight Words: pretty, leaves.

Use phonic words can, toss, not, catch, in sentences with re- view sight words :

Come, play toss. I like to play toss.

Play toss. Toss to me.

Can you catch ? Toss to May.

I can catch. May cannot catch.

See me toss to you. She can run.

Ninth Day

Write words from list No. 2, page 61, in columns upon the blackboard, and drill as on the previous day.

Drop separate drill upon blended phonograms when they can be blended with facility, in favor of drill where the initial is blended with the family name. Extensive, isolated drill upon the initial combinations leads to error in enunciation, bl becomes bul, cr becomes cur, etc.

The child should not be allowed to sound the letters of a word separately. They should be grouped as in the drill. Sound :

1. The initial combination uttered as nearly as possible with one impulse of the voice. It is not made -emphatic or pro- longed.

2. The family name.

3. The word pronounced.

Ex. — 1 tr 2 ack 3 track

A slight pause should be made between 1 and 2.

Reverse this method of sounding by first presenting the

PHONICS FOR SECOND MONTH

57

family name to be sounded, then present the initial. This is to be blended at once with the family name to form the word.

Ex. — 1 ack 2 track

Both methods should be used.

In sounding longer words, a slight pause will naturally be made between the syllables.

Ex. — 1 un 2 der 3 stand 4 ing 5 understanding

By the second method :

1 ing 2 anding 3 erstanding 4 understanding

Sight Words: with, old.

Use phonic words frog, log, green, old, swim, in sentences with review sight, words :

Can you swim, - — ? Yes, it is an old green frog.

Yes, I can swim. See it swim off.

I can swim to that old log. You can swim, old frog.

Can you see what is on the log? We like to see you swim.

Tenth Day

Drill from the Phonic Charts Nos. 1 and 2, blending initials with known family names ; as,

atch,

atch;

c ost,

r	at,	m	at, ost.	f	at;	cl	atch,
1	ost,	fi-	Avoid	, during

this month, the use of c and g before z, of w before «, and of all other combinations that do not take the short vowel sound.

Ex. — son, put.

Do not restrict the chart drill to words only. Word forms (see page 17) provide valuable vocal drill, and they should be sounded as they are formed in the drill.

Ex.

58

MANUAL OF READING

With the exceptions mentioned above, blend any known initial with any known family name.

Sight Word: ball.

Use phonic words spin, top, Tom, still, in sentences with re- view sight words :

I have a green top. Spin tops with me.

Have you a top, Torn ? Can your top spin ?

Yes, I have an old top. My top can spin, spin, spin.

Is your top green, Tom ? Come on, boys, spin tops with me.

THIKD WEEK

Eleventh Day

How TO DRILL FROM THE CHARTS

Drill from the Phonic Charts Nos. 1 and 2 : Use each line in turn of known phonograms across the Charts. Use all known initials in the drill. Blend a different initial with each line.

Ex.

t	am	t	im	t	om op on
1 s	ap an	s	ip	s
cl	cl	in	cl

The drill will not be helpful unless the enunciation is clear- cut, accurate. The teacher should hear distinctly the last sound of each phonogram. The drill should be given as rapidly as possible. Eyes, ears, and vocal organs should all help in making it effective. Children delight in the rhythm and jingle of a brisk, animated drill.

Sight Word: for.

Use phonic words Sam, catch, not, tag, can, ran, in sentences with review sight words.

PHONICS FOR SECOND MONTH 59

Twelfth Day Phonogram : h

Continue drill from Phonic Charts. Include h with the initials used in the drill.

Sight Word: Kitty.

Use phonic words sleep, milk, pan, lap, sits, soft, in sentences with review sight words.

Thirteenth Day Phonogram : d

Blend: dr, dw, and, ond, eed, ad, od, id. Continue Chart drill. Include the new phonograms with the initials and families used in the drill.

Sight Word: where.

Use phonic words dog, Dash, has, stick, swim, in sentences with review sight words.

Fourteenth Day Key Word: my.

Blend by placing initial letter squares before the last y in the last column on Phonic Chart No. 3 to form cry, dry, fry, sly, try, my, shy, fly, ply, pry, sky, spy, sty. Continue drill from the Phonic Charts.

Read sentences that contain phonic words and known sight words.

Fifteenth Day

Phonogram : b

Blend: bl, br, ab, ob, ib.

Continue drill from the Phonic Charts. Include the new families with the initials and families used in the drill.

60

MANUAL OF READING

To overcome the confusion between both sound and form of b and d that often exists in the pupil's mind, place the letter squares containing these sounds back to back. Hold them in place with a rubber band. Drill upon them alternate1 y.

Ex. ' '

on

If needed, drill in a similar way with c and g, m and n, etc.

FOURTH WEEK Phonogram : j

Blend with known families on the Charts.

Give daily drill from the Phonic Charts.

Readiness in reading depends upon thoroughness of drill.

Sight Word: oh. Key Word: go.

Blend by covering the first letter of the phonogram oo on Equivalent Chart o with successive initials to form go, ho, lo, no, so, to, do.

VOCABULARY

The reading vocabulary at the end of the second month includes the sight words for the first and second months, the names of children in the class, and phonic words selected from the following list. The listed words include all the phonic words possible for the child to sound. Many of them are riot childlike words and should not be used in sentences. These serve simply for vocal drill. The teacher should select suit- able words for use in sentences. She should see that these sen- tences contain only known sight and phonic words. They should present no problem that the child cannot solve. Give the class opportunity to study and read each sentence aloud before writ- ing another. Assist by having the sight words pronounced by

PHONICS FOR SECOND MONTH 61

different children, and by having all phonic words not readily recognized, sounded as in the phonic drill. Question to obtain the thought. Make a clear distinction between the ability to pronounce words and the gathering of thought from the sen- tence. True reading is thought getting and thought express- ing. When possible, arrange the sentences in dialogue form. Let the pupils ask and answer the questions asked. Let them dramatize the thought by doing the action suggested.

(1) PHONIC VOCABULARY formed of the Initials and Fami- lies of First Month :

as, an, at, am, off, on.

fat, mat, Nat, rat, sat, chat, slat, flat.

lash, mash, rash, sash, flash, slash, smash, trash.

fan, man, Nan, ran, tan.

ram, Sam, slam, sham.

latch, match, snatch.

loss, moss, toss, Ross, floss.

lot, not, rot, tot, shot, slot.

Moll, Tom, from, loft, lost, frost.

(2) PHONIC VOCABULARY formed of the Initials of the Second Month and Families of First Month :

cat, bat, hat, pat, brat, scat, spat.

cash, dash, gash, hash, clash, crash, plash.

can, Dan, pan, clan, plan, bran, scan, span.

ham, jam, tram, clam, dram.

catch, batch, hatch, patch, plant, brant, scant.

cot, dot, got, hot, jot, pot, blot, clot, plot, Scot, spot.

blotch, crotch, Scotch, doll, poll, gloss, cross, croft, scoff.

(3) PHONIC VOCABULARY formed of the Initials of the First Month and Families of Second Month :

if, in, is, it, ill, inch.

Mab, nab, Rab, tab, slab, stab.

62 MANUAL OF READING

fad, lad, mad, sad, shad.

fag, lag, Mag, nag, rag, sag, tag, wag, flag, slag.

snag, stag, swag.

lap, map, rap, sap, tap, chap, flap, slap, snap, trap.

lack, rack, sack, tack, shack, slack, smack, snack.

stack, track, land, sand.

lamp, samp, champ, stamp, tramp.

fob, mob, nob, rob, sob, slob, snob.

nod, rod, sod, shod, trod.

fog, log, sog, tog, flog, frog.

fop, lop, mop, sop, top, chop, shop, slop, stop.

lock, mock, rock, sock, shock, flock, frock, smock, stock.

romp, fond, frond, font.

fib, nib, rib, lid, mid, rid, slid, fig, rig, wig, trig.

fin, sin, tin, win, chin, shin, twin.

lip, nip, rip, sip, tip, chip, ship, flip, slip, trip.

fit, lit, mit, sit, wit, chit, flit, slit, twit.

lick, nick, rick, tick, chick, flick, slick, stick, trick.

fill, mill, rill, sill, till, will, chill, frill, still, swill.

trill, twill, shrill, linch, flinch, milk, silk, sniff, stiff.

milt, silt, tilt, wilt, stilts, rift, sift, shift, swift, shrift.

slim, rim, trim, swim, limp, shrimp, rich.

fitch, flitch, stitch, switch, twitch.

fish, wish, swish, mint, tint, flint, stint.

fist, mist, wist, twist, miss, Swiss.

mind, rind, wind.

feed, reed, need, seed, weed, freed, steed, treed, tweed.

seem, teem, leech, reef, feel, reel, steel.

reek, seek, week, cheek, leek, meek, sleek, weep, sheep.

feet, meet, sheet, fleet, sleet, sweet, tweet.

seen, ween, sheen, cheer, steer.

(4) PHONIC VOCABULARY formed of the Initials and Fami- lies of the Second Month :

PHONICS FOR SECOND MONTH 63

cab, dab, gab, jab, blab, crab, drab, grab, scab.

bad, cad, dad, gad, had, pad, clad, glad, brad.

bag, gag, hag, jag, brag, crag, drag.

cap, gap, hap, pap, clap.

back, hack, Jack, pack, black, crack.

camp, damp, clamp, cramp, scamp.

band, hand, bland, gland, brand, grand.

bob, cob, gob, job, blob, bond, pond, blond.

cod, God, hod, pod, clod, plod.

bog, cog, dog, gog, hog, jog, clog.

cop, hop, pop, crop, drop, prop, pomp.

cock, dock, hock, pock, block, clock, crock.

bid, jib, glib, crib, bid, did, hid, kid, skid.

big, dig, gig, jig, pig, brig, bit, hit, kit, pit, grit, spit.

bin, din, kin, pin, grin, skin, spin, cliff, skiff.

Dick, kick, pick, click, brick, crick, prick, gift, drift.

bill, gill, hill, Jill, kill, drill, grill, skill, spill.

gilt, hilt, jilt, spilt, ditch, hitch, pitch, dish.

dim, him, Jim, glim, brim, grim, prim.

dip, hip, Jip, pip, clip, drip, grip, skip, crimp, skimp.

dint, hint, glint, hiss, kiss, bliss, hist.

bind, hind, kind, blind, grind, pinch, clinch.

beech, breech, speech.

deed, heed, bleed, breed, creed, greed, speed.

heel, keel, peel, creel, deem, beef, peek, Greek.

been, keen, green, preen, keep, peep, creep.

beer, deer, jeer, peer, beet, greet, see, tree.

(5) PHONIC VOCABULARY known by analysis of Key Words :

S-ee, tree, free, wee, bee, flee, glee, m-e, be, he, me, we, she. m-y, by, my, shy, fly, ply, sly, cry, dry, fry, pry, try, sky, spy, sty. g-o, do, ho, lo, no, so, to. you, your.

MANUAL OF READING

PHONIC FACTS FOR THIRD MONTH OR DIVISION

I. Simple phonograms. — ng, th, e, u.

II. Blended phonograms. -

Initials — scr, spl, spr, str, thr, thw. Family names — ang, ank.

eb, ed, em, en, ep, et, eck, eff, eft, egg, ell, elk, elt.

emp, ench, end, ent, esh, esk, ess, est, etch, eth.

ild, ink, ing.

old, oil, olt, ong, onk, ost, oth.

ub, ud, ug, um, un, up, ut, uch, uck, uff, uft, ull, ulk.

ult, ump, unch, und, ung, unk, unt, ush, uss, ust, utch.

III. Dissyllables and compound words.

IV. Derivatives formed by adding the suffix ing to known words when such addition does not require a change in the primitive word.

V. Sight words. — they, give, live, says, said, many, one, two, read, hear, were, apple, up.

SUGGESTIVE NAMES AND GESTURES

th {aspirate) — The hissing goose sound, as in think, thill.

th {sub vocal) — The sound of the mill wheel, as in then, that.

Rotate the arm.

wh {aspirate) — The blowing sound, (pronounce hw) as in what, where.

Raise the finger to represent a dandelion head, the seeds to be scattered by the breath. (W has tone, but loses it in com- bination with h.)

e — The listening sound, as in met, men. Hold the hand to the ear as in the act of listening.

u — The grunt sound, as in nut, hunt.

ng, nk — Sounds of ringing bells, as in ring, sing, rink, rank.

PHONICS FOR THIRD MONTH

65

Make n nasal by sending the tone through the nose. Touch the nose when giving the sound. Though neither the hard nor the soft sound of g is heard in ng, do not mark it silent. Teach that both letters represent the sound of n in this phonogram.

PICTURE CHARTS

ng

wh

eE

It,

th

uIJ

SEAT WORK

(1) Continue seat work for first and second months.

(2) Prepare a name card for each child by arranging and pasting cardboard printed letters in a row upon strips of manila card two inches wide. Give each child his name card and a box of letters. He is to match the letters and make the name upon his desk a given number of times.

(3) Silent reading from Book One.

66 MANUAL OF READING

SPELLING Exercise 2. Written Spelling, page 106.

READING

If sight words are not readily recognized by the child, assist him, but insist that he help himself in the recognition of all phonic words. Cultivate a sprightly manner. Drawling and monotone are apt to become chronic if tolerated. Quick, wide- awake work on the part of the teacher insures the attention of the class.

Read in Book One, Reading for Second Month. Begin Reading for Third Month, pages 43-69.

SUPPLEMENTARY READING

With many classes, supplementary reading may be begun in this month. Select the reader that presents the fewest phonic problems, i.e. the fewest words not included in the phonic scheme either as sight or phonic words. In the supplementary reading, as in the regular reading, the child should be required to help himself. He should make use of all the phonic power he possesses in sounding words in whole or in part, but he should not be allowed to puzzle for an instant over a phonic problem that he has no means of solving. Neither should the teacher stop to teach such facts to the pupil before he tries the supple- mentary reading. In time, they will all be included in the phonic scheme, and they may be left until they appear in the drill. The teacher should be ready to assist by telling the child these words or phonograms as he comes to them in the sentence.

When two or three pages have been read in the supplemen- tary reader, the book should be laid aside, and a like amount of reading should be done in another reader. This in turn should be laid aside in favor of a third book. In this way four or five

PHONICS FOR THIRD MONTH 67

supplementary readers may be begun. They should be read in rotation. It will be seen that this method provides a large amount of very evenly graded reading matter. In order that the supplementary reading may always be a little easier than the regular reading, the phonic drill, and reading in the basal reading books, should be kept well in advance of this work. The power that has been acquired through the steady progres- sion of the phonic drill asserts itself after the first few months. From that time on, the child who has comprehended the drill reads easily ten pages a day. This calls for a large number of supplementary readers. Classes read easily from ten to twelve primers and first readers in the first year. Many classes read more than this. In the second year, they are fluent readers of books or stories suited to their comprehension.

When Interest Lags. — If at any time the interest in a sup- plementary reader lags, take it as a sign that the lessons are becoming too difficult — the child is meeting too many phonic problems that he is unable to solve. Lay the book aside for a time and begin a new reader in its place.

If at any time interest in the regular reader lags, look to the phonic drill. Is it given daily ? Is it brisk, accurate ? Is it con- ducted with interest and animation on the part of the teacher, and is enough of the game element present to secure the active atten- tion of the pupils ? Are all facts kept in constant review ? Is too much dependence placed upon concert drills ?

EXCEPTIONS

Exceptions to phonic rules should be included in the daily drill from the Charts. They help to make a very attractive, exercise. Through the drill, the form and pronunciation of these words are fixed so thoroughly that they give the child as little trouble in his reading and spelling as they do in his speech. They are recognized on the Phonic Charts when the

68

MANUAL OF READING

initial consonant requiring the peculiar sound is placed, but they are presented at first as sight words.

It is not advisable to make an exhaustive study of exceptions at this time. Present, and include in the drill, only those that the child will meet in reading, and that he may wish to use in original sentence work because they are in his spoken vocabu- lary. The following list includes most of the monosyllabic exceptions that will be needed in the first year and that do not appear under the development of a phonic rule :

put post bull most

push puss bush move

pint pull full roll

Give the Chart drill up or down the column that contains the exception, or skip about the Chart, forming the exception when the pupils least expect it. They are to sound as the

letter square is placed, as p at, p en, p ick, p op,

p ump,

pill, put. Vary the exercise by using different

initials with one family name, as mint,

int,

int,

print, pint.

These exercises may have all the interest arid excitement of a game in which the teacher tries to catch all who are not watch- ful. A variation in the name or course of the game is all that is needed to keep it fresh and thrilling if it is played with ani- mation on the part of the teacher. She may say that she is going fishing (a fish being a child who does not recognize an exception). She may keep score on the board of the number of times she hears the right sound given, etc. Such exercises sharpen eyes and ears. They make the pupil alert and prompt in giving the sounds of phonograms.

The families ind, old, ild, olt, are exceptions. They are first

PHONICS FOR THIRD MONTH

69

represented by sight words, as find, old, etc. The sight words should be used as key words. Drill should be given by placing successive initial letter squares before these phonograms on

the Charts, as old,

fold,

old,

sold, told, etc. They

should also be included in the drill on exceptions.

Both the long and short sounds of the vowel are associated with ost and oil. Teach this fact when words taking the long sound of the vowel are found in the reading matter, and drill from the Charts.

FIRST WEEK

Phonograms : S, nk, ng

Blend upon the Phonic Charts : eb, ed, em, en, ep, et, eck. eff, eft, egg, ell, elk, elt, emp, ench, end, ent, esh, esk, ess. est, etch, eth. ank, ink, onk. ang, ing, ong.

Words illustrating these family names are included in the Word List. See Index, pages 199-200, for section numbers for S. See the following Sections in the Word List : ang, 113 ; ank, 97 ; ing, 115 ; ink, 98; ong, 117 ; onk, 99.

Exceptions : ind, ild, old.

Blend upon the Phonic Charts:

bind mind grind old gold told

find rind mild bold hold scold

hind wind child cold mold

kind blind wild fold sold

Include all new phonograms in the daily drill from the Phonic Charts. Keep all facts in constant review.

Affix the it ; as, see	letter square	ing	to known words capable of taking
ing	' g°	ing	, play	ing	; also to families upon the

70

MANUAL OF READING

Phonic Charts. At this time this suffix is to be used only with families ending in two consonants.

Sound: (word) 1 p, 2 ack, 3

(family*) 1 ack, 2

3 3	ing		1 pack	ing
ack
ing

Sight Words : many, they, hear, read, live.

SECOND WEEK Phonograms : u, th.

Blend upon the Phonic Charts: ub, ud, ug, um, un, up, ut, uch, uck, uff, uft, ull, ulk, ult, ump, unch, und, ung. unk, unt, ush, uss, ust, utch. eth, ith, oth, uth, thw, thr.

Wopds illustrating these family names are included in the Word List. See Index, page 201, for section numbers for ii. See Sections : 165, eth ; 188, ith ; 192, oth.

^Exceptions: olt, oil, ost.

Blend upon Phonic Charts :

bolt colt dolt

jolt molt

Poll doll moll

roll

droll

troll

cost lost frost

most post

Include all new phonograms in the daily Chart drill.

The sounds should be given softly but distinctly in the phonic drill. A harsh, explosive utterance destroys the purity of sound, encourages false enunciation, and renders it difficult to blend one sound with another.

The drill may be upon one vowel by proceeding in columns.

Ex.

slab, si ad,

un,

slap,

in,

slat,

PHONICS FOR THIRD MONTH

71

Upon the five vowels across the chart.

Ex. Or,

In these exercises, one initial is prefixed successively to differ- ent family names. In another exercise, the family name is the permanent part and the initial is changed.

si	am, ank,	si	em, end,	slim,	s.	om, ock,	sllum. _J
bl	bl	bl|ind,	bl	bl|ush.

Ex.

ap,

gap,

ap,

map,

nap,

rap,

trap.

Fill a section of the blackboard with words illustrating the new phonic facts and drill. Change the words often, that many families may be included. Keep words containing the different sounds of ih in separate columns.

Ex. thick this thin that think them

Sight Words : says, said, one, two. Word Exceptions: put, push, bush.

THIRD WEEK Phonogram : wh.

Blend : Include wh among the initials used in the daily drill. Place the letter squares w and wh back to back. Keep them in place by a rubber band. Drill from the Phonic Charts :

1 et, 1 en,	2 2	w	et en	3 3	et en	4 4	wh	et en
w	wh

Compound Words and Dissyllables.

Combine short words to form compound words.

Ex. — can-not, rag-bag, him-self, sun-set, tin-cup, rob-in.

72 MANUAL OF READING

Require the initial in the second word to be sounded with the family name.

Ex. — 1 c, 2 an, 3 not, 4 cannot.

Combine, in like manner, word forms and family names to form dissyllables. Ex. —

flannel bantam mastiff

animal canteen pocket

Sound : 1 fl, 2 an, 3 nel, 4 flannel. 1 an, 2 im, 3 al, 4 animal.

If a tendency to guess at the pronunciation of a word is shown, reverse the order of sounding.

Ex. 1 el, 2 annel, 3 flannel. 1 al, 2 imal, 3 animal.

Write these words in columns on the blackboard for drill. Re- arrange them often and require individual work in sounding.

FOURTH WEEK Keep all facts in constant review in the daily phonic drill.

REST EXERCISES

The pupils should recognize the words of their spoken vocabu- lary as they are formed upon the Charts. For example, in the drill slab, slad, slam, slap, slan, slat, slag, pupils should name the words they know ; slam, slap, slat will be recognized by most children, a few will know slab, not many will know slag. No at- tempt should be made at this time to teach the unknown words. The exercise is given in order to make the association between the spoken and the written word. It is not given to add to the vocab- ulary, although in time the vocabulary is increased in this way.

Word exceptions : pint, puss.

PHONICS FOR FOURTH MONTH

73

PHONIC FACTS FOR FOURTH MONTH OR DIVISION

I. Simple phonograms. — 66, oo, ow, ou, x. II. Blended phonograms. -

Family names. — ax, ex, ix, ox.

aff, aft, ance, anch, ant, ask, asp, ass.

ood, ook, oot.

ooch, ood, oof, ool, oom, oon, oop, oor, oost, oot, ooth.

ow, owl, own.

oud, ound, our, out.

III. Short Italian a.

IV. Suffix ed where a syllable is added and no change is made in the primitive word.

V. Names of the vowels.

VI. Effect of final e upon the next preceding vowel, sepa- rated by a single consonant.

VII. Sight words. — papa, mamma, write, school, shine, eyes, there, was, saw, work, four, horse, shoe, watch. Kev word : May.

SUGGESTIVE NAMES

ow, ou. — The hurt or crying sound, as in cow, pout, oo. — Twin sounds, as in book, moon.

PICTURE CHART

OW

OU

74 MANUAL OF READING

SEAT WORK

(1) Extend the name cards used in seat work last month to include the name of school, town, state, names of teachers, of streets in vicinity of school, etc. Give variety to the problem by having script on some of the cards.

(2) Write words having a common phonic basis in a column. Pupils build these words upon the desk with letters.

(3) Use Word Drill Cards (see page 14) for silent study.

(4) Pupils should read silently from supplementary readers.

SPELLING Exercise 3. Written Spelling, page 106.

READING

Finish the lessons in Book One, under Reading for Third Month and begin Reading for Fourth Month, pages 70-78. Continue supplementary reading.

Make the ear, eye, and voice training obtained in the phonic drill an aid to reading. Allow no hesitancy or guessing over a word. If it is not recognized at once, have it sounded as in the phonic drill. Assist, if necessary, by writing the word on the board, underscoring, or covering and uncovering the parts, as they are given.

Words selected from advanced reading should be arranged in families upon the blackboard and sounded as in the Chart drill. The new words in a lesson found grouped at the top of the page in the reader under the heading " Blending Drills" should be sounded from the book as in the Chart drill. Do not attempt to sound the sight words unless they contain phonograms known to the class. When this is so, make use of all the power it possesses to sound these words.

Insist on clearness of tone in both reading and drill.

PHONICS FOR FOURTH MONTH

75

FIRST WEEK Phonograms : 6, oo

Blend: ood, ook, oot.

ooch, ood, oof, ool, oom, oon, oop, oor, oost, oot, ooth.

Words illustrating these family names are included in the Word List. See Index for section numbers, page 201.

Short oo is found before k and after w ; also in hood, good, stood, wood, foot, soot. Otherwise oo has its long sound.

Drill by blending successive initials with ook and oom on Phonic Chart No. 2.

Ex. 1. 3. 5.

book ook

brook

Also, write words from the Word List in columns upon the blackboard to be sounded. Particular attention should be paid to words containing long oo. Broom, room, soon, roof are often mispronounced.

E in the ending ed, after t or c?, is vocal. Affix the letter square ending ed to words on the board or families on the Phonic Charts ending in two consonants, the final consonant being t or d\ also to families ending in oot or out. Sound :

old

isted

unted

ooted

out

Ing is also to be affixed to families containing oo or ou.

Ex. — ook ing

oost in

ing outing owl ing

Words illustrating ed after t or d are included in the Word List. See Section 351-

Sight Words papa, mamma, write, school, shine.

76 MANUAL OF READING

SECOND WEEK Phonograms : ow, ou, a Blend: owl, own. oud, ound, our, out. aff, aft, ance, anch, ant, ask, asp, ass.

Words illustrating these family names are included in the Word List. See Index for section numbers : page 199, a ; Section, 231 ow; Section, 233 ou.

The consonant combinations, ff, ft, ss, s£, sk, sp (occa- sionally nee and nt), requiring short Italian a, are not easily distinguished by a child from those requiring short a. The teacher should give the correct vowel sound as the phonograms are presented. The pupils will get it by imitation. The habit of correct pronunciation will be secured by watchfulness on the teacher's part as the words occur in the reading and drill. Drill by blending successive initials with the first seven family names in the first column on Phonic Chart No. 2.

Drill upon ow and ou by blending initial combinations with ow, out, oud, ound on Phonic Chart No. 2. Avoid forming words with ow that take the sound of long o ; as blow, show, crow, etc.

Sight Words: work, was, saw, eyes, there.

THIRD WEEK Phonograms : a, e, I, 5, u. Impress by frequent reviews the fact that

a says a, its name is a

e " e, " " " e i « i, « " " I o " 6, " " " 6 u " u, " " " u

PHONICS FOR FOURTH MONTH 77

Final e makes a preceding vowel separated by a single con- sonant tell its name ; as, cake, here, mile, tube. It also affects a followed by st ; as, paste, waste. Knowledge of this effect of final e will give power to sound such words as core, fire, pure, etc., although the child, at this time, is not familiar with the sound of or, ir, and ur. Final e is silent except when there is no other vowel present in a word ; as, me, be, she.

SUGGESTIONS FOR TEACHING THE EFFECT OF FINAL E UPON A PRECEDING VOWEL

The teacher writes the vowels in a column upon the board. As she writes, she obtains the sound of each letter from the class. Over the columns, she writes the sight word says. Referring to a, she says: "This letter says a; its name is a." She refers to each vowel in turn, telling what it says and giving its name. Of the names, as she tells them, she forms a second column to the right of the first. Over this she places the sight word name. She tests the class thoroughly, asking of each letter: "What does this letter say? What is its name?" This exercise forms a part of several recitations. When the pupils are sure on this point, the teacher brings out, by questioning, the fact that little children obey not only father and mother but also their older brothers and sisters. Pointing to e in the column of names, she says : "We will call this letter a big brother letter. These (refer- ring to the vowels in the first column) mind him. He likes to hear them tell their names and that is what they do when he is near. What (writing at) does this say? This (showing ending letter-square e) is the big brother letter. When I place

it after at (forming atQ ) a must tell its name because e makes

it do so. Sound: 1, at; 2, atQ . We cannot hear e speak

(final e is silent)." The teacher writes it* ot, ut. In each case,

78

MANUAL OF READING

after the phonogram has been sounded, she shows the effect of final e, upon the vowel by affixing e and requiring a second sounding. Many other phonograms are written and sounded in the same way.

Drill from the Phonic Charts.

The class should give the short vowel sound as the teacher indicates the family, and the long vowel sound as she places the

ending ; ab ab ad ad am am ap ap an an at at	as,	1, ab ; eb ed em	V	ibe	Proceed in columns,
e	ebe ib ib	e	ob ob od od om om op op on on	e	ub ub ud ud um um	e
		ed i em i ep i en i et i	d id m im P ip n in t it
e	e	e	e	e
e	e	Q	V	e
e	ep en	e	e	g	up up un u.n ut ut	e
e	e	e	A \j	e
e	et	e	g	ot ot	G	e

or across the chart, taking each vowel in turn.

(a) Avoid at this time the use of e after g ; as ag

(£) One is pronounced wun unless the initial is present, as in cone, drone, stone.

(e) In many short e families, e is prefixed instead of affixed and the digraph ee is formed.

Sight Word: four. Word exception: one.

FOURTH WEEK Phonogram: x

Blend ax, ex, ix, ox, ux.

Words illustrating these family names are included in the Word List. See Sections 323, 325, 326, 327.

PHONICS FOR FOURTH MONTH

79

In monosyllables x is an equivalent of cks or ks. Drill from the Phonic Charts and give contrasted words for sounding.

Ex. — tacks picks backs locks tax six box fox

Drill from the blackboard on the effect of final e : Write a short vowel and a long vowel family upon the board, thus : —

an ane

and form words by prefixing letter squares to each family, as,—

can

man

pan

cane

m ane

pane

Use the five vowels and many different families in this drill.

Arrange words on the blackboard to illustrate the change to the long vowel sound :

cap pin Tom mad cub

cape pine home made cube

Words illustrating the effect of final e are included in the Word List. See Index for section numbers : page 199, a ; page 200, e ; page 200, I ; page 201, 6 ; page 201, u.

Sight Words: horse, shoe, watch.

80 MANUAL OF READING

PHONIC FACTS FOR FIFTH MONTH OR DIVISION

I. Simple phonograms. — v, oi, oy. II. Blended phonograms. —

Endings — by, dy, ly, my, ny, py, ry, sy, ty, zy, y.

ble, die, fle, gle, pie, zle, tie. Family names — ar, are, av, ave, arb, arch, ard, arf, ark, arl,

arm, arn, arp, arse, arsh, art, arve. er, ere, ev, eve, erb, erd, erk, erm, era, erse, ert, erve. ir, ire, iv, ive, ird, irk, irl, irp, irst, irt. or, ore, orch, ord, ork, orm, orn, orp, orse, ort. ur, ure, urd, url, urn, urse, urt, urve. oy, oil, oin, oint, oise, oist.

III. Two sounds of y not initial; also of ie final.

IV. Effect of double consonants upon a preceding vowel. V. The digraph ow.

VI. Suffix er. VII. 0 like short u.

VIII. Sight words. — all, walk, know, meadow, could, would, should, laugh, music, Santa Claus, Christmas, young, again.

SUGGESTIVE NAMES

v.. — The sound of the electric car or that made by flying insects, as in vest, voice.

oy, oi. — Two jolly or happy letters, as in joy, boil.

Show that in sounding v the lips and teeth are placed in posi- tion to form/; v has tone but / has none.

Require the pupils to move the lips when sounding oy and oi.

PHONICS FOR FIFTH MONTH PICTURE CHART

81

01

SEAT WORK

1. Give much opportunity for silent reading in Book One and in supplementary reading.

2. Continue the exercises of previous months. Vary the work by having the pupils write the words and phonograms upon the blackboard.

3. Rule the back of a stout manila envelope into at least twenty-seven even spaces. Write, or paste in print, the letters of the alphabet in the spaces — one letter in each space. Place fifty-two small square cards containing four alphabets (use both sides of a card), two script and two print, in the envelope. Provide an envelope for each child engaged in seat work. In the twenty-seventh space write the number of the envelope, and number each small card to match. This will aid in replacing misplaced material. Each child is to arrange the letters of the alphabet upon the desk in order. At first he uses the back of the envelope as a. guide, later he should place them from memory. An alphabet of mixed letter forms should not be accepted. For example, if the teacher calls for the small print, no other letter form should be used in placing the alphabet ; if she calls for capital script, each letter should be in this form.

82 MANUAL OF READING

SPELLING Exercises 3 and 4, Written Spelling, page 106.

READING

Finish the lessons in Book One under Reading for Fourth Month, and begin Reading for Fifth Month, pages 99-124. Continue supplementary reading.

FIRST WEEK Phonograms : oy, oi, 6w.

Blend: oil, oin, oint, oise, oist.

own, owl, owth.

Words illustrating these family names are included in the Word List. See Section 239, oy ; Section 240, oi ; Section 232, 6w.

Drill by blending successive initials with oy, oil, oin upon Phonic Chart No. 2. Also write words upon the blackboard for sounding. Select these from the Word List.

The digraph ow has the sound of long o. Call words containing it o words, and refer to them by this name when the child hesitates as to which sound of ow is required. The use of the word in the sentence will often guide him to the correct pronunciation. As the words occur in the reading or conversational lessons, place them on the board and give daily drill. Contrast this list with one containing the diphthong ow.

Ex. — crow brown

blow town

snow crown

Keep all facts in constant review by a brisk, daily drill from the Phonic Charts.

Sight Words : all, walk, know, meadow.

PHONICS FOR FIFTH MONTH 83

SECOND WEEK Phonograms : ar, er, ir, or, ur, v.

Blend: ar, are, arb, arch, ard, arf, ark, arl, arm, arn, arp, arse, arsh, art, arve.

er, erb, erd, erk, erm, ern, erse, ert, erve. ir, ird, irk, irl, irp, irst, irt. or, orch, ord, ork, orm, orn, orp, orse, ort. ur, urd, url, urn, urse, urt, urve.

Words illustrating these family names are included in the Word List. See Index for section numbers, page 199.

A in ar is long Italian ; as, arm. This sound of a is also heard in aim, alf, alve. (Z in these phonograms is silent.) The sound of long Italian a is also given to au followed by n ; as, aunt. Do not require the child to learn these facts. Give him the correct pronunciation when he uses the words.

Er and ir are identical in sound, differing somewhat in care- ful speech from ur. Blend the ending er with families ending in two consonants or containing two vowels.

Or is like ar in warm.

Teach these vowel sounds, except a in ar, not as new sounds, but as the familiar short vowel, modified by r and not to be separated from it.

Drill by blending successive initials with these phonograms on Phonic Chart No. 3. Also by sounding words gathered from readers or from the Word List.

Final e does not affect the sound of a in ar ; as, ar e

care

This

Placing the initial develops circumflex a; as,

modification of sound arises from the influence of r following, rendering its teaching as a new sound unnecessar}^ Final e changes e in er to circumflex e (identical with a in care); as, ere. Different initials require varying sounds to be given to ere.

84 MANUAL OF READING

W requires the true sound of er\ as, were. Wh and ih require circumflex e ; as, where, there. Other initials require long e ; as, here, mere. Drill from the charts, making use of initial and ending letter squares in building the words; as, 1, er; 2, ere

3,

ere

ther

were

her

Sight Words: could, would, should.,

THIRD WEEK

Phonograms : y, y, le, le

Words illustrating these phonograms are included in the Word List. See Sections 365, y ; 366, y ; 364, le ; 363, le.

In monosyllables, y final has the sound of long i.

Ex. — cry, dry, by, my. Exceptions are found when y forms a diphthong or digraph with a preceding vowel ; as, boy, they, say.

In many words of more than one syllable, y final has the sound of short i ; as, funny, lady, happy. Present these facts as follows : y at the end of a short word says I ; at the end of a long word it says i.

T final in a long word is usually sounded with the preceding consonant, as shown in the column of endings on Phonic Chart No. 3. The pronunciation is short and crisp — bi, ri, ti, etc. Avoid at this time the use of the endings cy and gy. Drill upon the endings from the chart and add them to known words or word forms capable of taking them. Write words illustrating the two sounds of y final in columns.

Ex. — cry funny dry Henry fly happy

Require the class to note the length of word and the sound of y in each column.

PHONICS FOR FOURTH MONTH

85

In short words, i in ie final is long ; as, pie, die. In long words, i in ie final is short ; as, Nettie, Jamie. Illus- trate on the blackboard by words in columns as above.

Sight words : laugh, music, young.

FOURTH WEEK Phonogram: 6

Words illustrating this sound of o are included in the Word List. See Index for section numbers, page 199.

0 often has the sound of short u before ra, n, or v\ as, come, won, love. In some words, o in 0^ and or final has this sound, or it is made so slight that it is scarcely heard ; as, wagon, color.

Many of these words may be included in the drill on excep- tions from the Phonic Charts:

st	ove ove ove	cl	ove ove ove	cl	oth oth oth
gr	gl	fr
1	d	m

broth br oth er

moth

Double consonants make the preceding vowel short.

Exceptions : a before ss and ff has the short Italian sound ; as, class, staff ; before ZZ, in the same syllable, it is broad, as in all. 0 followed by II is long in some words ; as, roll. U followed by U sometimes has the sound 06, as in pull.

(a) Place a vowel letter square in conjunction with an end- ing containing a double consonant on Phonic Chart No. 3. The short sound of the vowel is to be given when the double consonant is seen. Sound 1, bble ; 2, abble. The long vowel is to be given as the letter square is shifted to hide one of the

86 MANUAL OF READING

double consonants: 3, able. Include all these endings and

the five vowels in this drill. The drill should be rapid, clear- cut, accurate. The teacher should use the pointer to indicate the ending to be used ; the pupils should sound as she places the vowel letter square before it. They should sound again as she shifts the square to cover or uncover the double consonant. Both individual and concert drill should be used.

To vary the drill, after a combination has been sounded, call for words in which it is heard. Ex. — addle will make the pupils think of paddle, saddle, straddle, etc. ; able will make them think of table, stable, gable.

Sound words containing double consonants ; as, running, pinning, popping, happy, cattle. Pupils should note the vowel sound before the double letter.

See Word List, Sections 354, 355, 356.

Arrange words for blackboard drill : —

pin mat hop cut

pine mate hope cute

pinning matting hopping cutting

Sight Words: Santa Glaus, Christmas.

PHONICS FOR SIXTH MONTH 87

PHONIC FACTS FOR SIXTH MONTH OR DIVISION

I. No new phonic facts are developed in this month. Re- view thoroughly all previous facts.

II. Sight Words: buy, who, guess, word, large, Mrs., caw, view, head, ears, once.

III. Teach the names of the consonants.

SEAT WORK

1. Continue silent reading.

Hectograph upon manila card words that the pupils can sound. Cut into single word cards. Give each child a large handful. Write short sentences upon the blackboard.

Ex. — (1) I can run.

(2) I like my baby sister.

(3) My cat likes to jump.

Pupils build these sentences on the desk with word cards.

This is an opportunity for original language work. For ex- ample, the child cannot find the word sister among the cards on his desk with which to complete the second sentence. The teacher suggests that another word could be used. The child selects brother. His sentence reads : I like my baby brother. Or, in building the third sentence he fails to find likes among his cards. When the teacher suggests using another word, he finds tries, and completes the sentence : My cat tries to jump.

Before the end of the year, the pupil will readily build original sentences without aid or suggestion from the teacher.

SPELLING

Exercises 3 and 4. Written Spelling, page 106. Exercise 1. Chart Spelling, page 108.

88 MANUAL OF READING

READING

Finish Reading for Fifth Month, Book One, pages 99-124. Begin Reading for Sixth Month, Book Two, pages 1-24. Con- tinue Supplementary Reading.

The pupils should learn to group words as they read, to show that they have gained arid are able to express the thought of the sentence. They should also learn to group sentences in order to get and express the thought of the story. It is a good plan for the teacher to read a selection aloud before it is read by the class, in order that each child may think beyond the sentence and grasp the thought of the story as a whole. To accomplish this, the selection must be read by the teacher im- pressively with appreciation of the insight her reading is to give the pupils. They should be encouraged to talk about the story, to tell how they would act under the circumstances, and to express their opinion of the characters. Then when the selection is read as a class exercise, the interest that has been aroused will help in obtaining intelligent, thoughtful reading. Good expression is not difficult to obtain if the phonic problems of the page can be solved readily, if the reader enters actively into the spirit of the selection, and if he has been taught to ex- press this as he reads. This does not mean that the teacher is to read every selection aloud before it is read by the class, or that the pupil is to imitate mechanically her manner of speaking the words. It does mean that she should make sure that he understands each story as a whole, and that he knows how to give expression to the emotions it arouses.

PHONICS FOR SEVENTH MONTH 89

PHONIC FACTS FOR SEVENTH MONTH OR DIVISION

I. Simple phonograms : y initial ; a after w ; equivalents of #, i, e, o ; c and g before £, i, or y.

II. Blended phonograms : ed final after any consonant. III. Sight Words: wolf, Alice, lambs, want, door, stalk, heart, through.

SEAT WORK

Continue work of Sixth Month.

Continue silent reading from supplementary primers.

SPELLING

Exercise 1. Blackboard Spelling, page 106. Exercise 1. Chart Spelling, page 108.

READING

Finish reading for Sixth Month. Begin reading for Sev- enth Month. Continue supplementary reading. .

FIRST WEEK Phonograms : y initial ; a after w

See Word List, Section 367, for words illustrating y initial.

W is one of the three powerful letters of the alphabet. Two of these have been presented and their effect upon a pre- ceding vowel noted : in the fourth month, e was seen to make a- preceding vowel, separated by a single consonant, long. In the fifth month r was seen to modify the sound of an immedi- ately preceding vowel. Short a preceded by w has the sound

of short o. Place the letter square w! before short a families on the Phonic Charts, noting the change in vowel sound as

90 MANUAL OF READING

the initial is placed. Sound: 1, ab ; 2, | wab. 1, atch ; 2,

atch. Exceptions are wag, wax. These should be included

in the drill on exceptions.

When t or d precedes ed final, e is vocal and a syllable is added ; otherwise e is silent and the number of syllables is not increased.

SUGGESTIONS FOR TEACHING THE SOUND OF ED FINAL AFTER ANY CONSONANT

How many of these boys and girls like to go to town ? Do you ever go alone ? Why not ? Why must some older person go with you? Think of ways to go to town. We walk. We drive. We ride on the steam cars. We can ride on the electrics.

When in the car, do you talk to the people you see there? Why not ? If you should see a friend sitting beside you, some one whom you know very well, would you talk to him ? These (writing ed) letters ride in word electric cars. Let us play that this word (writing planted) is the car. We will play that each letter is a person sitting on the long seat. Quite at the end of the car near the door I see ed. This is another car (writing handed). Do you see ed? Where is it? Touch it. The letter e makes us think of a child in a car. It does not speak to the strangers there. It has two friends who some- times ride. They are t and d. Whenever you see t or d be- side edi you will hear e say e. Look at this word (planted). What letter is beside e? Is t one of e's friends? Yes, sound the word, and you will hear e's voice : pl-ant-ed, planted.

In the next word handed, d, his other friend, is beside ed. Sound and you will hear e's voice h-and-ed, handed. Look at this word (smelled). I see ed. Do you see t or d beside e ? Then when we sound the word we will not hear e's voice. Sound : sm-elled, smelled.

PHONICS FOR SEVENTH MONTH 91

Present ed words in two lists : —

hunted killed

planted lived

crowded barked

Lead the class to see that e is vocal in the first list because either t or d is present before ed. In the second list, ed is not preceded by t or d, and e is silent. Sound : 1, h ; 2, unt ; 3, ed ; 4, hunted. 1, k ; 2, illed ; 3, killed.

Affix the letter square ending ed to families on the Charts, noting the presence or absence of t or d and the vocal or silent e. Drill as rapidly as possible (without sacrificing accuracy to speed), in order to sharpen the children's eyes and render them quick in making a decision.

Drill from the Charts should include all families that do not consist of a single vowel followed by a single consonant.

SECOND WEEK

Endings : ed, ing, er added to families in which a single vowel is followed by a single consonant.

See Word List, Sections 357, 358, 359, for derivatives formed in this way.

Write words in columns upon the blackboard : —

hate whine tune hunt

bake robe tube boil

spice yoke seed look

Add the ending ed to each word by means of the letter square Sound the first word. Repeat the sounding as the letter

square is placed to form the derivative. Example : —

1, li ; 2, ate ; 3, hate. 1, h ; 2, ated

3, hated

In this way sound each word. Form derivatives ending

92

MANUAL OF READING

in ing and er by placing the letter squares

and

in po-

sition. Sound as indicated above.

Lead the class to see the following facts: —

(a) That e final of the stem is displaced or covered by the ending.

(5) When e final is not present, no letter is displaced or covered ; the ending is placed after the word.

(<?) That the vowel sound in the derivative is the same as that in the primitive word.

(cT) When the vowel in the derivative is not followed by a double letter (or two consonants), it tells its name.

Drill from the Phonic Chart. Develop the long vowel

by affixing the letter square e to families ending in one consonant before using the other endings, in position,

Keep

Cover it with

to form a family

ending in ed. Cover it with ing to form a family ending in ing, with er to form a family ending in er. Keep in

mind that e of the stem is displaced or covered by the vowel of the ending.

Ex. — 1, at; 2, ate ; 3, ated ; 4, at ing ; 5, ater

Drill from Phonic Chart No. 3, using the endings with family names that end in e. Sound : —

1,	a	bble; 2, abl	Died ; 3,	able;	4, a	bl	ed
Arrange words for drill :
pin	pine	hop	hope
pinned pined	hopped	hoped
pinning pining hopping	hoping
pinner piner	hopper	hoper

PHONICS FOR SEVENTH MONTH 93

Require individual recitations ; the goal is individual power. The daily drill from the charts should illustrate every com- bination in turn.

Test the child's power to find out new words by present- ing words of several syllables to be sounded ; as, —

understand, understanding, flattering.

Sight Words : wolf, Alice, lambs.

THIRD WEEK Phonograms : Equivalent Charts a, e, i, o

Words illustrating the phonograms upon the Equivalent Charts are included in the Word List. See Index for section numbers : page 199, a ; page 200, e, i ; page 201, o.

The Equivalent Charts (see page 12) illustrate the fact that much may be learned through association. They are to be used in teaching the vowel equivalents and digraphs. Keep them within easy view and touch of the class. Lead the child to see that the phonograms grouped on each chart have the sound of the indicated vowel. Refer to the charts when hesita- tion is shown over a word containing one of these phonograms. Do not require the groupings to be committed to memory.

SUGGESTIONS FOR PRESENTING VOWEL EQUIVALENTS

Whose house is that across the street ? How do you know that it is Mr. Smith's house? (His name is on the door.) Who lives with Mr. Smith ? (His children live with him.) Tell me their names. (Teacher writes them on the blackboard as they are given.) The pupils note that Smith is written with each name. The class decides that each one. of Mr. Smith's children, if asked his name, would say Smith. It is just so with Mr. Brown's children. Each one has Brown for his name, etc.

94 MANUAL OF READING

This card (presenting Equivalent Chart No. 1) is A*s house. A is in the circle just as Mr. Smith's name is on the door. These (pointing to equivalents) live in A*s house. They say a just as Mr. Smith's children say Smith.

This (presenting Equivalent Chart No. 2) is j^'s house, and these (pointing to equivalents) live with e. They say e. Charts 3 and 4 are presented in the same way.

Find this (writing eigJi) on the charts. What does it say ? Sound (writing weigh). Pupils sound : w-eigh, weigh. Teacher writes eight. Pupils sound eigh-t, eight. Teacher writes freight, weight, neighbor, etc. Pupils sound and pronounce the words.

Write several equivalents and digraphs on the blackboard. Ex. — eigh, oa, igh, ey, ea.

Require the child to find them on the Equivalent Charts and to tell what each one says; thus, "This (pointing to eigh) is on A's card; it says a. This (oa) is on 0's card; it says 0."

Write lists of words to be sounded, selected from those in common use or from advance reading.

Ex. — play eight eat coat high

say weight meat goat bright

day freight mean road night

Sound: 1, pi ; 2, ay ; 3, play; 1, br ; 2, ight; 3, bright. Ea takes both the long and the short sounds of e. Give drill similar to that indicated for ow. Ex. — neat head

heap thread

The equivalents upon Phonic Chart No. 2 should be included in the general drill from the charts in which words are formed by means of letter squares ; as -

pail, Jay, Sleigh, high,

f east,

roar

Sight Words: want, door, stalk, heart, through.

PHONICS FOR SEVENTH MONTH 95

FOURTH WEEK Phonograms : 5, g

Words illustrating these phonograms are included in the Word List. See Index for section numbers : page 203.

The sounds of $ and g are somewhat like the names of these letters. It may help the pupil to remember these sounds if it is said that, like the vowels, they tell their names when followed by e. They also do this when followed by i and y.

Ex. — spice excite fancy

George ginger

Drill from the Phonic Charts upon $ : Sound : 1, am ; 2,

Egypt

am. 1, em ; 2, c em. 1, im ;

1, om ; 2, c om. 1, um ; 2,

cum,

Include the following drills : 1, ack ; 2, ac

1, ick ; 2, ice

1, anch ; 2, anc

1, ench ; 2, ence

1, uck ; 2, uce

1, inch ; 2, inc e

1, onch; 2, one lik k.)

1, unch; 2, unce

(C% in onch is

Give the following drills upon

Sound : 1, an ; 2, g an. 1, en ;	2, gen. 1, in; 2, gin
1, on ; 2, g on. 1, tin ; 2, g UE	.
1, ag; 2, age	. 1, og; 2, oge .	1, ug ; 2, ug e .
1, ang ; 2, ang	e . 1, ing; 2, ing	re . 1, ong; 2, onge
	; 5, udge.
1, ling-; 2, ung	3 .
1, adge ; 2, edge ; 3, idge ; 4, odge

Include cy and gy in the drill on endings.

96 MANUAL OF READING

PHONIC FACTS FOR EIGHTH MONTH OR DIVISION

I. Simple phonograms. — aw, au, ui, ew. II. Blended phonograms. — ar, preceded by w\ or, preceded by w; ear.

Family names. — awl, awk, awn. aub, auce, aud, aul, ault, ause. aid, all, alk, alt. uice, uit.

III. Sight words. — comb, tongue, build, beauty.

IV. Suffixes.

SEAT WORK

1. Silent reading.

2. Provide cut-up stories, using pages from old primers. Cut a page into single words and paste them upon manila cards not less than one inch square. Mount the picture of the page also. Place .all in a stout manila envelope. On the back of the envelope mount a duplicate page from another primer. Pre- pare as many envelopes as there are pupils engaged in seat work. Each child is to arrange his words into sentences, using the page on the back of the envelope for a guide. Number each envelope and the word cards it contains with the same number.

SPELLING

Exercise 2. Blackboard Spelling, page 107. Exercise 1. Chart Spelling, page 108. Exercise 1. Seat Work Spelling, page 107.

READING

Finish Reading for Seventh Month. Begin Reading for Eighth Month, pages 50-75. Continue supplementary reading.

PHONICS FOR EIGHTH MONTH

97

FIRST WEEK Phonograms : a. Equivalent Chart u

Words illustrating these facts are included in the Word List. See Index for section numbers: page 199, a; page 202, equiva- lents of u.

Phonic Chart No. 6 presents phonograms that take the broad sound of a. Drill by blending initial phonograms with

these. Include the following drill: caught , taught ,

etc. Drill also from Phonic Chart No. 2, using aid, all, alt, aw, alk, in the exercise.

L is silent in alk. Illustrate this fact by sounding words containing alk, ilk, ulk, oik :

talk walk chalk stalk

silk milk bulk yolk

Refer to Equivalent Chart No. 5 in presenting ui and ew. Keep all facts in constant review in the daily phonic drill.

SECOND WEEK

Phonograms : ar, preceded by w ; or, preceded by w A, in ar preceded by w, generally has the sound of broad a.

Ex. — war, swarm, wart.

Or, preceded by w, generally has the sound of ur. Ex. — work, worth, word, worm.

Words illustrating these facts are included in the Word List. Section 274, war; Section 285, wor.

Drill by holding letter squares in rapid succession before ar upon Phonic Chart No. 3. The pupils sound as the cards are placed.

Ex. — car tar far scar war

98

MANUAL OF READING

THIRD WEEK Phonogram: Suffix es

By use of the letter square ending es

with words written

upon the blackboard, show that some words end with the sound of s, others with the sound of es.

Ex. — fac

es		wat rid	ch'es	nos	3S	cag sho	es		was cub	lios
iles	es	jok	es	r	es	es

Lead the class to see that when the word ends in a buzzing sound, es adds a syllable. These sounds are: Q, g, sh, ch, s, x, z.

Drill from the Phonic Charts by placing

after families

ending in these consonants. Form ace, ice, uce, ange, inge, onge, unge, upon the Charts by placing

as shown in Sev-

enth Month, Fourth Week. Keep e e in position, cover it

with

and sound. Words ending in es are included in the

Word List, Sections 360, 361.

FOURTH WEEK Phonogram: ear

Ear is like er in earth, pearl, earn, learn, heard. See Word List, Section 258.

Ear is like ere in bear, wear, tear. See Word List, Section 257.

PHONICS FOR NINTH MONTH

99

PHONIC FACTS FOR NINTH MONTH OR DIVISION

I. Simple phonograms. — augh, ough. II. Blended phonograms. — qu, mb, sten, ften.

SEAT WORK Review previous seat work exercises.

SPELLING

Exercise 3. Blackboard Spelling, page 107.

Exercises 2 and 5. Chart Spelling, pages 109, 111.

Exercises 1 and 2. Seat work, Spelling, page 107.

Exercise 1. Spelling Games, page 115.

READING

Finish Reading for Eighth Month. Begin Reading for Ninth Month, pages 76-100. Continue supplementary reading.

FIRST WEEK Phonograms: augh, ough

Augli and ough, before t final, take the sound of broad a. Drill from Phonic Chart No. 3. aught

c	aught aught aught
\ *
n
fraught

ought b ought

f ought

s ought

br ought

When augh and ough are final and end with the sound of /, they are blended phonograms.

Ex. — laugh, cough, enough.

100

MANUAL OF READING

Drill from Phonic Chart No. 3 upon though and through. Cover the initial letters of though with successive initial letter squares to form words ending in ough. At first, tell the pupil something of the meaning of each word as it is formed and sounded : —

Mother makes bread of

d ough.

The bird sits on a

bough.

When we have a cold, we c ough.

Things that are not smooth are r ough. Meat that is not tender is

ough.

The farmer uses a

pi ough.

A miry place in the road is a slough

The horse drinks from a

ough.

SECOND WEEK Phonogram : qu

For words illustrating this phonogram see Word List, Section 362.

Q is always found in combination with u.

Ex. — quick, quill, conquer, liquid.

Qu is usually pronounced kw when initial; when not initial, u in qu is often silent.

Ex. — opaque, mosquito.

Form words with the letter square qu upon the Phonic Charts.

Ex. - - qu ack, qu ilt.

PHONICS FOR NINTH MONTH 101

THIRD WEEK

Phonogram : mb

For words illustrating this phonogram see Word List, Section 344.

B after m is silent in monosyllables.

Ex. — crumb, climb. Sound: 1, cr; 2, umb; 3, crumb. Drill from Phonic Chart

No. 3: Cover u in umb with the letter square a to form amb;

with e to form

emb; with i to form imb, to be sounded

imb or imb; with o to form o mb, to be sounded 6mb or omb.

Let pupils tell words in which these sounds are heard.

FOURTH WEEK Phonogram; ften, sten

For words illustrating these phonograms see Word List, Sections 341, 342.

T, in the-ending ten, after 8 or /is silent.

Ex. — often, soften, glisten, moisten.

Place vowel letter square o before ften on Phonic Chart No. 3 to form

often. Form with letter squares a sten,

sten. Let pupils tell words in which these sounds are heard.

102 MANUAL OF READING

PHONIC FACTS FOR TENTH MONTH OR DIVISION

I. Simple phonogram. — ph. II. Blended phonograms. — tion, sion, ous, tious, cious, stle.

SEAT WORK Review previous seat work exercises.

SPELLING

Exercise 3. Blackboard Spelling, page 107.

Exercises 1, 2, 5, 6, 7. Chart Spelling, pages 108, 109, 111.

Exercises 1, 2. Seat Work Spelling, page 107.

Exercises 1, 2, 3. Spelling Games, page 115.

READING

Finish Reading for Ninth Month. Read Reading for Tenth Month, pages 101-124. Continue supplementary reading.

FIRST WEEK Phonograms : ous, stle, ph

For words illustrating these phonograms, see Wprd List, Sections 331, 343, 346. Ous is pronounced us.

Ex. — famous, porous. Ph takes the sound of /.

Ex. — camphor, Philip.

Exception : Stephen.

When the ending tie is preceded by s, t is silent.

Ex. — castle, whistle, bustle. Place vowel letter squares before stle on Phonic Chart No. 3

PHONICS FOR TENTH MONTH 103

to form

stle, e stle,

stle,

ostle,

u stle. Let the

pupil tell words in which these sounds are heard.

SECOND WEEK

Phonograms : tion, sion, tious, cious, cial, tian For words illustrating endings that begin with the sound of sh, see Word List, Sections 328, 329, 330, 332, 333, 334, 335, 336, 337, 338, 339.

THIRD WEEK

Tion is pronounced shun, except when it is preceded by * or x. Sion is pronounced shun when it is preceded by a consonant. When it is preceded by a vowel, it is pronounced zhun.

Ex. — attention, question, mission, occasion.

Tious and cious are pronounced shus. Cial and tian are pro- nounced shal and shan.

Ex. — vexatious, gracious, social, musician.

Place vowel letter squares before these endings on Phonic Chart No. 3, to show that when a vowel (except i) imme- diately precedes these endings it is long. Example : —

ation as in station asion as in occasion

etion as in secretion esion as in cohesion

otion as in motion osion as in explosion

ution as in solution usion as in confusion

atious as in vexatious ocious as in ferocious

acious as in gracious ucius as in Vespucius.

ecious as in specious

acial as in racial atient as in patient

ocial as in social otient as in quotient

ucial as in crucial

104 MANUAL OF READING

ition us in addition icious as in delicious

ision as in division idol as in official

itious as in ambitious itial as in initial

icient as in sufficient ician as in musician

Exceptions : precious, especial.

A consonant between the vowel and the ending prevents it from being long.

Ex. — attention, mansion, fractious.

Extensive drills upon words that illustrate these endings should be deferred until such words appear in advance reading.

SPELLING 105

SPELLING

The phonic drill in its analysis of words and grouping of phonograms is excellent preparation for written and oral spelling. No word should be included in a spelling lesson that is not in the child's vocabulary — that he cannot use intelli- gently; but spelling has to do with the structure of words rather than with the meaning. It appeals to the eye rather than to the ear. To spell is to call up a mental picture of a word and translate it into a spoken or written picture. It fol- lows that the mental picture must be clear and exact before the word can be correctly spelled. The division of monosyllables into initial letters and family names as indicated in the phonic drill, enables the child to hold in his mental vision of a word, not a succession of letters with little relation to one another, but the family with its additions. He thinks of blended phonograms as units and writes them as such: black is not b-l-a-c-k, in which there are five facts to be known and placed in order, but bl-ach, in which but two facts are to be noted.

The spelling lesson is not the time to take new words into the vocabulary. It is rather the time to clinch and make a working vocabulary of words that have been developed in other lessons.

Both oral and written spelling should have a place in the school program.

WRITTEN SPELLING

Written spelling should precede oral spelling and should be- gin as soon as the child is able to form letters. He should understand that writing is inseparable from spelling. When he writes a word, he is spelling with his pencil just as truly as when he uses his voice to name the letters in a word. In either case, he must recall the mental picture of the word in

100 MANUAL OF READING

order that he may place the right letters in the right order. Work in sorting and selecting phonograms (see seat work for First Month) should precede and accompany written spelling. The following exercises are suggestive. They should begin in the first month and continue throughout the year.

Exercise 1. — Dictate, by sound, simple and blended phono- grams. These are to be selected from among small phonogram cards upon the desk and copied upon a spelling slip.

Exercise 2. — Dictate, by sound, simple and blended phono- grams, including initials and family names : fl, sh, ch, an, at, am, tr, si. These are to be written from memory. In every case the pupils should sound the phonogram after the teacher.

Exercise 3. — Dictate, by sound, short words in a series ; as, —

can, man, ran, fan ; lake, make, rake, take.

Exercise 4. — Dictate short sentences; as, I see. I can run.

Exercise 5. — Dictate words to show the use of final e ; as, — fad mad hid rob tub

fade made hide robe tube

Exercise 6. — Dictate a word and its derivatives; as, — like take smoke

liking taking smoking

liker taker smoked

liked taken smoker

Exercise 7. — Dictate words in groups : as, —

tack sack lack rack

take sake lake rake

Exercise 8. — Dictate Mother Goose Rhymes.

BLACKBOARD SPELLING

Exercise 1. — Give each child an initial letter square. He is to write in a column upon the blackboard words that begin

SPELLING 107

with the initial he holds. At first allow the pupil to step quietly to the Charts and form the word with the letter square before he writes it.

Exercise 2. — Give each child a family name slip. He is to write upon the blackboard all the words containing the phonogram that he can remember.

Exereise 3. — Give each child a sight word slip. He is to write a sentence containing his word.

SEAT WORK SPELLING

Exercise 1. — Require each child to form the words at the head of the reading lesson upon his desk, using the box of letters.

Exercise 2. — Require each child to use the words at the head of the reading lesson in sentences.

During the first year and first half of the second year this should be oral work. In the second half of the second year the sentences may be written.

Exercise 3. — Copy words found in the reading lesson, con- taining ea, ow, ay, etc.

Exercise 4. — Write rat, rate, rated, rating, upon the black- board. Require, as a class exercise, the pupils to write under rat words that may be formed by recombining the letters of the word. The same thing is to be done with the letters of each word. The finished exercise is : —

rat at	tar
rate
rat	ate	art	tear	tar
at	are	tea	tare	eat
rated
rat	rate	at	are	Ted

ear

tare dear red read ate dart tar tear dare

108 MANUAL OF READING

rating

rat ran tar trig Nat

ring at tin in gin

rain art tan it gain

rag air train nag gait

Continue as a class exercise with other words arranged as a series, until each pupil understands the requirements of the work. It may then form a profitable seat work exercise. Other series are : —

black, blacking, blackest, blacker, blacked, white, whiter, whitest, whitened, please, pleasing, pleasant, pleasure.

CHART SPELLING

This should begin with the second half year and continue through the third year of school.

The words spelled in the following exercises are not selected or determined by the teacher. Neither are they prepared or studied as tasks by the child before the recitation begins. Whatever preparation he may make by way of storing words' in memory is entirely voluntary and is induced by the pleasure the exercise affords. The words that he thinks of to spell are familiar to him in meaning and use, and their forms have been impressed upon him through the phonic drill. Two things are insured : —

1. The child spells no word that is not in his vocabulary.

2. He must have a clear mental picture of each word in order to form it upon the Charts.

The spelling drills should be given with snap. No word should be spelled twice in an exercise.

Exercise 1 . — Present an initial letter square, as

Each

child thinks of a word that can be formed upon the Charts by

SPELLING 109

placing this initial before a family name. The first child takes the card from the teacher, places it upon the chart to form his word, pronounces the word as he places the card, spells it as he turns to face the class. (The teacher holds the card in place until the word is spelled.) The next child takes the card, forms, pronounces, and spells his word. Each child in turn does the same. Examples of words that a class of ten pupils may spell, are : —

mind mill match muff make

mat must mound mold move

The initial m may be retained for another turn round the class, but usually a different initial should be chosen for each round.

It will be seen that there are as many different words spelled in one turn round the class as there are pupils reciting. In five times round a class of ten pupils fifty words will be spelled. Each child is intent upon recalling and forming words that he knows ; each child is eager for his turn to spell. Interest is at a white heat, lasting impressions are made. The child of scant vocabulary rapidly enlarges his list of words through competition with his mates.

Word forms have no place in the spelling drill. If one

should be formed, as mand, the teacher says : "Mand is not

a word; we are to spell words." Or she may ask, "What is mand? Is it something to eat? Can we wear mand? Is it a plaything? Can we feel it? Have you ever seen mand?" The child replies, " No, I do not know what mand is." " Then we will not spell it. We are to spell words that we know about and that we use when we speak."

Exercise 2. — Present the letter square

Final e or the

letter on the left edge of the card is to be placed as in the phonic drill after families that contain a single vowel followed

110

MANUAL OF READING

by a single consonant (see Fourth Month). In this exercise the entire word is not formed. Ex. — ade, ine, obe, ute, are. The child supplies the initial as he places the card, pronounces, and spells his word. Examples of words that may be spelled are : fade, twine, robe, flute, care.

Exercise 3. — Final e on letter square e e is placed after

ang, ing, ong, ung, ast, ath, ith, oth, to form ang aste , athe , ithe

inge

ong

ung

, oth

The pupil

supplies the initial as he places the card, pronounces, and spells the word. Examples of words that may be spelled are : strange, hinge, sponge, lunge, paste, bathe, writhe, clothe.

Exercise 4. — Final e on letter square ee is placed to cover the final consonant of : —

anch

ass

aff

all

ack

to form —

ench

ess

inch

iss

iff

ill

ick

onch oss

oil

anc

ase

af

al

ac

ence

ese

ince

ise

ice

uncli uss

ull uck

uncle""

us

ol

ule uc

The pupil supplies the initial as he places the card, pronounces, and spells the word.

SPELLING

111

Exercize 5. — Present

Exclude from this exercise the

families on the first half of Phonic Chart No. 1, containing a single vowel followed by a single consonant. The first child takes the card, places it after a family ending in two consonants or containing two vowels, pronounces, and spells his word. For example, anding will suggest standing, landing, etc. ; icking will suggest picking, ticking, etc. ; ailing will sug- gest failing, mailing, etc. The same family should not be used twice in an exercise.

in the same way with the same Examples of words that may be

Exercise 6. — Use

restriction as to families.

spelled are : hunted, watched, smelled, pulled, crowded, etc.

in the same way with the same Examples of words that may be

Exercise 7. — Use

restriction as to families.

spelled by the pupil are : watcher, miller, older, boiler, etc.

Exercise 8. — Present the vowel letter square ed . Direct the child to place it before one of the families ed, em, ep, en, et, er, to form zed, eem, eep, een, set, eW, and

spell the word he thinks of. Examples of words that may be spelled are : need, seem, peep, seen, beet, cheer. /

Exercise 9. — Present the vowel letter square e . Direct the child to place it before one of the families ad, am, ap, an, at, ash, ar, ath, ave, to form ead, earn, eap, ean, eat, eash, ear, and spell the word he thinks of. Examples of words that may be spelled are : read, seam, heap, clean, heat, leash, clear, breath, weave. No confusion need arise concerning words that have the same vowel sound but different spelling. If, for example, in Exercise 8, the pupil decides to form eep and announces his intention to spell heap, the teacher should say, "Heap is not spelled with eep." She should place the

112 MANUAL OF READING

letter square before ap to form eap and require the child

to spell the word correctly. (As a seat-work exercise to follow this lesson, the pupils should write all the eap and ee'p words they find between certain pages of the reader.) Require each child to use his word in a sentence before he spells it, in order to be sure that he knows how to use homonyms.

Exercise 10. — Present the vowel letter square

Direct

the child to place it before one of the families id, im, in, it, int, ist, ir, to form aid, aim, ain, ait, aint, aist, air, and spell the word he thinks of. Examples of words that may be spelled are : braid, stain, wait, paint, waist, stair.

Exercise 11. — Prefix initial letter squares to the phonograms upon the Equivalent Charts. The words thought of are to be spelled.

Exercise 12. — Review the phonic drill given in Fifth Month (see page 85) from Phonic Chart No. 3. Call for words in which these sounds are heard. As each word is given, ask the child to spell it. The teacher writes the word as it is spelled. Note the sound of the vowel and whether or not it is followed by double consonants. For example, the child

sounds addle. He says it makes him think of paddle; he

spells paddle. The teacher writes the word as the child names the letters. In answer to questions, the child states that a says a in the word. Because it says «, he knows that there are two c?'s in the word. Example of words that may be spelled are found in the Word List, Sections 290, 292, 294, 296, 298.

Exercise 13. — The teacher shows

die. It is sounded ;

the word it suggests, for example, cradle, is spelled and written upon the board. The pupils note that a says a and that there is but one d after a. Examples of words that may be spelled are found in the Word List, Sections 291, 293, 295/297, 299.

UNIVERSITY

OF

X SPELLING 113

Exercise 14. — The teacher sounds padding and writes it upon the board; the pupils note that a says a; that it is followed by two cTs. The teacher sounds slamming. She does not write it on the board ; the pupils listen for the vowel sound. They spell the word with two m's in order to make the vowel say a. Continue the exercise by sound- ing for the pupils to spell : trimming, cunning, hopping, etc. Words will be found in Word List, Sections 354, 355, 356.

Exercise 15. — The teacher sounds fading; the pupils note the sound of the vowel, and spell the word with one d in order to make a say a, etc.

Exercise 16. — Present letter square

Use in this drill

families containing one vowel followed by a single consonant. Ex. — ab, in, op, un, ir, etc. The first pupil places ing after it

on Phonic Chart No. 1, and says he will spell hitting. The teacher asks him what i says in his word. The pupil notes that it says I and says that he will put two £'s in the word in order to make the vowel sound right. He shifts

slightly to the right of it to leave space for the added t, thus : it ing . Each child in turn takes the card and spells

the word he thinks of, using a single or double consonant as he wishes to make the vowel sound long or short. Fre- quently each child spells two words, as : padding, fading ; hopping, hoping. The drill should appeal to the pupils as a game. It should be brisk and animated. Words that may be spelled in this exercise are found in the Word List, Sections 354, 357.

Exercise 17. — Place

ed after families ending in a single

consonant preceded by a single vowel, and spell derivatives ending in ed, using a single or double consonant after the

114

MANUAL OF READING

vowel as needed to make it long or short. Ex. — mated, matted. Words that may be spelled in this exercise are found in the Word List, Sections 355, 358.

Exercise 18. — Place er after families ending in a single

consonant preceded by a single vowel, and spell derivatives ending in er, as in the previous exercise. Words that may be spelled in this exercise are found in the Word List, Sections 356, 359.

Exercise 19. — Review the phonic drill given in Seventh Month (see pages 91, 92) from the blackboard and Phonic

Charts. Present letter square ing . Indicate the families upon

Phonic Chart No. 3 that contain final e. Direct the pupil to place the ending after any one of these families, and spell the word he thinks of. Each pupil covers or displaces the e of the stem by the vowel of the ending. Example : —

aking

ok ing

av ing

idging

from which he spells: making, smoking, saving, bridging,

fiddling, struggling, whistling

etc.

Exercise 20. — Present Exercise 21. — Present

and drill as in Exercise 19. and drill as in Exercise 19.

Words that may be spelled in these exercises are found in the Word List, Sections 357, 358, 359.

Exercise 22. — Place all the vowel letter squares accessible to the pupils. Use the last column of endings on Phonic Chart No. 3. Each child in turn takes the vowel that he needs to

uly, etc. Words that may be

form

by, a dy

spelled are : baby, lady, icy, truly, etc.

SPELLING 115

Exercise 23. — Direct the pupils to place the letter square slightly apart from the ending and to spell words in which the

vowel does not tell its name, as

eny,

dy. Words : funny, penny, Harry, biddy.

SPELLING GAMES

1. Teacher says, "I am thinking of a word like make." Child says, "Is it r-a-k-e, rake?"

Teacher. — "No." Next child. —"Is it t-a-k-e, take?" Continue till the word is spelled. Include exceptions in these exercises.

2. Teacher. — "I am thinking of a word with a-t-c-h in it." Child. —"Is it m-a-t-c-h, match?"

Teacher. —"No."

Next child. — " Is it h-a-t-c-h, hatch?" Teacher. — "No."

Third child. —"Is it w-a-t-c-h, watch?" Teacher. — "Yes."

Exceptions that may be included in this game are : what, put, push, bush, pint, key, most, post, both, doth, etc.

3. Teacher says, " I am thinking of a word that contains a double letter." The first time this game is played she indicates on the charts the families containing double letters, as, ss, 11, ff, oo, bb, dd, gg, pp, zz, tt, etc. Proceed as in previous exercise. The short vowel words spelled in Chart Spelling, Exercises 16, 17, 18, and 23, should be included in this game.

4. Teacher says, "Letters in the word I am thinking of sometimes say ow"

Pupils spell now, crow, croup, pout, cough, trough, dough, bough, enough, etc., until they spell the word, or the teacher tells. Never prolong a game until the pupils are weary.

116 MANUAL OF READING

5. Review the fact that ite and ight have the same sound. Ask pupils to tell words that they have seen spelled with ite. Write these words upon the blackboard. Extend the list to five words : bite, kite, white, write, quite.

The words site, mite, smite, spite, sprite, etc., do not usually appear in a child's vocabulary. They need not, at this time, be included in the exercise.

Review the written words, spell them; use them in sentences; let each child write them from memory. Tell the pupils that other words taking this sound are spelled with iglit. Play a game of sharp eyes : the teacher holds the entire pack of letter squares. She shuffles the cards rapidly in order to present ini- tials used in both ight and ite words. The pupils spell in turn or in concert, as the initials are shown : bright, slight, night, kite, sight, fight, white, etc. Words that may be spelled in this exercise are in the Word List, Sections 61, 253. The only words to be carried in memory are the five ite words. All others with this sound fall into the list spelled with ight.

6. Review the fact that ay and eigh have the same sound. Present for drill, as with the ite words : sleigh, neigh, weigh, they, prey. Tell pupils that other words ending in the sound of a are spelled with ay. Drill with letter squares, as in the previ- ous exercise. Pupils spell as the initials are shown : bay, play, say, dray, neigh, play, etc. Words that may be spelled in this exercise are in the Word List, Sections 245, 249.

7. Review the fact that ote and oat have the same sound. The pupils learn that note, wrote, vote, are spelled with ote\ that other words ending with this sound are spelled with oat : boat, coat, float, etc. Present initials in rapid succession. See Word List, Sections 63, 260, for words that may be spelled. Review the fact that no, so, go, end in the sound of 0, Other words that end in this sound are spelled with ow. See Word List, Section 232, for words that may be spelled. Present initial letter squares for rapid spelling as in Exercise 5.

BOOK THREE 117

BOOK THREE

Through the steady progression of the phonic drill, the child has been made familiar with many language facts. He has learned that e, r, and w are the three powerful letters of the alphabet, and he is prepared to modify vowel and consonant sounds when he sees these letters in certain positions with re- gard to the other letters of a word. He has learned that derivatives are not formed by adding d or r to the primitive word, but by adding ed or er ; and he knows that the ending vowel of the derivative covers or displaces final e of the primi- tive. He knows that he must double a single consonant after a single vowel if he is to retain the short vowel in the deriva- tive, etc. By far the greater number of these language facts he uses unconsciously. We might say that he has absorbed the idea through the repetition of the drill rather than that he has consciously stored the fact in memory. In order to obtain lasting impressions of all these facts, they should be kept in constant review by means of daily phonic drill throughout the second and third years of school.

VOWELS AND CONSONANTS

In the second year, the distinction between vowels and con- sonants should be made. This knowledge can be used to give variety to the seat work. The pupils should copy words from their readers containing two vowels, three vowels, ending in a vowel, beginning with a consonant, etc.

The rule illustrated in the Fifth Month, first year (see page 85), should be extended to " Two or more consonants tend to make a preceding vowel short." The pupils should be trained to inspect polysyllables in the light of this rule. It is a general rule, and there are many exceptions. If, because of

118 MANUAL OF READING

accent or for any other reason, a word does not follow the rule, the teacher should give instant help by telling the correct pro- nunciation. But the child should be led to form the habit of inspection, and he should be required to help himself in the solving of word problems whenever it is in his power to do so.

For example, the word independence is to be sounded. The child hesitates over the sound of the second vowel.

The teacher says, "What can we do that will help us to know the sound of e ? "

Child. — " We must look at the two letters that stand after it. They are p and e."

Teacher. — " What is p ? What is e ? "

Child. — "P is a consonant, e is a vowel."

Teacher. — " How many consonants follow e?"

Child.— "One."

Teacher. — " What does e say when there is but one con- sonant after it ? "

Child. — " It tells its name ; it says e."

The sound of the third vowel in the word is decided to be e because it is followed by two consonants.

NEW PHONIC FACTS

Our language is a growth. In appearance and sound it has changed with its growth. Many words in common use have become more abbreviated in sound than in spelling ; among these are words beginning with or containing kn, gn, gu, bu, wr, mn, silent initial h, ch like k, ou like o before Z, or r. The first letter is silent in kn, gn, wr ; the second letter is silent in gu, bu, mn. Many words illustrating these phonograms are in the child's spoken vocabulary. These words have been in- cluded in the text of Book Three.

The phonic scheme at the head of each lesson instructs when to teach these facts. Drill should be given upon these, and

BOOK FOUR 119

upon the other facts of the lessons by sounding words of the Word List, from the sections indicated in the schemes.

SPELLING

Review the spelling exercises of the First Year. Exercises 5, 6, 7, 8. Written spelling, page 106. Exercises 3, 4, 8, 9, 10, 11. Chart spelling, pages 110, 111, 112. Exercises 1, 2, 3, 4. Seat-work spelling, page 107. Exercises 4, 5, 6. Spelling games, pages 115, 116.

SEAT WORK

Review and extend the seat work exercises of the First Year to include writing of original sentences. Use the exercises under Seat Work Spelling, page 107.

BOOK FOUR

The facts that have been selected for illustration are in the accepted reading vocabulary of the child who is to use the book. They are : short i in endings ice, ile, ine, ise, ite, ive ; y like short i ; y like long i ; i like ee ; i like consonant y ; two vowels coming together but in different syllables. Drill upon these is to be given by sounding words of the Word List from the sec- tions indicated in the phonic scheme. The phonic facts pre- viously developed should be kept in constant review by frequent chart drills, spelling exercises, and games. These should be brisk and animated.

The child should \>e required to apply his knowledge of phonics to the solving of all word problems that appear in the text. He should look for familiar elements in exceptions in order to sound them, in part at least. Frequently the context will help him to the pronunciation of these words. The teacher

120 MANUAL OF READING

should assist when the child is unable to help himself, but she should never tell him a word that he is capable of finding out.

SPELLING

Exercises 6, 7, 8. Written spelling, page 106. Exercises 1 to 23. Chart spelling, pages 108 to 115. Exercises 1, 2, 3, 4. Seat work spelling, page 107. All spelling games. Pages 115, 116.

WORD LIST

121

The sections of the following list contain words illustrating every family and phonogram upon the phonic charts. They also contain words illustrating the rules that are developed in the phonic drill. They include : -

1. The vocabulary of over thirty readers of primary grade.

2. Words of the child's vocabulary not included in these school readers.

3. Words, illustrating the value, in the drill, of word forms. The list is used as follows : —

1. Words to supplement or emphasize the chart drill upon a given fact may be selected and written upon the board for sounding. For this purpose words illustrating a certain phono- gram are grouped under that phonogram ; words illustrating a phonic rule are grouped under that rule.

2. Words may be selected from the list for use in spelling drills. It will be seen that the lists are not arranged by grades or according to the year of school in which they are to be used. No definite arrangement of this nature seems practicable in view of the fact that many words are used over and over in each grade, and that the intermediate or grammar grade pupil fre- quently needs to have his attention called to the spelling of short words as well as to that of longer ones. The teacher should select from each section words suited for her grade. She will use only those words that are actually in the child's spoken vocabulary at the time of spelling.

122

WORD LIST

1.	ab as in blab
cab dab	grab scab	Rabbi fabric
Mab	slab	rabbit
nab gab crab drab	stab habit cabin rabid	flabby shabby Tabby jabber
2.	ab as in Abe, babe
	ab as in
babel	Mabel	cable
label	saber	table
3.	eb as in ebb
web rebel	treble pebble	ebony debit
4.	eb as in
	glebe	grebe
	eb as in
	zebra	Quebec
6.	ib as in bib
fib	glib	Thibet
jib rib	squib ribbon	exhibit driblet
crib	Gibbon	giblets 123

tablet	dabble
clabber sabbath	gabble drabble
scabbard	rabble
baboon	scrabble
cabbage babble	cabinet laboratory
gable fable	labor Tabor
February nebula	celebrity

Hebrew

tribune nibble quibble scribble

fribble liberty contribute

124

MANUAL OF READING

6.	ib as in
	jibe	bribe
	ib as in
	fiber	bible
7.	ob as in Bob
cob	sob	bobbin
fob	knob	Dobbin
hob job mob rob	snob blob throb robin	goblin Bobby hobby lobby
8.	ob as in
	lobe	globe
	ob as in
	sober	noble
9.	ub as in blubber
bub	tub	shrub
cub	club	drub
dub hub nub	grub snub stub	cubby chubby rubbish
rub	scrub	hubbub
10.	ub as in
	cube	tube
	ub as in
	Cuba	cubic
11.	ad as in add
bad fad	sad brad	sadly caddice

bribe	tribe	scribe
bible
bobbin	cobbler	cobbler
Dobbin	lobster	gobble
goblin	slobber	hobble
Bobby	Robbie	probable
hobby	Robert	bobolink
lobby	problem	globule

probe

October

robe

shrub drub	public rubber	sublime subtract
cubby chubby rubbish	lubber bubble rubble	Hubbard stubble cherub
hubbub	rub-a-dub	blubber
tube	tuber
cubic	cubit	jubilee
sadly caddice	bladder ladder	Braddock Madison

WORD LIST

125

gad had lad	clad glad shad	admire tadpole radish	madder straddle saddle	Aladdin tradition radical
mad pad	caddy daddy	shadow Chaddock	haddock padlock	graduate madam
12.	ad as in jade
fade	blade	shade	lade	barricade
made wade	glade grade	spade trade	stockade blockade	parade evade
	ad as in			^
	lady	ladle	cradle	cadence
13.	ed as in bed
fed led Ned red	bled bred Dred fled	sled sped shred Edna	pedal pedlar peddle federal	impediment medicine sediment Jedadiah
Ted	Fred	credit	dedicate
wed	shed	medal	predicate
14.	ed as in
	cede	Swede	Eden
16.	ed as in creed
deed feed heed	need reed seed	weed bleed breed	greed speed steed	tweed treed
16.	id as in bid
Cid did hid kid	chid slid skid midst	fidget hidden liquid Sidney	fiddle middle riddle griddle	gridiron holiday pyramid president

126

MANUAL OF READING

lid mid rid	squid biddy giddy	solid widow Florida	nid-nod tid-bit Gideon	stridulo
17.	id as in bide
hide ride	wide bride	slide stride	beside decide	provide
side tide	chide glide	pride abide	divide inside
	id as in
	Ida	Fido	trident	spider
18.	od as in cod
God hod	sod nod	shod Todd	dodder fodder	shoddy toddle
odd pod rod	clod plod prod	trod body model	plodder bodkin modest	Nimrod
19.	od as in ode
	node	mode	rode	Rhode
	bode	code	lode
	od as in
	Zodiac

20. ud as in bud

cud scud

mud spud

duds stud

suds cudgel

21. ud as in

nude

gudgeon Hudson

bludgeon Scudder

huddle rudder

puddle shudder

sudden

dude

elude

exude

WORD LIST

127

ud	as in student
22. am	as in am
dam	cram	damage	scramble	vampire
ham	dram	hammock	gambol	camera
jam	sham	mammoth	clamber	family
ram	slam	pampas	scamper	Amazon
Sam	tram	ambush	grammar	Abraham
yam	lamb	bamboo	stammer	tamarack
clam	camel	bramble	rampart	namby-
				pamby
23. am	as in came
dame	lame	tame	flame	became
fame	name	James	frame
game	same	blame	shame
am	as in
	Lama	stamens
24. em	as in gem
hem	lemon	Flemish	clematis	November
Shem	emblem	blemish	democrat	September
stem	solemn	temper	assemble	December
them	cement	temple	memory	remember
ember	Bremen	tremble	feminine	resemblance
poem	premise	remedy	pemmican	tremulous

25. em as in

theme

26. eem as in

deem

scheme extreme supreme

seem

teem

128

MANUAL OF READING

27.	im as in him
Jim	swim	pilgrim	dimple	scrimmage
rim	trim	gimlet	simple	stimulate
vim	whim	flimsy	wimple	eliminate
brim	scrim	timber	nimble	scimitar
grim	timid	simmer	thimble	dimity
prim	limit	shimmer	limpet	primitive
skim	kimbo	glimmer	crimson	chimpanzee
slim	mimic	glimpse	chimney
28.	im as in chime
dime	rime	clime	prime	slime
lime	time	crime	grime	chime
29.	om as in bom
Torn	comet	homage	somber	domino
from	comic	pompon	Thompson	hominy
romp	vomit	promise	trombone	Lombardy
30.	om as in home
dome	tome	Rome	chrome	Nokomis
31.	om as in come
	some	blossom	kingdom	wisdom
	become	compass	stomach	company
32.	um as in hum
rum	scum	plumb	clumsy	summer
mum"	slum	thumb	dummy	cucumber
sum	strum	bumble	lumber	flummery
gum	thrum	fumble	slumber	umbrella
chum	jump	jumble	number	cerebrum
drum	dump	stumble	Nahum	columbine
glum	crumb	tumble	autumn
plum	numb	grumble	rummage

WORD LIST

129

33. um as in fume flume plume

spume

exhume

34.	ap as in cap
gap	yap	scrap	vapid	capture
map	chap	strap	captain	happen
lap	clap	wrap	chapter	Lapland
nap	flap	apple	napkin	papoose
rap	slap	dapple	baptist	perhaps
sap	snap	grapple	baptism	shrapnel
tap	trap	rapid	capitol	Japanese
35.	ap as in ape
cape	tape	drape	shape	escape
nape	crape	grape	scrape
	ap as in
staple	maple	caper	paper	taper
36.	ep as in rep
step	slept	leper	Beppo	heptagon
kept	swept	pepper	pepsin	September
wept	depth	scepter	tepid	perception
crept	adept	shephercl	Neptune	preparation
37.	eep as in deep
keep	weep	sleep	creep	sweep
peep	cheep	sheep	steep
	eep as in
	steeple
38.	ip as in dip
hip	tip	ship	scrip	skipper
Jip	Zip	slip	script	slipper

130

MANUAL OF READING

lip	chip	skip	tulip	cripple
nip	clip	snip	turnip	stipple
pip	drip	trip	catnip	stipule
rip	flip	whip	Philip	kipper
sip	grip	strip	Scipio
39.	ip as in stipe
	pipe	wipe	snipe	stripe
	ripe	gripe	tripe
	ip as in
	piper	viper	biped
40.	op as in optic
cop	pop	drop	stop	copper
fop	sop	flop	strop	hopper
hop lop	top chop	prop shop	tropic poplar	proper stopper
mop	crop	slop	Cyclops	adopted
41.	op as in ope
cope hope	lope mope	pope rope	grope scope	slope elope
	op as in
	toper
42.	up as in cup
pup	up	abrupt	crupper	upper
sup	sirup	supper	scupper	Tupper
43.	up as in
	dupe
	up as in
	pupil

WORD LIST

131

44. an as in van

can	Hans	canteen	transfer	chancel
Dan	plan	hansom	lantern	channel
fan	scan	answer	banish	flannel
man	span	banner	vanish	bantam
Nan	than	gander	Fannie	Spanish
pan	Anna	glander	Francis	January
ran	Santa	handle	frantic	cranberry
tan	stanza	pansies	granite	mandarin
bran	began'	prancer	cranny	Canada
clan	anvil	shanty	slander	Pandora
45.	an as in Dane
bane	Jane	pane	wane	thane
cane	lane	sane	plane
fane	mane	vane	crane.
46.	en as in Ben
den	lens	kitchen	slender	general
fen	then	children	Spencer	benefit
hen	when	blenny	kennel	strenuous
men	enter	frenzy	pencil	valentine
pen	census	Jennie	stencil	venison
ten	Genoa	plenty	prentice	grenadier
wen	lentil	twenty	rennet
glen	chicken	fender	senator
47.	en as in
	scene
48.	een as in thirteen
keen	green	sheen	spleen	canteen
seen	queen	screen	between	sixteen

132

MANUAL OF READING

49. in	as in bin
fin	thin	minute	spindle	violin
gin	twin	dinner	swindle	vinegar
kin	whin	winner	fringy	principal
pin	begin	ginger	ninny	sentinel
sin	linen	hinder	quinsy	opinion
tin	linden	finish	stringent	Virginia
win	sinew	linnet	window	crinoline
chin	Ninoo	instant	destine	scintillate
grin	rinse	tinsel	chlorine	sleep-sin-by
shin	quince	brindle	Minnie	trinity
skin	clinic	dwindle	minister	infinite
spin	engine	kindle	Hamelin	indeed
60. in	as in opine
dine	mine	wine	shine	spine
fine	nine	sine	twine	swine
kine	pine	tine	thine	decline
line	vine	brine	whine
in	as in
	Chinese
51. on	as in con
Don	bronze	chronic	sonnet	bonfire
fond	tonic	Donald	confess	responsive
John	honor	honest	jonquil	Wisconsin
frond	bonnet	monster	tonsils	nonsense
blonde	concert	pongee	gondola	bronchial
scone	content	Ronald	yonder
52. on	as in alone
bone	lone	crone	prone	zone
cone	pone	drone	shone	telephone
hone	tone	Jones	stone

WORD LIST

133

53. on	as in ton
son	button	lemon	Monday	talons
won	cannon	Leon	money	Ericson
once	cotton	lion	prison	Marion
none	lesson	Lisbon	reason	cushion
month	heron	London	reckon	onion
apron	honey	melon	ribbon	wagon
54. un	as in begun
bun	pun	crunch	bundle	begun
dun	run	lunch	trundle	funny
fun	sun	munch	tunnel	cunning
gun	shun	dunce	blunder	Sunday
Hun	spun	grunt	plunder	sunset
nun	stun	until	hundred	Brunswick
55. un	as in union
	dune	tune	immune
	June	fortune	tribune
56. at	as in cat
bat	flat	batter	spatter	gatling
fat	scat	chatter	splatter	platform
mat	slat	clatter	blatter	natural
Nat	that	flatter	Brattle	battery
pat	sprat	matter	prattle	gratitude
rat	Latin	platter	rattle	satisfied
sat	catkin	scatter	attract	stratify
vat	catnip	shatter	lattice	caterpillar
chat	statue	smatter	tattoo
57. as	in ate
date	late	hate	crate	celebrate
fate	mate	prate	plate	delicate

134

MANUAL OF READING

gate Kate

58.

get

jet

let

met

net

pet

set

fleet

bit

fit

flit

grit

hit

kit

knit

rate bate

et as in let

wet

yet

debt

fret

whet

poet

suet

59. eet as in beet feet greet

meet

60. it as in bit

lit

mit

pit

sit

wit

slit

spit

61. it as in cite

bite site

quite mite

rite spite

62. ot as in cot

blot lot

clot not

dot plot

slate grate

better

letter

Betty

Hetty

kettle

mettle

petal

sheet sleet

twit

whit

writ

split

quit

ditto

ditty

sprite

trite

white

Scott

shot

slot

state skate	playmate vibrate
quiet secret	Fletcher Juliet
market	floweret
basket	coverlet
closet	violet
garret brooklet	metal *
street	tweet
sweet
critic	twitter
brittle	Whittier
little whittle	pitiful ' ritual
kitten mitten	spirit Italy
written	irritate
write	polite
smite	excite
invite	incite
cotton	throttle
grotto motto	totter bottle

WORD LIST

135

got	pot	spot	forgot	blotter
hot	rot	tot	glottis	bottom
jot	sot	knot	Scotland	flotsam
63.	ot as in rote
note	smote	tote	vote	wrote
	t as in
	hotel
64.	ut as in but
cut	strut	cuttle	butter	gutter
hut	button	scuttle	cutter	mutter
jut	Button	shuttle	clutter	putter
nut	mutton	Tuttle	flutter	catgut
rut	glutton	butler	stutter	nutmeg
shut	putty	cutler	shutter	butterfly
smut	walnut	sutler	sputter	buttercup
66.	ut as in chute
	cute	jute	mute	flute
	lute	dispute	astute
	ut as in
	beauty	duty	gluten	beautiful
66.	ag as in crag
bag	flag	rag	haggle	dagger
brag	Jag	sag	straggle	swagger
drag	lag	slag	scraggy	stagger
fag	Mag	snag	shaggy	spaghetti
stag	swag	wag ,	magpie	fragment
67	ag as in age
cage	page	rage	wage	assuage
gage	sage	stage	image	enrage

136

MANUAL OF READING

68.	eg as in leg
dregs	keg	Gregory	segment	megaphone
egg	leg	Peggy	neglect	negative
Peg	legume	regular	beggar	Pegasus
69.	ig as in big
dig	wig	whig	bigger	lignite
%	brig	sprig	dignity	niggard
gig	grig	stigma	frigate	signal
jig	prig	trigger	Higgins	Quigley
Pig	trig	giggle	spigot	indigo
rig	twig	wigwam	ligament	whirligig
70.	og as in clog
bog	fog	nog	frog	progress
cog	hog	jog	togs	soggy
dog	log	flog	grog
71.	og as in
	doge	gamboge
72.	ug as in thug
bug	jug	rug	slug	muggy
dug	lug	drug	snug	nugget
hug	Pug	plug	shrug	struggle
73.	ug as in
	huge
74.	and as in and
band	hand	strand	Standish	chandler
bland	Rand	grandma	handsome	England
brand	sand	grandpa	sandstone	Greenland
gland	Shand	handle	sandy	expand
grand	stand	handy	standard

WORD LIST

137

and as in

candle Flanders

dandle gander

scandal slander vandal candy

75. end as in end bend rend blend fend lend send mend tend

end as in gender slender Endicott

76. ind as in behind bind find blind grind

77. ind as in window brindle swindle kindle dwindle spindle cinder

78. ond as in

blonde

79. ond as in

seconds ond as in

wonderful

landau	Anderson	Pandora
mandarin	Androcles	tandem
mandolin	dandelion	candor
mandrake	fandango
trend wend vend defend	depend pretend fender lender	tender vender pendant descend
Kendal	splendid	surrender
hind	mind	rind
kind	wind	kindest
flinders	Hindoo	index
cylinder linden	Indian India	kindlings indigo

bond

diamonds

80. und as in Fundy blunder sunder bundle

plunder thunder trundle

fond

pond

wonder Monday London

hundred Bundy under

138

MANUAL OF READING

81. ash	as in ashes
cash dash	mash rash	clash crash	plash slash	thrash bashful
hash	sash	flash	smash	fashion
lash	brash	gnash	trash	eyelash
82. esh	as in
	flesh	fresh	mesh	thresh
83. ish	as in dish
fish	childish	foolish	reddish	tarnish
wish	dervish	furnish	selfish	varnish
bluish cherish	English finish	Irish punish	vanish brownish	jinrikisha
84. osh	as in
	Joshua	mackintosh
85. ush	as in gush
hush mush	blush brush	crush flush	plush rush	slush thrush
86. ush	as in rosebush.
bush	bushel	bushy	push	cushion
87. ack	as in alack.
back hack Jack lack Mack pack rack	sack tack clack crack knack quack slack	smack snack stack track thwack whack attack	bracket jacket placket cackle grackle shackle tackle	package unpack brackish jackdaw mackintosh mackerel
88. eck	as in reck
Breck	deck	speck	reckon	woodpecker

WORD LIST

139

check	neck	wreck	freckle	speckle
fleck	peck	beckon
89.	ick as in chick
brick	nick	tick	trickle	hickory
click	pick	trick	bicker	dickory
crick	prick	thick	flicker	Pickering
Dick	quick	Vick	snicker	Frederick
flick	sick	wick	cricket	chick-a-dee
kick	slick	fickle	thicket	chicken
lick	stick	tickle	hayrick	chicken-
				licken
90.	ock as in haycock
block	dock	lock	stock	tick-took
Brock	flock	mock	hockey	Murdock
cock	frock	rock	jockey	cockle
clock	hock	sock	pocket	hollyhock
crock	knock	shock	sprocket	rock-a-bye
91.	uck as in buck
duck	suck	stuck	buckle	cuckoo
huck	tuck	shuck	knuckle	duckling
luck	chuck	pluck	pucker	bucket
muck	cluck	truck	sucker	Kentucky
Puck	Gluck	struck	tucker	Pawtucket
92.	act as in fact
	tact	abstract	compact	extract
	tract	attract	contact	exact
	act as in
	actor	factor	factory	character

93. ect as in sect affect direct

effect

object

suspect

140

MANUAL OF READING

collect correct	deflect elect	expect infect
detect	erect	insect
94. ict	as in Picts
evict	afflict	convict
edict strict	addict conflict	depict inflict
95. oct	as in
	concoct
oct	as in
	doctor
96. uct	as in duct
	abduct	induct
	conduct	deduct
uct	as in
	suction	fluctuate
97. ank	as in Frank
bank	rank	clank
dank	sank	crank
hank	tank	drank
lank	blank	flank
98. ink	as in link
ink kink mink	pink rink blink	clink prink drink
sink	brink	slink
wink	chink	stink
99. onk	as in
	honk	donkev

perfect

select

subject

predict verdict friction

construct instruct

ductile

plank prank shank spank

spink

think

shrink

tinker

trinket

respect lecture rectangle

derelict contradict

obstruct structure

thank shrank blanket Franklin

crinkle

sprinkle

twinkle

wrinkle

bobolink

WORD LIST

141

100. onk as in

monk

monkey

101. unk as in chipmunk

hunk chunk flunk spunk

junk drunk plunk skunk

sunk bunk slunk trunk

102. ask as in

cask mask task flask

103. esk as in

desk eskimo

104. isk as frisk

brisk disk Fisk whisk

106. usk as in dusk rusk husk tusk

106. amp as in camp

damp clamp tramp samp

lamp cramp Hampton champ

amp as in

ample hamper tamper

trample pamper pampas

107. emp as in

hemp emp as in temper

grampus lamprey

108. emp as in

attempt

empty temple

tempt

templar unkempt

shrunk

basket

whiskers dusky

stamp scamp

stampede

tempest

142

MANUAL OF READING

109.	imp as in crimp
gimp	limp glimpse	scrimp	Simpson
	imp as in dimple
	pimple rimple	whimper	simply
	simple wimple	simper
110.	omp as in
	pomp romp	Thompson
111.	omp as in prompt
112.	ump as in bump
chump	jump plump	trump	gumption
clump	lump slump	crumpet	pumpkin
dump	mumps stump	trumpet
hump	pump thump	sumpter
	ump as in
	crumple rumple
113.	ang as in bang
clang	pang sang	gang	Whang
fang	Prang tang	twang	Langdon
hang	rang slang	sprang	Wolfgang
	ang as in language
	dangle mangle	tangle	kangeroo
	jangle spangle	strangle	entangled

114. ang as in

change grange mange range strange

ang as in angel danger manger ranger stranger

115. ing as in bring

cling ping spring string gosling

WORD LIST

143

ding fling king	ring sing sling	sting swing thing	wing lying viking	nothing Witling kingdom
	ing as in single
	dingle jingle	kringle mingle	shingle tingle	Domingo finger
116.	ing as in tinge
cringe	fringe	hinge	singe	twinge
117.	ong as in along
dong gong long	prong song strong	tongs thong throng	belong oblong prolong	Hongkong ping pong
	ong as in
	congress	Mongol
118.	ong as in
	among	mongrel	tongue
119.	ung as in clung
flung hung sung	lung rung bung	slung stung pung	strung swung sprung	young
	ung as in
	hungry	hunger	bungle	jungle
120.	ung as in
	lunge	plunge
121.	atch as in batch
catch hatch	latch match	patch scratch	snatch thatch	satchel ratchet

144

MANUAL OF READING

122. etch as in retch

fetch sketch

ketch vetch

123. itch as in flitch

ditch pitch

hitch stitch

124. ich as in

rich which

125. otch as in

botch blotch crotch

126. utch as in Dutch clutch crutch hutch

127. uch as in much

such

128. anch as in Blanche blanch branch cranch

129. anch as in hanch anch as in franchise

planch stanchion

130. ance as in lance chance dance glance

131. ance as in cancer cancel chancel fancy

stretch Gretchen

witch kitchen

notch smutch

lanch

ranch

prance

Nancy

Pritchard

Scotch escutcheon

stanch

trance

lancet

WORD LIST

145

132. ench as in bench

blench drench

clench French

133. ence as in fence

hence pence whence

absence silence Spence

sentence thence Florence independence

134. inch as in winch clinch finch flinch

135. ince as in

mince

prince ince as in

quince

sincere

pincers

136. onch as in

conch onch as in broncho

137. once as in

once

138. unch as in clunch

bunch hunch

crunch lunch

139. unce as in

dunce

quench tench

presence

essence

commence

Linch

since

bronchitis bronchial

munch punch

trench stench

excellence innocence prominence

pinch

wince

scrunch

146

MANUAL OF READING

140. ass as in brass

bass glass lass

class grass mass

ass as in

molasses

141. ass as in lasso

Hassan passage sassafras tassel

142. ase as in

base case chase

143. ase as in

rase

144. ess as in Bess

pass trass

vassal

vase

bless chess	less mess	business careless	goodness lesson	unless lioness
cress dress guess Hess	press stress Tess tress	confess darkness express harness	message progress princess recess	faithfulness happiness helpfulness wilderness
jess	address	helpless	spotless	professor
	ess as in
Jessie	sessile	vessel	messenger	necessity
145.	ese as in
	these
146.	iss as in bliss
	hiss	miss	Swiss	criss-cross
	kiss	siss	Twiss
	iss as in missal

missile missive Mississippi dissect

lissome

147. iss as in

dissolve

148. ise as in rise

WORD LIST

scissors

147

	wise	advise	advertise	surmise
	arise	chastise	exercise	surprise
149.	oss as in across
	boss	floss	loss	Foss
	cross dross	fosse gloss	moss Ross	bossy joss-stick
	oss as in
ossor	n Flossie	fossil	possess	possible
160.	ose as in brose
	chose close	hose nose	pose prose	rose those
151.	ose as in
	dose	close	morose
152.	ose as in
	lose	whose
153.	uss as in
	Huss	fuss	muss	truss
	uss as in
	russet	brussels
154.	uss as in
	puss
155.	use as in
	fuse	muse	amuse	refuse

148	MANUAL OF READING
156.	use as in
	useful	useless	refuse	obtuse
167.	ant as in
ant	chant	grant	pant	slant
158.	ant as in antlers
	brant	cant	Kant
	plant	rant	scant
	ant as in bantam
	frantic	lantern	mantel
	Santa	shanty	Scranton
159.	ant as in
	elephant	merchant	pleasant	truant
160.	ent as in bent
blent	pent	tent	moment	invent
cent	rent	vent	present	prevent
dent	sent	went	prevent	president
Kent	lent	content	silent	regiment
Brent	spent	consent	extent	independent
	ent as in enter
	carpenter	gentile	Quentin	valentine
	central	gentle	twenty
161.	int as in dint
	chintz	hint	print	sprint
	flint	lint	squint	stint
	glint	mint	splint	tint
	int as in
	winter	vintage	Clinton	scintillate

WORD LIST

149

162. ont as in

font Montcalm

ont as in contain content Montana

163. ont as in

front wont

164. unt as in blunt

pontiff

Pocahontas

brunt grunt	hunt Lunt	punt runt	shunt stunt	bunting
	unt as in
	until	Gunter	junto
166.	ast as in cast			*
	blast fast	last mast	past vast	caster pasture
	ast as in
	master	pastor	plaster
166.	ast as in
bast	hast	plastic	chastise	Erastus
167.	aste as in
baste	haste	taste	waste	chaste
168.	est as in lest
jest nest pest rest test vest	crest quest arrest bluest forest honest	safest spryest chestnut gesture western biggest	deepest fairest wisest nestlings greenest harvest	steepest warmest tiniest prettiest gladdest reddest

150

MANUAL OF READING

zest blest chest	nicest longest ripest	cleanest earnest dearest	highest shortest sourest	strongest happiest pleasantest
	est as in
Hester	Kestrel	prestige	Lester	yesterday
169.	ist as in hist
fist	mist	twist	wrist	wistful
list	grist	whist	schist
	ist as in blister
	cistern	Bristol	mistress	sister
	distant	distance	mistake	vista
	distress	history	pristine
170.	ost as in
	cost	frost	lost
	ost as in Boston
	foster	nostril	rostrum
	hostage	prostrate	ostrich

171. ost as in ghost

almost host most post postal

172. ost as in

dost

173. ust as in lust

crust gust must thrust August

dust just rust trust lust

ust as in bluster

accustom luster mustard sustain illustrate

cluster muster musty trustee lustily

fluster justice rustic frustrate

WORD LIST

151

174. asp as in asp clasp gasp

asp as in Casper

175. esp as in

trespass

176. isp as in

lisp isp as in

whisper

177. osp as in

hospital

178. usp as in

cusp

179. aft as in after

abaft daft

craft draft

180. eft as in weft

cleft left

181. ift as in drift

gift shift

ift as in

fifty

grasp hasp

jasper

vesper wisp

rasp

hospice prosper

graft haft

deft reft

lift swift

Clifton

raft shaft

heft theft

sift thrift

fifteen

Taft waft

152

MANUAL OF READING

182. oft as in

croft loft oft

oft as in

softly softer lofty

183. uft as in

tuft

184. ath as in

bath lath path father

185. ath as in Athens

athlete aftermath Catherine catholic

ath as in Mathers fathom gather lather

186. ath as in bathe

lathe

187. eth as in Beth Seth loveth laugheth

soft

method giveth

eth as in nether brethren

burneth prayeth droopeth worketh

spathe

Elizabeth

Bethlehem

comforteth

Hiawatha

mathematics rather

swathe

lethargy Methodist

whether together Netherlands

188. ith as in lith

frith pith

kith smith

ith as in with hither wither

zither Edith

thither

litharge cithern

arithmetic

without whither

WORD LIST

153

189.	ith as in
lithe	blithe	tithe	withe
190.	ilth as in
	filth	tilth
191.	oth as in cloth
moth	froth	moth	sloth
broth	Goth	Roth	troth
192.	oth as in
	both	loth
	oth as in
	clothe	clothing
193.	oth as in
	doth	nothing
	oth as in
other	brother	mother	smother
194.	uth as in
	Luther

195.

writhe

wroth

another

uth as in

Cuthbert Guthrie uth as in

Rutherford Sutherland Cruthers

196.

197.

aff as in chaff

aff as in gaff

quaff giraffe

staff

chaff

154

MANUAL OF READING

aff	as ,in affable
baffle Caffre	daffodil Kaffir	raffle saffron	scaffold snaffle	taffy traffic
198. afe	as in
	chafe	safe
199. eff	as in
	Effie	effect	Jefferson
200. iff	as in
cliff	sniff	stiff	whiff	riff-raff
iff	as in
different	difficult	Gifford	griffin	ji%
201. ife	as in
	fife	life	strife
	knife	rife	wife
202. off	as in
	doff	scoff
off	as in
offer	coffee	coffer	officer	proffer
203. uff	as in buff
bluff cuff fluff	gruff huff luff	muff puff	ruff snuff	stuff duff
uff	as in buffalo
	guffaw Muffet	muffin shuffle	suffer suffix	fluffy
204. alp	as in
	alp	palp	scalp

WORD LIST

155

206. elp as in

help kelp whelp yelp

206. ulp as in

gulp

207. aid as in

bald aid as in Alden

alder Aldrich Spalding Waldo

kelp whelp

sculptor

scald

	caldron	Maiden	thraldom
208.	eld as in
	held	weld
	eld as in
elder	eldest	Eldred	seldom	sheldrake
209.	ild as in
	mild	child	wild
210.	ild as in
	gild	build
	ild as in
Hilda	children	Matilda	mildew	Mildred
211.	old as in behold
bold cold	fold gold	mold sold	scold told	golden Harold

212. uld as in

Hulda

213. all as in all ball gall

pall

stall

wall

156

MANUAL OF READING

call fall	hall mall	squall small
214.	all as in alley
callow fallow hallow mallow	tallow dally rally	sally tally valley
215.	ale as in ale
bale	kale	sale
dale	male	scale
gale hale	pale	shale
216.	ell as in bell
cell dell	Nell sell	yell dwell
ell fell	tell well	quell
	ell as in Ella
bellow	mellow	jelly
fellow	hello	cellar
217.	eel as in creel
	feel	keel
	heel	peel
218.	ill as in ill
bill	mill	chill
fill gill hill Jill kill	pill rill sill till will	drill frill grill quill skill

tall

ballad pallid challenge

stale

swale

tale

shell smell spell

Arabella Isabella

reel steel

thrall

gallant

gallon

gallop

vale wale whale

swell

Lowell

pell-mell

umbrella McClellen

wheel

chill drill	spill still	shrill thrill
frill	swill	million
grill quill skill	thill trill twill	brilliant miller windmill

WORD LIST

157

	ill as in billet
billy	Willie	pillar	billet	Murillo
silly	pillow	millet	willow	milliner
219.	ile as in mile
file	smile	stile	vile	while
pile	spile	tile	wile
220.	oil as in
doll	loll '	Moll	Noll	poll
	oil as in folly
j°ny	follow	dollie	dollar	Holland
collar	hollow	college	pollen
221.	oil as in boll
	poll	toll	knoll	scroll
	roll	droll	troll
222.	ole as in bole
Cole	hole	pole	sole	whole
dole	mole	role	stole	oriole
223.	ull as in cull
	dull	hull	mull	scull
	gull	lull	null	skull
	ull as in
	sullen	Sully	crullers	mullet
224.	ull as in
	bull	full	pull
225.	ule as in
	mule

158

MANUAL OF READING

226.	alt as in
malt	Gait	halt	salt	waltz
	alt as in alter
	falter	Dalton	Baltic
	Walter	paltry	Baltimore
227.	elt as in felt
	belt celt	melt pelt	welt knelt	spelt dwelt
	elt as in helter
	delta	seltzer	shelter	helter
	Felton	Skelton	swelter	skelter
228.	ilt as in kilt
gilt hilt	lilt silt	tilt wilt	guilt stilt	quilt built
jiH
	ilt as in
	Milton	filter	kilter
229.	olt as in bolt
	colt	Holt	molt
	dolt	jolt	volt
230.	ult as in adult
culture	consult	insult	vulture	exult
	ult as in
	sultry	multiply	cultivate
231o	ow as in vow
bow cow how	prow scow trow	drown frown fowl	crowd bower flower	coward cowslip downy

WORD LIST

159

now row sow	down gown town	growl howl scowl
brow	clown	towel
meow	crown	vowel
plow	brown	browse
232.	ow as in arrow
bow low mow	grow know show	flown grown known
row	slow	mown
sow	snow	bowl
tow blow	stow throw	growth bellow
crow	owe	fellow
flow glow	own blown	yellow fallow
233.	ou as in out
our	scout	cloud
hour sour	shout snout	proud loud
flour scour about	spout sprout stout	louder abound bound
doubt	trout	found
gout pout	mouth south	ground hound
234.	ou as in you
croup group	soup troupe	Louis your

power powder shower	drowsy chow-chow bow-wow
tower
chowder
brownie
hallow	lower
tallow	mower
hollow	minnow
pillow willow	shadow window
below	rainbow
borrow harrow	snowy toward
marrow	Bowdoin
narrow	to-morrow
mound	arouse
pound round	thousand blouse
sound	house
wound	mouse
count	crouch
counter fountain mountain	pounce bough plough
bouquet through	Louisa cantaloupe

160

MANUAL OF READING

235. ou	as in soul
four pour dough	though fourth fourteen	course shoulder	mourned although	mould smoulder
236. ou	as in young
	rough tough	enough trouble	country cousin	courage double
237. ou	as in thought
	bought brought	ought fought	sought cough	trough
238. ou	as in
journey	tourney	scourge	adjourn	journal
239. oy	as in Roy
boy coy Foy j°y	Moy toy cloy Floy	Troy Joyce sloyd ahoy	enjoy loyal royal annoy	destroy employ oyster voyage
240. oi	as in oil
boil coil foil soil toil	voile broil spoil coin loin	joint point choice moist noise	poise voice avoid poison rejoice	adjoin exploit anoint ointment Illinois
241. oi	as in
	tortoise	Bowdoin
242. oo	as in foot
good hood	book cook	rook took	nook shook	woolen wooden

WORD LIST

161

stood	hook	brook
wood	look	crook
243.	oo as in too
coo	spool	coon
goo	stool	croon
food	school	loon
mood	boom	moon
rood	doom	noon
brood	loom	soon
hoof	room	spoon
roof	broom	swoon
cool	bloom	coop
fool	gloom	Goop
pool	groom	hoop
tool	boon	loop
244.	oo as in
	brooch	door
245.	ay as in away
bay	lay	way
day	may	bray
fay	nay	clay
Ray	pay	dray
hay	ray	fray
Jay	say	gray
246.	ai as in raid
braid	pail	lain
laid	quail	main
maid	sail	plain
paid	snail	rain
raid	tail	slain

wool soot

droop

scoop

sloop

stoop

swoop

troop

whoop

choose

loose

moose

noose

boot

floor

play

pray

slay

stay

sway

tray

bait

strait

wait

air

chair

Woodega

coot

hoot

Moot

root

scoot

Smoot

toot

aloof

balloon

schooner

cooper

goose

spray

Hayes

alway

crayon

display

Lafayette

daily

gaily

sailor

maiden

complain

162

MANUAL OF READING

staid	trail Spain	fair	complaint
ail	vail sprain	hair	explain
fail	wail stain	lair	dainty
flail	Bain strain	pair	gaiter
frail	brain train	stair	fairy
grail	Cain twain	waist	fairies
hail	chain vain	maize	prairies
jail	drain faint	praise	daisy
mail	grain paint	raise	daisies
nail	gain quaint	straight	raisin
rail	pain saint	afraid	entertain
247.	ey as in
	Bey hey	prey
	they whey	obey
248.	ey as in honey
cosey	Goosey-loosey	trolley	Betsey
rnone}?	Turkey-lurkey	chimney
249.	eigh as in eight
	neigh weigh	freight	eighteen
	sleigh weight	eighty	neighbor
250.	ei as in rein
skein	vein deign	veil	reindeer
251.	ei as in seize
	seized ceiling	either	receipts
	receive deceive	neither
252.	ie as in wield
brief	shield piece	priest	relief
chief	yield shriek	grief	believe
thief	niece fierce	belief	field

WORD LIST

163

253.	igh as in high
sigh	might	tight	fright	highest
nigh	night	blight	knight	almighty
fight	right	bright	plight	brighter
light	sight	flight	slight	sprightly
254.	ea as in sea
beach	leaf	heap	crease	treat
peach	sheaf	leap	grease	wheat
reach	deal	neap	ease	breathe
teach	leal	reap	pease	sheathe
bleach	meal	cheap	please	sheath
preach	peal	beard	tease	wreath
bead	seal	ear	beast	eaves
lead	Teal	dear	east	leave
mead	squeal	fear	feast	sheaves
read	beam	gear	yeast	weave
plead	cream	hear	least	beaver
beak	dream	Lear	feast	beneath
leak	gleam	near	heat	eaten
peak	scream	rear	meat	creature
teak	steam	tear	neat	season
weak	stream	year	peat	reason
bleak	bean	clear	seat	disease
creak	dean	drear	bleat	nearly
sneak	Jean	shear	cheat	dearest
speak	mean	smear	cleat	appear
squeak	clean	spear	pleat	teapot
streak	glean	lease	beat	steamer
255.	ea as in tread
dead	death	ready	heaven	pleasant
head	health	steady	heavy	pleasantest
lead	breast	instead	measure	dreadful

164

MANUAL OF READING

read bread	breath thread	feather leather	pleasure treasure	meadow breakfast
spread	healthy	weather	wealthy	redbreast
256.	ea as in
	break	great	steak
257.	ea as in
swear	bear	pear	tear	wear
258.	ea as in earn
	earl earth early	heard hearse learn	earnest learned searched	pearl pearly yearn
259.	ea as in
	heart	hearken	hearth
260.	oa as in whoa
load	soak	moan	roast	oats
road toad loaf	coal goal shoal	soap Hoar roar	toast boat coat	throat loaves coax
cloak	foam	soar	Choate	cocoa
croak	loam	coarse	float	aboard
oak	roam	hoarse	goat	afloat
261.	ew as in jew
dew few	mew new	flew knew	view whew	Newport sinews
hew Kew	pew blew	slew stew	Lewis jewel	skewer
262.	ui as in
	suit	iuice	iuicy

WORD LIST

165

263.	aw as in caw
jaw	flaw	crawl	fawn	crawfish
law	gnaw	shawl	lawn	hawthorn
paw	slaw	trawl	pawn	awkward
raw	squaw	scrawl	drawn	tomahawk
saw	straw	sprawl	prawn	brawny
claw	thaw	hawk	spawn	tawny
draw	bawl	dawn	lawyer
264.	au as in August
cause	Gaul	Saul	because	Maurice
clause	gauze	taut	Caudle	Naumkeag
Claude	haul	vault	caucus	saucer
daub	Maud	vaunt	faucet	sausage
fault	Paul	autumn	gaudy	Austrian
fraud	pause	author	Laura	sauce
265.	au as in aunt
craunch flaunt	jaunt	saunter	laughter
daunt	gaunt	launch	taunt	laundry
266.	augh as in slaughter
	caught	daughter	haughty	naught
	taught	fraught	naughty

267. alk as in

balk calk chalk stalk

268. elk as in

elk whelk yelk

269. ilk as in

milk silk

talk

166

MANUAL OF READING

270. oik as in folk	yolk
271. ulk as in
	bulk	hulk	sulk
272. ar	as in are
bar	guard	arm	tart	charcoal
car	hard	charm	starve	scarlet
far	lard	farm	artist	feldspar
gar	yard	harm	cargo	Margaret
jar	scarf	barn	Carlo	sparkle
mar	large	darn	army	barley
scar	ark	harp	parlor	Charlie
spar	bark	sharp	harbor	harness
star	Clark	parse	farmer	sharpen
tar	dark	harsh	partner	Mozart
barb	hark	marsh	marble	particle
garb	lark	art	garden	Arthur
farce	park	cart	hardest	farther
arch	shark	chart	pardon	harvest
larch	spark	dart	target	tardy
march	Carl	hart	market
bard	marl	part	carpet
card	snarl	start	martin
273. ar	as in carry
carriage	barrel	Harry	parry	marrow
carries	barren	Barry	tarry	sparrow
carrot	harrow	marry	parrot	yarrow
274. ar	as in war
	ward	warp	warmth	quartz
	warm	wart	warble	quarter
	warn	quart	wharf	dwarf

WORD LIST

167

275. are as in care
bare	mare	share	tare	stare
dare	pare	snare	ware	scare
fare	rare	spare	square	careful
			hare
276. er	as in her
pert	serve	Bernard	kernel	servants
clerk	ferns	German	merchants	dessert
perch	verse	herding	person	were
277. er	as in Albert
alder	chamber	finger	flower	under
aster	water	cipher	grocer	carrier
caper	iceberg	hither	monster	together
paper	eager	river	other	yesterday
taper	ever	shiver	over	cylinder
father	never	sister	powder	different
falter	shelter	silver	power	remember
gander	whether	spider	shower	carpenter
gather	feather	whither	wonder	December
farther	leather	winter	yonder	September
lantern	leader	cover	jumper	November

278. er as in merry berries cherries errand

279. er as in here mere

er as in hero

280. er as in

ere

sere

cereal

there

Merrill

sphere

terrier

cere

where

168

MANUAL OF READING

281.	ir as in fir
bird	flirt	first	third	thirteen
chirp	shirt	girl	thirst	birthday
dirt	skirt	stir	whirl	squirrel
282.	ire as in dire
fire	mire	tire	squire	iron
hire	spire	wire	require
283.	or as in for
or	storm	Morse	fortune	orchard
nor	born	George	fortress	normal
cord	corn	sort	orders	mortar
lord	horn	short	organ	forward
cork	morn	snort	acorn	Norway
fork	scorn	north	corner	California
York	thorn	scorch	, forty	ornaments
stork	worn	torch	mortal	Norsemen
form	horse	forlorn	Concord	tortoise
284.	or as in ore
bore	Ora	score	forth	Flora
core	wore	shore	store	glorious
sore	more	fort	before	oriole
tore	chore	port	implore	memorial
shorn	pork	porch	borne	Portland
torn	sport	sword	report	Portugal
285.	or as in word
work	worse	worry	worship	doctor
world	worth	worthy	color	labor
worm
286.	or as in
sorry	borrow	morrow	sorrow	sorrel

WORD LIST

169

287. ur as in fur

cur	churn	purl	furnish	surface
blur	curl	spur	further	Turkey
burn	fur	surf	murmur	Thursday
burr	hurt	Arthur	purple	Saturday
burst	nurse	burden	purpose	surprise
burnt	purse	curtain	pursue	urchin
church	purr	disturb	sturdy	return
288. ur	as in cure
pure	endure	measure	nature	picture
ur	as in
	Puritan	purity	purify
289. ur	as in
	hurry	flurry	furrow
290. a	as in babble
dabble	paddle	haggle	dazzle	tattle
drabble	saddle	straggle	battle	bramble
gabble	straddle	waggle	Brattle	candle
rabble	baffle	apple	cattle	handle
scrabble	raffle	dapple	prattle	angle
addle	draggle	grapple	rattle	scramble
daddle
291. a	as in able
cable	gable	stable	cradle	maple
fable	sable	table	ladle	staple
292. e	as in pebble
heddle	peddle	kettle	nettle	tremble
meddle	embezzle	mettle	settle	gentle

170

MANUAL OF READING

293. ee as in
feeble	needle	wheedle	steeple	beetle
ea as in
	eagle
294. i as	in quibble
dribble	twiddle	ripple	spittle	mingle
nibble	whiffle	stipple	whittle	shingle
scribble	giggle	whipple	nimble	single
diddle	higgle	frizzle	thimble	tingle
fiddle	jiggle	fizzle	dwindle	dimple
griddle	wriggle	grizzle	spindle	simple
middle	cripple	brittle	dingle	tinkle
riddle	nipple	little	jingle	twinkle
295. i as	in bible
idle	bridle	sidle	rifle	title
296. o as	in cobble
gobble	noddle	goggle	bottle	throttle
hobble	toddle	stopple	Cottle	nozzle
coddle	boggle	topple	mottle
297. o as	in
	noble	ogle
298. u as	in bubble
rubble	ruffle	struggle	bumble	stumble
stubble	scuffle	cuttle	crumble	tumble
cuddle	shuffle	scuttle	fumble	bundle
huddle	juggle	shuttle	grumble	trundle
muddle	Ruggles	Tuttle	humble	crumple
puddle	smuggle	muzzle	jumble
muffle	snuggle	puzzle	mumble

WORD LIST

171

299.	u as in
	bugle
300.	ake as in awake
bake cake	make Pake	wake Blake	quake shake	partake mistake
fake	rake	brake	slake
Jake	sake	drake	snake
lake	take	flake	stake
301.	eek as in cheek
creek Greek	leek meek	peek reek	seek week	sleek
302.	e as in
be he	ye she	fee see	skee knee	spree three
me we	the bee	tee wee	glee free	Dee flee
303.	ike as in
	dike like	Mike pike	spike strike
304.	oke as in smoke
	broke	cloke	smoke	woke
	coke choke	joke poke	spoke stroke	yoke stoke
	o as in
	token	stoker

305. o as in

go lo no

so

fro

Coe

doe foe hoe

Joe Poe roe

toe

sloe

woe

172

MANUAL OF READING

306.	o as in
	to	do
307.	uke as in
	nuke	Duke	Luke
308.	u as in
cue	hue	blue	flue
due	sue	clue	glue

spue

309. adge as in

badge Madge

adge as in badger

310. edge as in dredge

edge hedge pledge sledge knowledge

fledge ledge sedge wedge

311. idge as in bridge

midge ridge

idge as in fidget

312. odge as in dodge

lodge dislodge hodge-podge

odge as in

dodger lodger Blodgett

porridge Cambridge

313. udge as in

drudge grudge nudge trudge

fudge judge smudge

udge as in cudo-el

WORD LIST

173

314. av as in cave

gave lave	rave save	crave Dave	knave shave	stave behave
nave pave	wave brave	grave	slave	behavior
	av as in
	Davis navy	flavor favor	quaver favorite
315.	av as in have
gravel	gavel	ravel	travel	unravel
316.	ev as in
	breve
	ev as in
	Eva	Revere	evening	Stevenson
317.	ev as in ever
	eleven	forever	seven
	every	never	several
318.	iv as in alive
dive	live	shrive	wives	contrive
five	chives	strive	arrive	derive
hive I've	drive knives	thrive	lively	revive
	iv as in
	ivory	private
319.	iv as in give
live river	given driven	forgive quiver	deliver attentive '	Oliver shiver

174

MANUAL OF READING

320. ov	as in cove
hove	clove	stove	wove	throve
wove	drove	strove	grove
ov	as in
over	clover	Dover	rover	Nova Scotia
321. ov	as in
move	remove	prove	improve	improvement
322. ov	as in discover
above	love	cover	hover	shove
dove glove	oven sloven	lover covert	plover Glover	shovel govern
323. ax	as in axe
	lax	wax	Faxon	flaxen
	Max	flax	Saxon	Fairfax
	tax	Caxton	Paxton	beeswax
324. ex	as in Rex
sex vex next exit extra expand extract	exchange expanse explain expel extend excess except	excel express expect expense expert sexton perplex	hexagon lexicon extreme excite exile exercise extinct	explore explode extort exploit export excuse extrude
325. ex	as in exact
exalt exhale examine	exactly example exertion	exhaust exempt exhibit	exert exist exhort	exude exult

WORD LIST

175

326. ix as in six
Dix mix	sixth
fix sixteen	sixty
327. ox as in ox
box pox oxen Cox Knox moxie	Oxford Fox-lox	foxglove
328. tion as in mention
(a) action attention fraction intention	addition condition	adoption suction
attraction direction	friction	introduction
contraction collection subtraction affectionate	position option	instruction production
(£) nation vexation ration plantation station invitation vocation foundation	decoration declaration solution secretion	motion notion multiplication revolution
relation education	emotion	promotion
tion as in
question
329. sion as in tension
mansion session expression dismission passion confession mission permission	excursion compulsion
compassion possession
330. sion as in infusion
abrasion adhesion division	corrosion	conclusion
invasion cohesion precision occasion collision vision	explosion allusion	confusion delusion

331. ous as in nervous famous porous glorious

mischievous victorious

176

joyous jealous

MANUAL OF READING

generous

wondrous hideous beauteous

industrious

332. tious as in ambitious

(a) fictitious nutritious

(b) cautious vexatious

333. cious as in luscious (a) delicious suspicious

ambitious fractious

auspicious

precious

Q6) spacious ferocious	capacious gracious	sagacious tenacious	rapacious voracious
334. cial as	in commercial
(a) official beneficial	provincial artificial	financial	especial
(£>) social	racial	crucial
335. tial as	in nuptial
martial partial	initial essential	reverential prudential	providential substantial

336. tian as in

fustian Christian Sebastian

337. cian as in

optician politician physician magician mathematician logician patrician musician

338. tien as in

patient quotient patience

339. cien as in

sufficient proficient efficient deficient conscience

340. sien as in

transient

WORD LIST

177

	fasten	christen	glisten	listen
	moisten	chasten	hasten
343. stle	as in castle
nestle	bristle	mistletoe	apostle •	bustle
pestle	epistle	thistle	jostle	hustle
trestle	gristle	whistle	throstle	rustle
wrestle
344. mb	as in jamb			'
lamb	comb	dumb	plumb	Thumbkin
climb	tomb	numb	thumb	lambkin
limb	crumb
mb	as in number
	limber	slumber	grumbler	stumbling
	timber	tumbler	mumbled	crumbling
345. eau	as in
beau	chateau	bureau	plateau	tableau
346. ph as in Ralph
phase	pamphlet	Christopher	lymph	prophet
phrase	sphere	siphon	hyphen	trophy
caliph	zephyr	Philip	physics	phoenix
phalanx	seraph	cipher	orphan	photograph
graphic	pheasant	sphinx	phonics	sulphate
camphor	elephant	sylph	•gopher	sulphur
phantom	nephew	nymph	dolphin	triumph

178

MANUAL OF READING

347. The sound of a after w is like that of o in

wad wand wast what	wallet wallow	wanton walnut	swap swan
wash wasp watch wabble	waffle twaddle	walrus Walter	swamp swallow
wan waddle	wander	swab	swaddle
348. The sound of a after qu is like	that of o in
squab squash squad squabble	squander quandary	quantity quarrel	quarry quadrant
349. U and ew after r,	sh, and y take the sound	of oo
(a) rue ruble rude ruin	cruise cruse	gruel extrude	prune fruit
rule rumor	bruit	construe	imbue
Ruth rural rune recruit	brute bruin	abstruse accrue	scruple true
ruby cruel rubric crude	bruise drupe	prude	truth
(6) shute sure	yule
(c) crew grew brew screw drew	strew threw	shrew shrewd	chew yew
u as in
sugar
350. Ing added, no change in the primitive word
(a) handing grinding standing blinding mending winding bending bonding	funding crashing smashing lashing	threshing meshing fishing wishing	crushing rushing tacking tracking

WORD LIST

179

(b) pecking rocking thanking honking camping

checking knocking ranking bunking stamping

kicking plucking winking chunking limping

clicking ducking blinking basking crimping

(<?) romping clanging longing etching botching

pumping hanging thronging sketching notching

stumping slinging watching witching clutching

bumping flinging catching stitching smutching

(d) branching	pinching	classing	kissing	fussing
blanching	flinching	passing	missing	mussing
quenching	lunching	dressing	crossing	panting
drenching	crunching	pressing	tossing	granting
(e) denting	fronting	nesting	frosting	grafting
renting	bunting	jesting	costing	wafting
hinting	grunting	misting	crusting	hefting
minting	casting	twisting	rusting	clefting
(/) sifting	smithing	quaffing	bluffing	folding
drifting	frothing	sniffing	fluffing	molding
tufting	lothing	whiffing	scalding	calling
lathing	chaffing	scoffing	welding	falling
(g) telling	rolling	salting	wilting	acting
spelling	tolling	malting	quilting	feeling
filling	pulling	melting	bolting	frisking
willing	hulling	belting	jolting	husking
(A) snowing	clouding	toying	coining	grooming
blowing	pounding	cloying	joining	booming
pouting	grouping	boiling	cooking	playing
outing	pouring	spoiling	hooking	staying
(i) failing	neighing	talking	sewing	hearing
railing	sighing	walking	chewing	threading

180

MANUAL OF READING

preying clawing feasting peeking laughing weighing pawing roaring fearing flooring

351. Ed added after t or d, syllable added to primitive word
(a) landed banded	blinded minded	planted dented	hinted fronted	blasted lasted
mended blended	bonded granted	rented glinted	stunted shunted	jested tested
(6) fisted misted	dusted trusted	hefted lifted	scalded welded	salted malted
frosted posted	grafted wafted	shifted tufted	gilded folded	belted felted
(<?) bolted molted pouted sprouted	clouded sounded feasted baited	fainted weighted freighted righted	sighted treated heated toasted	floated carted darted thirsted
(d) jointed hoisted yielded shielded	suited fruited sorted blurted	acted respected restricted selected	attracted corrected erected rewarded	effected exacted vaulted conducted

352. Ed added after any consonant, no

(a) crashed dished packed

smashed wished tacked

meshed pushed pecked

threshed crushed decked

(6) winked limped watched

linked crimped hatched

bunked romped etched

stamped pumped switched

(<?) buzzed frothed balled

lathed chaffed called

change in primitive word

tricked clucked

clicked ducked

clocked thanked

rocked spanked

botched grassed

branched blessed

pinched mixed

lunched boxed

thrilled skilled

pulled mulled

WORD LIST

181

writhed	scoffed	felled	lolled	crowed
whiffed	stuffed .	smelled	tolled	snowed
(t?) grouped	boiled	looked	played	failed
crouped	soiled	booked	stayed	sighed
enjoyed	coined	groomed	strayed	clawed
destroyed	joined	loomed	bailed	talked
(#) roared	parched	reined	weighed	numbed
chewed	marched	veined	neighed	thumbed
feared	covered	warmed	laughed	clasped
reared	colored	warned	touched	grasped
353. Er added, no change	in the primitive word
(a) grander	kinder	dasher	fresher	cracker
blender	blinder	lasher	thresher	packer
mender	fonder	fisher	blusher	checker
fender	washer	wisher	crusher	pecker
(5) clicker	sucker	pinker	frisker	cramper
ticker	tucker	thinker	brisker	tram per
locker	banker	bunker	husker	limper
mocker	ranker	flunker	maker	scrimper
(<?) romper	banger	longer	pitcher	trencher
jumper	hanger	catcher	stitcher	pinch er
pumper	ringer	scratcher	botcher	muncher
thumper	singer	sketcher	rancher	passer
(d) presser	chanter	grunter	jester	crafter
dresser	planter	hunter	twister	defter
crosser	renter	caster	poster	swifter
fusser	printer	faster	duster	softer
{e) stiffer	caller	miller	rower	cooker
puffer	seller	halter	spoil ter	brooder
milder	dweller	melter	rougher	player
folder	feeler	tilter	toiler	brighter

182

MANUAL OF READING

354. Ing added, final consonant of primitive word doubled

(a) crabbing cribbing rubbing wadding bidding

grabbing robbing drubbing bedding sodding

webbing mobbing clubbing wedding plodding

ribbing sobbing padding ridding nodding

(5) budding clamming brimming clapping tipping

scudding hemming drumming stepping dropping

slamming stemming gumming nipping lopping

cramming trimming strapping ripping slopping

(c) supping penning donning matting netting

cupping winning conning patting fitting

canning tinning running petting splitting

planning spinning dunning letting twitting

plotting dragging digging hugging warring

spotting lagging rigging bugging marring

nutting begging logging starring stirring

shutting legging flogging charring blurring

355. Ed added, final consonant of primitive doubled

(#) added	wedded	nodded	budded	fatted
padded	shredded	sodded	scudded	matted'
wadded	sledded	plodded	studded	patted
bedded	podded	prodded	batted	chatted
(6) slatted	wetted	gritted	twitted	rotted
betted	fretted	knitted	blotted	plotted
jetted	whetted	mitted	clotted	potted
netted	fitted	witted	dotted	spotted
petted	flitted	slitted	jotted
(<?) jutted	stabbed	mobbed	dubbed	scrubbed
smutted	webbed	robbed	rubbed	crammed
strutted	fibbed	sobbed	tubbed	jammed

WORD LIST	183
crabbed	ribbed	knobbed	clubbed	clammed
grabbed	cribbed	throbbed
((?) slammed hemmed stemmed rimmed	brimmed skimmed summed gummed	drummed capped gapped rapped	snapped slapped stepped nipped	stripped sipped dripped whipped
(0) hopped chopped mopped supped	canned fanned penned pinned	skinned dunned shunned stunned	barred jarred starred scarred	furred blurred spurred drugged
356. Er added, final consonant of primitive doubled
(«) grabber fibber robber sobber	rubber grubber scrubber sadder	madder padder gladder redder	shredder bidder sodder plodder	scudder rammer shammer swabber
(£>) hemmer stemmer brimmer skimmer	swimmer trimmer hummer drummer	strummer rapper sapper tapper	clapper wrapper nipper dipper	chipper clipper dripper
(e) slipper shopper hopper popper	supper upper canner planner	tanner pinner winner spinner	runner gunner fatter ratter	hatter chatter netter •wetter
(<f) fitter flitter knitter twitter	sitter blotter hotter	plotter cutter nutter	shutter digger dogger	plugger snugger shrugger

357. Ing added, final e of primitive dropped

(a) bribing tubing shading riding sliding

probing fading spading siding striding

184

MANUAL OF READING

robing	wading	trading	chiding	abiding
cubing	grading	hiding	gliding	deciding
(6) gaming	blaming	scheming homing	draping
laming	flaming	chiming	fuming	shaping
naming	framing	timing	pluming	scraping
taming	shaming	priming	aping	escaping
O) piping	coping	groping	caning	dining
wiping	hoping	sloping	waning	lining
griping	loping	roping	planing	mining
striping	moping	duping	craning	pining
(d) shining	toning	mating	grating	caging
twining	droning	rating	biting	raging
whining	stoning	hating	writing	staging
boning	tuning	slating	voting	dancing
(e) glancing	rising	striving	daring	baking
fencing	closing	scaling	sparing	liking
wincing	losing	smiling	hiring	smoking
chasing	basting	tiling	curing	saving
358. Ed added, final e of primitive	dropped
(a) faded	spaded	glided	mated	grated
waded	traded	prided	rated	crated
bladed	ceded	boded	hated	plated
graded	sided	dated	prated	skated
shaded	chided	fated	slated
(6) invited	bribed	cubed	named	limed
toted	lobed	tubed	tamed	timed
voted	probed	famed	schemed	primed
fluted	robed	lamed	chimed	grimed
(<?) chimed	taped	piped	moped	caned
domed	draped	wiped	roped	paned

WORD LIST

185

fumed plumed	scraped shaped	striped hoped	sloped duped	waned planed
(cf) caged paged staged waged	cringed fringed singed twinged	danced pranced minced chased	dived closed fused chafed	stared fired saved moved
00 filed piled smiled eyed	baked raked staked waked	smoked liked spiked bagged	edged sedged bridged dodged	lodged nudged grudged gabbled
359. Er added, final e	of primitive	dropped
(#) briber fader	spader trader	wider slider	framer schemer	comer fumer
wader grader	hider rider	gamer namer	timer primer	draper shaper
(6) piper riper wiper hoper	caner saner waner diner	finer miner stoner tuner	later mater slater skater	biter writer whiter voter
(c) cuter stager wager huger	dancer prancer wincer chaser	baser riser wiser poser	proser closer loser muser	baster waster taster bather
(c?) safer paler sealer	filer smiler tiler	barer rarer sharer	wirer borer corer	scorer purer saver
whaler	fifer	sparer	sorer	mover
360. Es adds	a syllable to primitive	word
(a) ashes dashes	slashes flashes	meshes threshes	vanishes punishes	blushes flushes

186

MANUAL OF READING

hashes	splashes	fishes	varnishes	brushes
mashes	smashes	dishes	pushes	crushes
sashes	washes	wishes	bushes	thrushes
crashes	marshes	finishes	hushes	rushes
(6) faces	braces	dances	fences	offices
laces	graces	glances	nieces	pieces
paces	traces	chances	ices	voices
races	cases	fancies	spices	juices
places	traces	fleeces	princes	spruces
(<?) ages	pages	changes	cringes	bridges
cages	stages	charges	fringes	ridges
rages	engages	oranges	singes	dodges
sages	villages	edges	hinges	judges
wages	ranges	sedges	twinges	plunges
(c?) passes	cases	cresses	mosses	chooses
lasses	vases	blesses	tosses	papooses
masses	raises	presses	crosses	houses
grasses	praises	tresses	losses	muses
glasses	cheeses	rises	noses	fuses
brasses	dresses	kisses	roses	uses
classes	guesses	misses	closes	nurses
gases	messes	blisses	loses	purses
(e) axes	vexes	mixes	sixes	foxes
taxes	sexes	fixes	boxes	coaxes
(/) gazes	hazes	mazes	blazes	glazes

361. Es does not add a syllable to the primitive word

tubes likes flames hopes motes

fades smokes times dupes lutes

rides jokes lanes cares staves

safes dukes wines fires graves

WORD LIST

187

clothes	males
writhes	miles
bathes	moles
bakes	mules
362. qu as in
quack	quality
quail	Quentin
quaint	quench
quart	quest
quake	quell
quartz	question
quarry	queer '
quarrel	queen

qu as in

conquer mosquito lacquer paroquet liquor piquant

stones tunes capes types

equip

quince

quit

quick

quill

quilt

quiet

quite

mosque

quadrille

coquette

363. Short words containing ie

die vie ties

lie dries tries

fie

pie

tie

lies flies skies

cries cried

stores cures mates, bites

quiver

quiz

quire

squash

squall

square

squad

squaw

hives lives stoves loves

squeak

squeal

squeeze

squib

squirt

squire

squint

squirrel

etiquette masquerade antique opaque grotesque unique

lied tied tried fried

pied dried died replied

364. Longer words containing ie in the last syllable

Annie	Jessie	Robbie	fairies	goodies
Fannie	Nellie	froggie	daisies	cookies
Carrie	Minnie	doggie	berries	puppies
Blackie	Jimmie	dollie	cherries	pussies
Laddie	Winkie	nursie	pennies	countries
Gracie	Willie	brownie	enemies	carried

188

MANUAL OF READING

Jamie	birdie	dearie	bodies	worried
Charlie	collie	Peasie	glories	buried
Auntie	Spottie	Beansie	posies	studied
Jennie	Flossie	babies	stories	hurried
365. Short words ending in y
by	my	spy	why	July
cry	shy	sly	pry	reply
dry	sky	spry	Ely	deny
%	sty	try	buy	firefly
fry				•
366. Longer	words ending	my
(a) baby	shabby	Libby	Toby	lobby
tabby	flabby	Trilby	hobby	ruby
(6) fancy	mercy	Lucy	agency	vacancy
racy	fleecy	juicy	piracy	secrecy
saucy	icy	policy	infancy	currency
(c) shady	sandy	greedy	tidy	woody
lady	hardy	eddy	giddy	sturdy
caddy	tardy	remedy	body	cloudy
handy	needy	ready	shoddy	muddy
candy	weedy	steady	melody
(d) shaggy	Peggy	piggy	foggy	buggy
(e) clergy	apology	geology	zoology	astrology
energy	doxology	theology	prodigy	mythology
effigy	analogy	biology	liturgy	mineralogy
(/) safely	Jelly	really	lightly	truly
scaly	cheerily	pearly	tightly	ugly
gayly	merrily	Billy	dolly	lustily
bravely	presently	chilly	Jolly	suddenly

WORD LIST

189

gravely	extremely	silly	Polly	curly
family	sweetly	lily	holy	fully
happily	terribly	quickly	homely	busily
shapely	dearly	swiftly	lonely	roughly
strangely	easily	friendly	lovely	slowly
hardily	early	strictly	only	proudly
falsely	earnestly	quietly	woolly	patiently
sharply	cheaply	kindly	softly	cheerfully
freely	heavenly	brightly	cruelly	beautifully
gently	nearly	tightly	surely	wonderfully
(#) Amy	dreamy	slimy	gloomy	stormy
creamy	enemy	grimy	Tommy	gummy
(A) any	Anthony	blenny	whinny	company
many	brawny	colony	Johnny	sunny
canny	rainy	tiny	pony	funny
Nanny	penny	shiny	stony	bunny
Fanny	weeny	finny	downy
(0 haPPy	sleepy	crispy	poppy	puppy
nappy	creepy	copy	sloppy	croupy
(/) carry	ferry	library	flurry	bakery
marry	merry	victory	furry	silvery
Harry	cherry	history	every	powery
starry	cheery	hickory	grocery	angry
Mary	memory	ivory	nursery	pantry
dairy	February	worry	fairy	country
factory	Henry	story	airy	wintry
canary	weary	glory	cheery	hungry
cavalry	mulberry	sorry	very	sultry
berry	primary	hurry	dreary	fiery
(&) lazy	hazy	breezy	dizzy	bronzy
crazy	mazy	frenzy	cozy	fuzzy

190

MANUAL OF READING

(I) dainty	pretty	Betty	pity	thirty
safety	beauty	seventy	dirty	frosty
party	empty	eternity	kitty	forty
cavity	twenty	hearty	mighty	duty
charity	plenty	city	sixty	liberty
O) gravy	wavy	bevy	levy	dewy
navy	envy	heavy	ivy
(ri) tansy	palsy	greasy	rosy	clumsy
pansy	easy	quinsy	prosy	gypsy
daisy	phrensy	flimsy	drowsy
(0) money	jockey	hackney	Kersey	monkey
honey	abbey	Jersey	journey	donkey
367. Consonant sound	tfj
yam	yarn	year	yell	youth
jap	yacht	yield	yoke	young
yank	yawn	yet	yew	yellow
yard	yeast	yes	Yule	yonder
368. Sound	of c before	e, i, and y
(#) ace	race	farce	prance	chancel
dace	brace	chance	trance	cancer
face	Grace	dance	palace	lancet
lace	place	France	surface	lancer
mace	space	glance	lattice	Alice
pace	trace	lance	cancel	fragrance
(5) cent	fleece	cere	presence	receive
fence	piece	center	cellar	deceive
hence	niece	central	excel	ceiling
thence	fierce	descent	preface	Cecilia
whence	scene	crescent	discern	Cecil
pence	cede	silence

WORD LIST

191

(c) ice	nice	spice	price	since
dice	rice	twice	icicle	prince
mice	vice	thrice	suffice	quince
(c?) once	Joyce	pounce	office	pronounce
force	choice	notice	province	poultice
voice	ounce	police	rejoice	cowardice
(e) Bruce	juice	reduce	succeed	prejudice
spruce	dunce	produce	precede	prudence
truce	truce	justice	exceed V	introduce
(/) scent	scepter	science	abscess	scenery
scene
(#) cite	cider	citron	pacify	principle
city	circus	rancid	decisive	discipline
civil	excite	pencil	cinder	cinnamon
civet	cipher	decide	Pacific	Cinderella
acid	circle	docile	council	proboscis
cities	viscid	scissors	Priscilla
(A) Nancy	fleecy	Lucy	secrecy	constancy
fancy	mercy	bicycle	vacancy	currency
369. Sound	of g before e,	i, and y
(#) age	aged	plumage	mange	language
cage	image	package	range	exchange
gage	adage	courage	change	orange
sage	usage	cottage	strange	danger
page	manage	cabbage	charge	discharge
rage	passage	baggage	large	Margery
wage	message	carriage	barge	challenge
stage	voyage	marriage	angel
(*) gem	gender	siege	German	gesture
germ	genius	liege	genuine	gelatine
verge	gentle	oblige	general	Geoffrey

192

MANUAL OF READING

(<?) doge	college	pigeon	George	sponge
forge	Roger	oxygen	gorgeous	scourge
(d) bulge	huge	deluge	surgeon	dungeon
purge	plunge	courage	sturgeon
00 gill	giant	rigid	region	gipsy
gin	agile	fragile	gentile	fugitive
gibe	magic	engine	legion	ginger
(/) gypsum	gypsy	gyrate	Egypt	geology
370. Short vowel before	two consonants
(#) cabbage	gallop	Hannah	arrow	harrow
rabbits	hallow	appear	arrives	marrow
tobacco	Anna	happen	barrel	narrow
gladdest	Annie	happy	carry	sparrow
daffodil	cannon	happily	Harry	tassel
allow	Fanny	happiest	carriage	attic
balloon	Fannie	pappoose	carrot	attract
(5) effect	yellow	Jennie	cherry	Betty
bellow	yellower	penny	cherries	rosette
Ella	yellowest	pennies	errand	Freddie
hello	Jessie	berry	merry	umbrella
fellow	jelly	berries	merrily	beginning
mellow .
(c) ribbon	Billy	silly	Jimmie	kitty
hidden	hilltop	village	dinner	kitten
difference	million	Willie	Minnie	mitten
biggest	pillar	willow	minnow	pitter
(rf) Dobbin	collect	follow	trolley	sorry
Robbie	collar	hollow	bonnet	across
office	dollar	jolly	sonnet	Flossie
doggie	dollie	Polly	Johnny	moccasin

WORD LIST

193

(0) succeed muffet	funny	butter '	furrow
cuddled summer	puppy	mutter	buzzed
muddy cunning	russet	hurried
sudden sunny	button	hurry
371. Long vowel before	one consonant
fatal vacant	cedar	omen	stupid
halo elect	final	oral	pupil
label era	idol	polar	tuber
naval erect	mica	total	unit
naked evil	pilot	potent	cubit
natal arena	rival	stolen	lucid
pagan regal	vital	hotel	mucus
favor erase	polite	token	lurid
372. kn like n as in
knap knelt	knit	knot	knurl
knave knell	knob	knout	knapsack
knead knife	knobby	know	knowledge
knee knives	knock	knew	knuckle
kneel knight	knoll	knub	knurly
373. wr like r as in
wrap wreathe	wright	writhe	awry
wrack wreck	wring	wrong	wrangle
wraith wren	wrist	wroth	wrestle
wrath wrench	writ	wrung	wretched
wreak wrest	write	wrought	wriggle
wreath wretch	wrote	wry
374. bu like b as in
build builder	busy	buyer	buy
built building	business

194

MANUAL OF READING

375. mn like \n, as in

autumn column	hymn solemn	condemn contemn	limn
	In like I as in
	kiln
376.	gu like g as in
guard guess guest guide guild guile	guilt guise guilty guinea guitar guidon	guerdon guerilla guardian guillotine brogue fugue	league plague rogue tongue vague vogue	fatigue intrigue catalogue dialogue pedagogue synagogue
377.	gu like gw as in
guano guava Guelph	anguish languish languid	languor linguist penguin	persuade sanguine unguent	distinguish extinguish language
378.	gn like n as in
gnarl gnash gnat gnaw	gneiss gnome gnu deign	feign reign campaign foreign	sign assign benign	condign ensign resign
379.	h silent as in
hour heir	herb honor	honest	honesty	herbage
380.	ch like k as in
Christ	chasm	chemist	chlorine	chromatic
chrism	ache	mechlin	cholera	chronicle
choir	school	scholar	Chaldee	chrysalid

WORD LIST

195

chord chrome	echo scheme	schooner chronic	Christian Christmas	chrysalis character
conch Chloe chorus choral chaos	chyme chyle anchor orchid orchis	trochee stomach monarch christen sumach	drachma mechanic chimera chemistry technical	chloroform chronometer strychnine catechism
381.	w silent as in
	sword answer	whole who	whom whose	whoop
382.	1m as in aim
	balm calm	palm palmer	psalm psalmist	qualm
	1m as in
	salmon
383.	1m as in elm
	film	holm	culm	helm
384.	If as in
	calf	half
385.	If as in elf
	delf self	shelf pelf	golf gulf
386.	Ive as in
	calve	halve	salve

387. Ive as in valve

elves helve

delve selves

shelves involve twelve

196

MANUAL OF READING

388. y	= I as in myth
crystal nymph lynx symbol	bicycle Phyllis amethyst Brooklyn	system Lydia pyramid Egypt	cylinder sylvan Evelyn mysterious	rhythm Blynken syntax
389. y	= 1 as in
	cypress rhyme	scythe Lyle	thyme hyena	hyphen hydra
390. y	final = i in	the ending f	Y
'satisfy beautify magnify	falsify fortify gratify	justify stupefy	terrify rarefy	signify notify
391. y	final = 1 in	ply and py
	apply reply	multiply supply	occupy espy	•
392. i =	= ee as in
machine marine ravine	Lucille police valise	magazine mandarin	fatigue pique	caprice Clarice
393. i =	= y as in
valiant brilliant	peculiar familiar	Italian cordial	genial filial	civilian
behavior warrior billion	minion opinion onion	pillion bastion mullion	pavilion rebellion medallion	battalion digestion dominion
trillion million	scallion scullion	bullion pinion	companion union	exhaustion warrior
anxious	noxious	bilious

WORD LIST

197

394. i as in promise

ermine	crevice	imagine	determine	hostile
examine	notice	office	medicine	fertile
genuine	heroine	lattice	Peregrine	fragile
practice	engine	justice	reptile	missile
opposite	plaintive	native	missive	massive
favorite	active	sportive	restive	talkative
granite	captive	olive	passive	positive

395. et final = a as in

bouquet crochet croquet valet

396. Two vowels not united in

trial pliant gruel

dial truant poet

phial fuel suet

giant cruel cruet

ballet chalet

as in digraphs

diet idea

quiet real

poem science

Samuel beatitude

INDEX TO WORD LIST

The figures at the left of the phonograms indicate the sections of the Word List.

lab	11 ad	22 am	34 ap	44 an	56 at
66 ag	74 and	81 ash	87ack	92 act	97ank
106 amp	113 ang	121 atch	129 anch	131 ance	141 ass
158 ant	166 ast	185 ath	197 aff	204 alp	214 all
273 arr	309 adge	315 av	323 ax	382 aim
290 and 370	before two	or more consonants.
			a
2 abe	12ade	23 ame	35 ape	45 ane	57 ate
67 age	114 ange	142 ase	143 ase	167 aste	186 athe
198 afe	215 ale	300 ake	314 ave	291 before	ble, etc.
			a
184 ath	265 au	272 ar	382 aim	384 alf	386 alve
			a
102 ask	128 anch	130 ance	140 ass	157 ant	105 ast
174 asp	179 aft	184 ath	196 aff
			a
207 aid	213 all	226 alt	263 aw	264 au	266 augh
267 alk	274 ar
			a
347 w	348 qu
			a
275 are
			g
3eb	13 ed	24 em	36 ep	46 en	58 et
68 eg	75 end	82 esh	88eck	93ect	103 esk
			199

200 MANUAL OF READING

107 enip	lOSempt 122 etch 132 ench 133 ence	144 ess
160 ent	168 est 175 esp 180 eft 187 eth	199 eff
205 elp	208 eld 216 ell 227-elt 268 elk	278 err
310 edge	317 ev 324 ex 325 ex 383 elm	385 elf
387 elve	292 and 3706 before two or more consonants.

e

4 ebe 14 ede 25 erne 47 ene 145 ese 302 me

316 eve 279 ere

276 er 277 er

e =

280 ere

	I
5ib	16 id 27 im 38 ip	49 in	60 it
69 ig	77 ind 83 ish 89 ick	94 ict	98 ink
104 isk	109 imp 115 ing 116 inge	123 itch	124 ich
134 inch	135 ince 146 iss 174 iss	161 int	169 ist
176 isp	181 ift r88 ith 190 ilth	200 iff	210 ild
218 ill	228 ilt 269 ilk 311 idge	319.iv	326 ix
383 ilin	294 and 370c before two or more consonants.

394 ise, ine, ice, ile, ite, ive.

I

6 ibe 17 ide 28 ime 39 ipe 50 ine 61 ite

76 ind 148 ise 189 ithe 201 ife 209 ild 219 ile

282 ire 303 ike 318 ive 363 ie 295 before ble, etc.

281 ir

I = ee

392 ine, ile, ice, ise, in, igue, ique

i = y

393 iant, iar, ian, ial, ior, ion, ious

INDEX TO WORD LIST

201

			5
7ob	18 od	29 om	40 op	51 on	62 ot
70 og	78 ond	84osh	90ock	95 oct	99 onk
110 omp	111 ompt	117 ong	125 otch	136 onch	149 oss
162 ont	170 ost	177 osp	182 oft	191 oth	202 off
220 oil	286 orr	312 odge	327 ox	383 olm	385 olf
296 and	370d before two	or more consonants.
			5
8obe	19 ode	30 ome	41 ope	52 one	63ote
71 oge	150 ose	151 ose	171 ost	192 oth	211 old
221 oil	222 ole	229 olt	270 oik	284 ore	304 oke
305 oe	320 ove	386 olm	297 before	ble, etc.
			6
31 ome	53 on	79 ond	100 onk	118 ong	137 onc<
163 out	173 ost	193 oth	322 ove

283 or

152 ose

306 do

321 ove

O = 00

285 wor

0 = 00

or = ur

9 ub	20 ud	32 um	42 up	54 un	64 ut
72 ug	80 und	85 ush	91 uck	96 uct	101 unk
105 usk	112 ump	119 ung	120 unge	126 utch	127 uch
138 unch	139 unce	153 uss	164 unt	173 ust	178 usp
183 uft	195 uth	203 uff	206 ulp	212 uld	223 ull
230 ult	271 ulk	289 urr	313 udge	383 ulna	385 ulf

298 and 370e before two or more consonants.

10 ube 21 ude 33 ume 43 upe 55 ume 65 une

73 uge 155 use 156 use 194 uth 225 ule 288 ure 307 uke 308 ue 299 before gle, etc.

202

MANUAL OF READING

287 ur 349 86 ush

154 uss

6

U = 00

s_^ U = OO

224 ull

ow231
ou233	ou = oo 234	ou = 5 235
ou = aw 237	our = ur 238
oy 239	oi240	oi = I 241
oo242	oo243

ou = tt 236

Equivalents of a 247 ey 249 eigh 250 ei

245 ay 246 ai

257 ea = a 259 ear = ar

Equivalents of e

15 eed 26 eem 37 eep 48 een 59 eet

301 eek 302 ee 293 ee before ble, etc.

254 ea = e 255 ea = e 258 ear = er 251 ei 252 ie

Equivalents of i 253 igh 365 y = 1 366 y = I

260 oa

261 ew

244oo

262 ui

Equivalents of o 232 ow 235 ou

Equivalents of u

256 ea

27 eel

tion 328 tious 332	sion 329 cious 333	sion 330 cial 334	ous 331 tial 335
tian 336	cian 337	tien 338	cien 339
sieii 340	ften 341	sten 342	stle 343
mb 344 qu348	eau 345 y initial 367	ph 346	qu362

INDEX TO WORD LIST

203

131 ance 130 ance 133 ence 3QSa-b-c-d-e-f 368^ cy

9

135 ince 368/i ci

137 once 139 unce

67 age 71 309 adge 310 W9a-b-c-d ge	oge 73 uge edge 311 idge 369e gi	114 ange 312 odge 369/gy	116 inge 120 unge 313 udge
kn 372 wr373 ch = k 380	bu374 mn 375 w silent 381	gu376 gu377	gn378 h initial 379

350 ing added, no change in primi-

tive word.

351 ed added after t or d.

352 ed added after any consonant.

353 er added, no change in primi-

tive word.

354 ing added, final consonant

doubled.

355 ed added, final consonant

doubled.

356 er added, final consonant

doubled.

357 ing added, final e dropped.

358 ed added, final e dropped.

359 er added, final e dropped.

360 es added, syllable added.

361 es added, syllable not added.

363 Short words ending in ie.

364 Longer words ending in ie.

365 Short words ending in y.

366 Longer words ending in y.

388 y = l.

389 y = l.

390 y in ending fy = l.

391 y in ending ply and py = 1.

395 et final = a.

396 Two words, not digraphs.

UNIVERSITY QF CALIFORNIA LIBRARY

THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW

AUG I 1914

AUL. J4 1014

MOV 9 1915 NOV 17 1915

31918 JULf a 1918

APR 16 1319

190c'56JL

JUL 31

30/n-6,'14

YC

/