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ONTARIO
TEACHERS' MANUALS
PRIMARY READING
AUTHOItIZED BY THE IINISTER OF EDUCATION
TORONTO
THE COPP CLARK COMPAI , LTD
Copyright. Canada. 19.20, by
THE .'||N|STER OF EDUCATION" FOR ONTARIO
First Edition 19"20
leprinted 1921, 12. 12"2, 19"5, l.q2, 1, 1928,
199, 1931, 1932, 19.
CONTENTS
CHAPTER PAGE
I. RIGHT RELATIONS ]ETWEEN TEACHER AND PUPILS .... 1
Desire to Read ................................. 1
Problem, The .................................. 4
Word-Recognition and Thought Interpretation ..... 6
Iethods with Beginners ........................ 7
Sentence Method; Word Method; Phonic Method.. 7
Method of this Manual ......................... 8
II. WORD-RECOGNITION ............................... 9
General Statement ............................. 9
Sentence Method, The ........................... 10
Words from l'ursery Rhymes ................ 12
Summary ...................................... 18
III. WORD-RECOGNITION ...............................
Word Method, The ............................. 18
First Words to Teach ....................... 19
How to Teach First Words .................. 19
Summary ...................................... 23
Teaching an Action Word--" Run " . ............. 24
Object, or Picture, Method ...................... 25
1-V'. WORD-REcoGNITION ............................... 27
Relation of Phonics to Reading, The ............. 27
Phonic Analysis and Phonic S)mthesis ............ 28
Phonic Analysis ............................ 28
Phonic S.mthesis ............................... 35
Systematic Phonic Drill ........................ 37
Chief Consonantal Sounds with Key Words .... 39
Teaching the l'ames of the Letters ............... 40
V. READING AS THOUGHT INTERPRETATION .............. 41
Thought the Vital Element in Primary Reading .... 41
l'ature of Material ............................. 42
First Reading Lesson ........................... 43
Reading from the Primer ....................... 45
Motive for Reading ............................ 45
Oral Reading .................................. 46
Reading from the Primer ........................ 46
Value of Imitation ............................. 47
CHAPTER
Correlation of Object Lessons and Reading ........ 48
Silent Reading Lessons ......................... 48
Teaching Reading Incidentally .................. 50
1. In the management of the school .......... 50
2. In naming pupils, days, etc ................ 51
3. In games, greetings, etc ................... 51
4. In oral language and in literature lessons... 51
5. In arithmetic ............................ 52
'I. [ETIIODS APPLIED TO TIIE ONTARIO PP,,IMER .......... 53
Suggestive Teaching Notes ...................... 53
General Suggestions ............................ 13S
VII. PIIONIC DRILL--CII,RTS ........................... 140
VIII. DEVICES FOR PRIZIAIRY READING .................... 145
Purpose ....................................... 145
Class Work Devices ............................ 145
Devices for Phonic Drill ........................ 151
Scat Work Devices ............................. 153
DPAMAT]ZATION." :PURPOSE, METHODS ............... 162
Classification of Lessons for Dramatization ........ 163
Scenery and Characters ......................... 163
Time for Dramatization ........................ 164
Lessons in Dramatization .......................
X. SPELLING: PURPOSE AND IETHOD .................. 169
General Conclusions ............................ 170
Method ....................................... 171
XI. GES AND RHYMES FOR [E.MOPJZATION ............. 172
Method of Teaching ............................ 174
Selections ..................................... 177
]I.B LI OG P,.KPtY ................................... 191
THE PROBLEM
We need to know, then, what equipment a pupil has that
may serve as the basis of learning to read. A child who
enters school without any skill in reading acquired already
at home has a large Sund of knowledge of his envir,nment,
both of nature and of man, and a speaking vocabulary to
correspond to that knowledge and to express the cbih]'s
reactions to that environment. These two--knowledge of
environment and speaking vocabulary--are the starting-
point for teaching to read. The problem before us in
teaching to read is to add to these two a knowledge of
written or printed symbols whit.h will be as closely related
to knowledge and speakinff vocabulary as these two are to
each other; in other words, to bring into a real and living
nnity, thought, spoken word, a.d written or printed word.
A diagralu may help to make this clear:
The circle A represents the pupil's knowledge of his
environment made up of objects and people ; circle B repre-
sents his speaking vocabulary. These two have become so
intimately associated that either one quickly calls u I) file
other--the sight of a dog calls up the word dog; the word
10 PRIMARY READIlq'G
THE SENTENCE METHOD
The pupils may be taught to recognize individual words
or groups of words, when these are used in sentences in
which the thought and spoken words are familiar to them.
The chief sources of this material are the pupils" own
sentences and stories with which they are acquainted, such
as Nursery Rhymes or simple stories. Examples are given
below.
TO TEACII A PtIRASE--"I SEE"
We want to teach the pupils to recognize the phrase
"I see," using their own sentences. The teacher asks
scveral pupils to mention some[hing they see in the room.
.k. each sentence is given, the teacher writes it on the
black-board. The sentences appear as follows:
1. I see the desk.
2. I see a hook.
3. I see a picture.
4. I see the door.
The pupils may then be asked to say their own sen-
tences as the teacher points to them. This they can do,
because they remember the order in which they were
given. The teacher then asks: "What words did each
one say first?" "I see." The teacher has the pupils look
at the sentences on the black-board to discover what parts
look the same. They may come to the board and point
out or underline the similar parts as follows:
1. I see the desk.
2. I see a book.
3. I see a picture.
4. 1 see the door.
14: PRIMARY READING
When words or phrases are thus recognized, they should
be isolated, the teacher writing them apart on the black-
board for word drill. The pupils also write the new
words and name them each time they are written or
recognized.
Use of Words Tatglt: The teacher may now form
new reading lessons on the black-board from the word
or phrases learned.
She may also arrange a game in which Jack and Jill
are changed to Nell and Will, the names of two pupils in
the class. At the word., '" Fly away, Will," Will will run
to a certain place: at the words, " Come back, Will," he
will return to his place.
A black-board reading lesson may be made as follows:
Jack was a blackbird.
Jack sat upon a hill.
Jack can fly away.
Jack can come back,
etc., etc.
Example 2
Ding dong bell !
The cat is in the well.
Who put her in?
Long Tom Thin.
Who took her out?
Short John Stout.
If the pupils do not know this rhyme, it may be taught
by the teacher constructing a story into which the rhyme
can be fitted and repeated often in different connections.
WORD gIETHOD: XWRITTEN FORgl 21
should be careful to use always the same form of those
letters that may be written in more tha one way, such
as b, e, ]', p, q, r, s, x--preferably thc f.rm that will bu
used afterwards in the writing lesson. She should also
distinguish sharply letters that, if written carelessly, n[ay
be confused by the children, such as b and f, a and o, ou
and ow, n and u.
3. THE WORD WRITTEN B] TIIE PUPILS--AN APPEAL
TIIROUGII TIlE ]lAND
The class should always get the four images of a
word--through ear, voice, eye, and hand. They should
hear, speak, see, and write the new word. They havc
already had the image through the eye, ear. and voice;
they should now get the image through the hand, by
writing the word.
In the first few lessons, the pupils may, instead of
writing the word, trace it in the air. As the teacher writes
the word on the board, she may draw attention to the
characteristics of the letters, to aid the pupils in analysing
the new form more readily. With R in the word Rm, fr
example, point out ]row the chalk comes down, flen up
high, then round till it touches the fir.t line, and then
adds a tail. The u and the n should also be described.
As the teacher writes and describes, the pupils imitate
in the air her motions. This is more necessary at first,
and may gradually be dropped as the pupils become accus-
tomed to writing words on the board. As many of the
class as possible should come to the board and write the
word from the teacher's model. Backward pupils may
trace over the teacher's word, or the teacher may, at first,
actually guide the pupil's hand.
PYIOh"IC ANALYSIS 29
sounds. The only way of doing this is by the teacher
pronouncing a word m(,re and more slowly, until the
sounds in the word are practically isolated from one
another. The pupils do the s,me thing, until they can
hear the separate sounds from their own pronunciation.
This car and voice drill, as it is often called, paves the way
for written phonic analysis; it is also excellent training
for the vocal organs and improves enunciation. With a
few weeks of this training, which may begin in the irst
days at school, the phonics will be mastered very rapidly.
At irst thcre should be a few minutes devoted to this
exercise every day. The time may be gradually lessened
as the pupils becolne skilled, and the practice may be given
incidentally. When a set time is used, it should, as far as
possible, be kept separate (either in different lossons or
a separate part of one lesson) from the reading lesson
proper. Phonic analysis, phonic drill, and the roaching
of new sight-words should always 'be kept strictly separate
from the reading lesson.
HOW TO CONDUCT EAR AND VOICE DIIIL
1. The teacher should begin with a word containing
sounds easily made separately, for example, man. The
teacher says slowly, m-an, and individual pupils say,
m-an. She says slowly other words, as r- an and f-an,
etc., and the pupils imitate her.
2. In the next step, she divides the word by slow pro-
nunciation into three sounds, m-a-n. The other words
given above are treated similarly.
3. The teacher may continue this with other words,
introducing more difficult sounds as the pupils advance.
Particular attention should be paid to the initial and final
PHONIC ANALYSIS
from three or four words, ,but afterwards, when the pupils
have become accustomed to the analysis, it is enough to
use a single word.
2. Order of presenting sounds: The order in which
the sounds should be taught is by no means a fixed one,
and teachers should use their own judgment; the order
indicated in the Primer is merely sug.ested as a good
one. It aims first at teaching the sounds easy to pro-
nounce by themselves and those which are met with most
frequently, and which will, therefore, be of most use to
the pupil.
Phonic analysis, both oral and written, is not to be
confined to isolating letters only; hut the commonest
syllables and combinations should be made familiar also,
so that the pupil will learn to recognize the larger units.
It is upon the power to recognize and interpret the larger
units that the ability to read chiefly depends. The pupil
should, therefore, be trained to know quickly, not only
letters, but syllables, words, phrases, and clauses. The
following syllables may be taught from the early pages
of the Primer:
ill ame ay ed
op an en oek
ack ig old all
et ot and ut
These phonograms may be taught in the same manner
as the single letter sounds.
IIOW TO CONDUCT A LE.SON--'" M '
There are two ways of conducting a lesson in written
phonic analysis :
PHONIC ANALYSIS 33
(g) The necessary drill may be given in various ways.
The usual way is to write other words containing m in
different positions in the words; the pupils point it out
and give the sound. (For other ways see Chapter VIII--
(:'lass Work Devices.)
2. To discover a phonic element from one word: ch
from "" c]t in "'"
(a) The necessary conditions are that the class will
have learned "chin " as a whole word and will know all
the sounds in it except the one to be learned.
(b) Review the word and the known sounds, both
orally and on the hoard.
(c) IIave oral analysis of "chin " by slow proauncia-
tion into ch - in or ch-i-n.
(d) Have the class give, first, the sounds they already
know; second, the new sound at the beginning. They
may whisper it to the teacher, and as many as possible
should say it aloud.
(e) Give practice with the new sound, by saying it
anong other sounds, either by themselves or combined in
words: the pupils raise their hands when they hear it.
The class may be asked to give words containing the
new sound.
(f) The word is now separated on the board into two
parts--c]-in. The class may be asked to point out the
fanfiliar parts and give their sounds. They can now point
out the new character and give its sound. The new char-
acter is now isolated, by being written alone bv teacher
and pupils.
34 PRIMARY IEADNG
(g) Give a drill on the new character, by tmving the
class pick it out from other characters similar in form,
like slt, tlt, u, lt.
Have the class find the new character in written words.
Every time it is found, it should be sounded.
3..1 variation of the foregoing method, sometimes
2sed, 1,resenls the problem to lhe class in a different way.
The pupi]. are brought to the board. The teacher re-
views the words, shop, top, cost, ten, that con-
tain the sound. she intends to use in teaching. She
combines these words into a story of a boy who "Went
to the sloop to buy a new lop. The top cost len cents."
As the story progresses, the class is given time to vrite
the rex icwed words.
The teacher continues the story, introducing a new
word. "' It was a humming-top, and it was made of tin.'"
Let the class try to write lia. The)" know the character t
for the first sound and n for the last, but have nothing
for the seeon3 sound. The pupils are now asked in turn
to say the word slowly, while the teacher marks off the
sounds as they are made, by touching her finger tips.
What is the new sound? The pupils then isolate the
sound of "i." Drill is given on oral analv.,is of simple
words containing "i." The teacher sounds slowly a num-
ber of words--lip, mill, miss, ship, spin. The pupils tell
in each ease what word she has said. She then asks the
class to sound slowly, sip, sit, pin, etc. Let the pupils
suggest vords with this somd.
Words that the pupils can recognize as whole words
and which contain "i" may then be put on the board.
so that the pupils may pick out the new character. Words
36 PRIMARY READING
The black-board should, at the close of this lesson,
appear about as follows:
am n at
Sam sun sat
. TO SYNTIIESIZE SI.%'GLD SOUNDSS, A, P
The teacher writes on the black-board the letter a and
has each pupil sound it in a whi,,per to her, so as to ensure
individual effort. Similarly the letters p and s are briefly
reviewed.
The teacher now writes a and p on the black-board,
so that p comes after a and at a little distance from it,
as a p. The pupil is asked to whisper again the two
sounds, blending them slowly, then more rapidly. The
teacher joins the two letters on the black-board as ap, and
has tl,e pupil stund the phonogram. The teacher writes
the letter s in front of ap as s-ap and has each pupil whis-
per, blending the sounds together as closely as possible,
until they are united to form one syllable.
The teaeh.r now writes the letters together as sap,
and the pupil again whispers each part carefully, but as
naturally as possible, so as to combine the sounds into the
word "sap.'" If the oral and written phonics have been
thorougl,ly taught, the pupil will have little difficulty in
forming the word.
When the pupil recognizes the word sap. the teacher
asks him to tell something about sap. to see if the form
suggests the meaning. Such questions as. "' Have you
ever seen any sap?" " Where do we get sap?" will elicit
replies that will show the extent of his knowledge. Where
SYSTEMATIC PHONIC DRILL 37
this knowledge is lacking, it aaaust be supplied bv the
teacher, or a word the pupil kuows the meaning of shouhl
be used. The pupil may b asked to tell a story about sap.
]f time permits the teacher may write short stories on
the black-board for oral reading, such as:
7"he boy sips the sap. The man sees the sap. I see
the sap run, etc.
NOa'E.--In words where the final consonant may be separated
casily from the rest of the word, as in "sash," the order of com-
bining the sounds may be changed, so as to begin writing them
in the order in which the letters occur, for example, s-a-sh, sa-sh.
SYSTEMATIC PIIONIC DRILL
Phonic drill sh-uld be giveu daily and sy.tematically
along the two liues of aualysis aud synthesis. It should
be kept apart from reading.
The phonic cards and chart described in Chapter VII
will make the phonic drill much easier for both teacher
and pupil, as these will afford a record of work accom-
plished by the class. Iu fact, it is difficult to have drill
in phonic synthesis without some device like the Phonic
Chart referred to above.
To test the skill of the pupils ill phonic synthesis after
a phonic drill, write sentences containing wt)rds that they
can recognize only by phonic synthesis.
HOW TO GET THE CORRECT SOUNDS
In teaching phonics the teacher should be very careful
to get the correct sounds herself. The sounds of, b, d,
g, t, k, p, are sometimes taught as, bull, dub. gull, tuh,
kuh, pull. These, of course, are quite incorre.t, because
they contain two sounds--the true consonantal sound fol-
lowed by the short "u" sound.
38 PRIMARY READING
Teacher should form the habit of consulting a good
dictionary. The Concise English Dictionary is recom-
mended. By constant practice they should acquire skill
in oral analysis. Difficulties with the vowel sounds are
usually settled by the dictionary; the consonantal sounds
are made clear 1,y oral analysis of words containing them.
The sounds of some consonauts, such as, m, r, s, f, are
better learned frm the initial position; the sounds of
others, .uch as, p. d. b, t, from the final position. Suppose
"f "' is the sound desired. Choose words such as, fan, five,
food ; say them more and more slowly, lengthening chiefl)"
the sound required, until the "f'" sound is isolated from
the rest of the w,rd.
For the " t '" s,m,d, choose words such as, cat, fat, mat;
pronomce them :lowly until the " t" is separated, as
much as can be, from ca, fa, etc. Difficulty is often found
in di.,tingui.,hing the s, amd ,,f f from v. t from d, s (in sit)
from z--the first are unvoiced or breath sounds, the latter
voiced.
It is advisable for the teacher o know the position of
the vocal organs for the sounds, as it is sometimes of great
assistance to describe or actually to show to a pupil the
correct position 'hen he seems unable to get the sound
by imitation. The ottural sounds, for instance, might
be produced more easily if the teacher and the pupils
would place the fingers at the throat when they say a
word containing a -uttura], and notice how the muscles
are set for each sound.
Those teachers who are not sure of the exact sounds
should get help from some one who i.. The sounds can
be learned only from pronunciation. The sounds--d, b,
g w. and j, are very difficult. These may best be ot
by pronouncing slowly words such as. t-ub, sa-d, ro-d. Ro-b,
40 PRIMARY READING
The unphonetic character of many of our English
words Tnakes the written language almost bewildering to
children. Some letters represent several sounds; for ex-
ample, cs (city) or k (cat); s--s (sit) or z (has) or
sh (sugar); ph--f ([lalph), ck--k (back). Some sounds
are represented by several letters; for example, the sound
of is represented by a (fate. ea (breakS, ai (nail),
av (say}. ey (they}. There are others just as confu.ing.
Truly, teachers should be patient with the pupils.
NOTr..--Teach the following as s)qlables without any attempt
at analysis: ar, er, it, or, ur; aug, eng, ing, ong, ung.
TEACHING THE NAMES OF THE LETTERS
There is usually no need of teaching the names of the
letters; the pupils learn them incidentally in connection
with the teaching of phonics. When it is necessary to
refer to a letter, do so by means of its alphabetic, not of
its phonic, name. The comectio between the letter-
names and letter-sounds is very close, because in nearly
all the letter-names the letter-sound is heard. The excep-
tions are c. g, h. q. w, y. Whenever occasion demands,
therefore, use the alphabetic names when referring to
letters--in teaching phonics, in transition from script to
print, in a writing or transcription lesson.
It will not be very long till all the names are learned.
Then they should be memorized in the alphabetic order,
to assist the pupil later in using the dictionary. The let-
ters may be put on the board in the alphabetic order in a
line at the top or in a column at the side. a few at a time.
The pupils may be asked to transcribe the letters in order
from book or board and to write them from memory, with
constant reference to the Alphabet at the end of the
READING AS THOUGHT INTERPRETATION 41
Primer. They may arrange their letter-tickets, both script
and print, in order on their desks.
No pupil should be promoted from the Primer to the
First Reader until he has learned the Alphabet in its cor-
rect order, as a knowledge of the letters of the Alphabet
in their order is of great use in all reference ork or in
arranging lists and tables. .- 7 ,' " 7
CHA PTER V
READING AS TttOUGHT INTERPRETATION
THOUGHT THE VITAL ELEMENT IN PRIMARY READING
In learning to speak the child associates the meaning
with the spoken symbol; in learning to read he should be
led to associate the meaning with the printed symbol.
The strength of the association in each case will depend
upon the importance of the meaning to the child.
In the earliest black-board lesson, as in the reading
of the most advanced pupil, the only thing that will hold
the attention, and thereby provoke mental effort, is inter-
esting material.
Interest is essential as the starting-point of the educative
process; effort is essential as its outcome. The purpose of ap-
pealing to the interest of the child is to lead him to tho point
whero ho will put forth effort.--Mtnroe
The subject-matter must touch the pupil personally
if it is to be of value in learning to read. It must appear
for him in the form of action, rhythm, stories, observa-
tion, plays, and games, if the symbols of reading are to
be fraught with meaning for him. What is of interest to
the pupil and what is of value to society should both
be kept in mind in selecting and arranging primary read-
:FIRST READING LESSON 43
sentences should be regulated by the stage of progress of
the class. If they are too long, the pupils will stumble
over them: if too short, they will find them too easy and
will read carelessly and in a jerky fashion.
FIRST READING LESSON
One reat advalltage in beginning the teaching of
reading by having the pupils learn words and sentences
first, is that real reading may begin ver" early. As soon as
the class has learned a number of words and word-groups,
short sentences may be given for reading. From words
aud phrases such as, top, cap, mat, run, hop, I see, It is,
Do you, etc., which may easily be taught in the first two
or three weeks, a number of sentences (from twelve to
twenty) may be made for black-board reading. Such
work gives the pupil the motixe for reading, namely, the
desire to get the thought and to communicate it. It also
furnishes an interesting review of the words and phrases.
ILLUSTtATIVE BLACK-BOAID LESSONs
Short simple stories may be written on the board for
the pupils to read. They are especially useful as exercises
to promote expressive reading. They may be used before
any book is introduced and continued afterwards as a
pleasing change. The examples given here are for differ-
ent stages of progress.
1. One of the simplest lessons is the following:
The teacher does some simple thing, then writes a
sentence suggested by the act which the class is to inter-
pret. The words used must, of course, be known to them.
(Show a small top)--I can see he top.
(Show a large top)--/can see the big fop.
44 PRIMARY READING
(Hide the large top)--/can not see the big top.
(Show the large top)--/can see the big top.
For this only six words are needed, if we aszum-'
"I can " to have been taught as a phrase. The expression
will appear in the shifting of the emphasis.
o. Suppose that the class has been told about the
Eskimos--a common topic for primary classes. Draw or
show a picture of a little Eskimo child. Let the pupils
tell some of the interesting things learned about the
Eskimos. Then write on the board sentences of the
following nature :
I am a little Eskimo girl.
I am six years old.
I live in a snow hut.
It has only one room.
We have dogs and o sled.
My father lets me ride on the sled.
One day I Jell og into the snow.
It did not hurt me.
3. Dialog-ue is interesting. The teacher tells a story
up to a certain point, then writes the rest on the board,
using coloured chalk to distinguish the speakers.
Oral introduction by the teacher:
One afternoon in the fall. two boys, Harry and Tommy,
who lived near each other in a little village and played
together nearly all the time, came out-of-doors just after
dinner. Each had a basket in his hand. They each
wanted to know what the other was going to do.
Harry-- Where are you going with your basket,
Tommy ?
Tommy--I am going to the woods for nuts.
MOTIVE FOR READING 45
Harry --Who is going with you?
Ton, my--I was just coming to ask you to go. Can you?
Harry --Not just now. Mother wants me to go to
the store for her.
Tommy--Can you go then ?
This dialogue may be continued at the discretion of
the teacher. At the close of the lesson, several pairs of
pupils may be asked to take the two parts, so as to get
the expression hetter.
READING :FEOM THE PEIMEE
There are two lines along which the pupils should be
trained in reading--oral reading and silent reading. In
the senior grades silent reading usually precedes oral read-
ing; yet, because the pupils can at first do little reading
without considerable help, the teaching of oral reading is
discussed first.
MOTIVE FOR READING
The most important thing in all teaching is to get the
pupils to put forth every effort to do their work. In
reading there are certain conditions that will nmkc any
one want to read his best. There must be something to
read that is interesting to the reader ; there must be some
one whom the reader wishes to make acquainted with the
story : ihe li.tener must 1,e dependent on the reader to get
the story. The nearer we can come to realizing these three
conditions, the better readin we shall have. The pupil
will feel his responsibility and will do his best to read
effectively.
At first the reading is from the Primer; later, the
pupil may bring a favourite story to read to his class-
mates.
46 PRIMARY READING
ORAL READING
Oral reading is the effective oral expression, in the
words of the printed page, of the thought gained from
that page by silent reading. Intelligent oral reading de-
pends on understanding the thought, so that the words
may be read in thought groups.
READING FROM THE PRIMER
1. For a h.sson from the I'rimer certain preparation
is needed. There will be a number of new words. These
should he taught, by any of the methods already described,
a day or two before coming to the lesson. There are some
word, like the articles, prepositions, adverbs, etc., which
may be bld to the pupils without formal teaching.
?. ]t is necessary to see that the pupils have the know-
ledge and experiences required to under.tand the new
lesson. If their knowledge is inadequate, present concrete
material, show a picture, or make a drawing, and apply
any or all of these to the building up of the concepts neces-
sary for the interpretation of the lesson.
3. When the time for the lesson arrives, there may be
a review of some of the words. The pupils are asked then
to look at the picture which usually accompanies the
lesson. They tell what they see in tim picfure and how
the parts are related to one another, that is, what story
the picture tells. They will, usually, then be curious
about the story told in the book and will try to find it out.
4. They then read silently one or two sentences. This
gives them a chance to make sure of the words and to
grasp the meaning.
5. Sometimes they may be asked a question or two
based on these sentences, to show that they have the right
meaning.
VALUE OF IMITATION 47'
6. Several now read aloud. If the reading is not satis-
factory, a question from the teacher will help greatly. If
the emphasis is wrong, a question by the teacher that
can be answered in the words of the text will usually
secure the desired correction. For example, (Primer,
page 11) the pupil reads without proper expression.
]ain. rain, go away,
Come a-ain some other day,
Little Tommy wants to play.
The teacher may ask, " What did the little boy tell the
rain to do? When did he want the rain to come again?
What did little Tmmy want to do?" She may now ask
the pupil to read so as to tell just what the stories mean.
If the grouping of the words i. imperfect, a question
to bring out the meanin. better will serve to get the right
grouping. With very young ppil the sentence may
written on the board, and the words to be read as a group
may be indicated by the pointer.
VALUE OF IMITATIO.N"
As a gene'al thing, imitation of the eacher by the
pupil is a poor way to teach reading, because it requires
little or no thought o the part of the pupil: it is mechan-
ical and unintelligent and does nothin.- to develop the
power of interpretation. .ks a means of se.tting a standarJ
of reading for the clas:, good reading by the teacher
will have a great influence, but direct imitation is to be
av,ided.
However, there are times when bad habits of expression
will appear which are not connected at all with faulty
interpretatim. In su.h .ases. direct imitation is the best
device to use for correction, because it is by imitation
that they occur at all.
IILENT READING LESSONS 49
should, therefore, be given to training the pupil, or rather,
giving him a chance to train himself, in getting the mean-
ing of the printed page. Teachers of all grades will find
in this a cure for unintelligent oral reading. When a
is absorbed in a book, there is only one thing that is hold-
ing him from his play--he is getting something from
what he reads, he is learning to read intelligently.
From the very beginning, then, the pupil should he
led to form the habit of interpreting the graphic symbols
of the book into mental images. At first he may need
a little assistance, but very soon be will require only to
have interesting material given to him. The following
general method of conducting a silent reading lesson is
suggested :
1. Inerest:
IIave a short talk about the picture accompanying the
lesson.
2. Word-recognition:
Unknown words should be taught or told at
There should be few in the material selected.
once.
3. Silent reading:
The pupil should read silently, to get the thought. At
first, when tim pupil knows few words or sounds, the silent
reading should be done in class, so that necessary help
may be given. Later, it will be usually seat work. The
teacher may aid by questions or suggestions.
4. Oral Discsion:
The pupil may reproduce the .tory orally. He may
be asked to tell in his own words a story of one, two, or
more sentences, aloud or in a whisper, to the teacher. The
teacher should enter into the spirit of the story, but should
SUGGESTIVE TEACHING NOTES 53
('TTAPTER VI
:METHODS APPLIED TO THE ONTARIO PRIMER
SUGGESTIVE TEACHING NOTES
PRIMER
The Little Red Hen
found some wheat.
She called the cat.
She called the dog.
She called the pig.
I. Preparation:
1. Teacher tells the whole story t,, the class.
2. Pupils re-tell the story.
3. Dramatization by the pupils. (See ('hapter IX.)
II. New Words:
The, Little, Red, Hen, found, some, wheat, She,
called, cat, dog, pig.
III. Teac]bg New Words:
Before the written form of page 1 of the Primer
is presented as a whole to the pupils, teach the fol-
lowing words incidentally: The Little Red Hen, the
cat, the dog, the pig, my chicks, some wheat.
This could be accomplished in the following
manner :
1. When dramatizing the story, attach written name-
cards to the pupils representing the different ant-
SUGGESTIVE TEACHING NOTES 55
NOE 1.---One-space letters should not be less than one-half
inch in height-other letters in proportion.
NOTE 2.--Word-cards should not be less than three inches by
six inches for three-letter words.
IV. Presentation of the Written Form:
Develop the story from the class and write it on
the black-board.
"What is the name of our story?"
"The Little led Hen." The teacher writes the
answer on the black-board.
"' What did she find?"
"'The Little led Hen found some wheat." The
teacher writes the answer on the black-board.
"What did she do then?"
"She called the cat." The teacher writes the
answer on the black-board.
Proceed thus until all of page 1 of the Primer
is on the bla,.k-board.
Write the words: foud, some, called, and Sloe,
in coloured chalk. Drill as above. (See page 54 of
this Manual. )
V. Reading: (See Chapter V.)
1. Have the pupils read the story from the black-board,
first silently and then alotd.
2. This should be followed later by reading from the
Primer.
SUGGESTIVE TEACHING NOTES 57
(c) Tle teacher names a bird; for example, crow,
hen, etc. Pupils give its call.
2. The pupils close their eyes. The teacher strikes
different objects, for example, the bell, a glass, etc.
A pupil gives the names of the objects struck.
2 PRIMER
"Who will help me plant
the wheat?"
" Not I," said the cat.
"Not I," said the dog.
" Not I," said the pig.
"Then I will plant
the wheat,"
Said the Little Red Hen.
And she did.
I. Yev Words:
Who, will, help, me, plant, Not, I, said, Then,
And, did.
II. Presentation of the lVrittcn Fornt :
Develop the story from the class and write it on
the black-board. (Sce page 55 of this Manual.)
lI[. Teachbg Nctv Words:
(See Notes, page 53 of this Manual, als. Chap-
ter VIII--Class Work Devices, page 145 of this
Manual.)
IV. Readb.g: (See Chapter V.)
1. Have the pupils read the story from the black-board,
first silently and then aloud.
2. This should be followed later by reading from the
Primer.
SUGGESTIV-E TEACHING NOTES 61
4 PRIMER
The Little Red Hen said,
" Who will help me grind
the wheat?"
"Not I," said the cat.
"Not I," said the dog.
"Not I," said the pig.
" Then I will grind the wheat,"
Said the Little Red Hen.
And she did.
I. New Word:
grind. (See Chapters II and III.)
Grind some wheat seeds. Connect with the
pupils' experiences of the grinding of coffee, of
ground spices, of the flour-mill, etc.
Develop the words--flour, bread. The teacher
invents and tells her own story of a Loaf of Bread.
When interest has been aroused, present the written
forms--grind, flour, bread. Have the pupils cut
from the paper pictures of loaves of bread. Label
these with name-cards. (See page 25 of this
Manual.)
Word-recognition drill as in previous lessons.
Constantly review known words.
II. Reading: (See Chapter V.)
Reading from the Primer.
Proceed as follows :
1. Silent reading by the pupils to master the thought.
2. Oral discussion.
3. xpressive reading.
62 PRIARY READING
1 [ I. Sight Reading:
1. Who will cut some wheat?
2. " I will not cut the wheat,"
said the dog.
3. "I will not grind the wheat,"
said the pig.
4. Who said, "I will grind the wheat?"
5. The Little Bed Hen
found somc flour.
6. The Little ed Hen
cut the bread.
IV. Seat Work Devices: (See Chapter VIII--Seat Work
Devices, page 153 of this Manual.)
1. With print letter-cards make the words--wheat,
found, plant, cut, grind, bread, flour. Compare
these with the script forms.
2. Cut out from advertisements the words--bread,
flOUr.
3. Model in plasticine--a cat, a dog, a loaf of bread,
a bag of flour, etc.
V. Games for Ear Training:
12hyming words--
1. The teacher says, gr-ind, f-ind, b-ind, m-ind, r-ind.
The pupils say, grind, find, etc.
2. The teacher says, wh-eat, m-eat, s-eat, b-eat, h-eat,
n-eat.
The pupils say, wheat, meat. etc.
3. The teacher says, ch-ick, s-ick, D-ick, k-ick, p-ick.
The pupils say, chick, sick, etc.
SUGGESTIVE TEACHIIG I'OTES 63
PRIMER
The Little Red Hen said,
"Who will help me make
the bread?"
" Not I," said the cat.
" Not I," said the dog.
" Not I," said the pig.
"Then I will make the bread,"
Said the Little Red Hen.
And she did.
I. New Words:
make, bread.
II. Teacltig New Words:
Teach these words as sight words quite apart
from the story.
bread. (See previous lesson.)
make. (See Chapters II and III.)
III. Reading:
Reading from the Primer.
Proceed as in former lessons.
IV. Sigl t Reading:
1. Who will make some bread ?
2. " Xot I," said the cat.
3. " I will not make the bread,"
said the dog.
4. Who said, "Who will help me
make some bread?"
5. Who said, " I will make the bread ?"
UGGETIV-E TEACHING NOTES 67
III. Reading:
/leading from the Primer.
IV. Sight Reading:
These sentences may be written on slips of paper.
The pupils read them to the teacher.
1. Will you bake me some bread ?
2. Will you eat nay bread ?
3. Would the chicks eat some bread?
4. "You would not eat nay bread,
would you, little dog?"
5. " I wouhl not," said the dog.
V. Seat Work:
1. The pupils select all the name-words from the lesson
in their books, and draw pictures on separate pieces
of paper.
2. The pupils make the foregoing name-words, using
print letter-cards, and place them under the pictures.
3. Sentence-building from words--
Give the pupils envelopes containing a sufficient
number of written words to make a sentence, for
example, bread, you, my, eat, will. Have the pupils
arrange these in a sentence, for example,
You will eat nay bread.
Will you eat my bread ?
Eat nay bread, will you?
4. Sentence-building from letters--
Have the pupils make the sentences in (3) above
with print letter-cards and compare the print and
script forms.
68 PRIMARY READIN(
YI. Games for Ear Training:
Rhyming words--
1. The teacher says, br-ead, h-ead, l-cad, tbr-ead,
spr-ead.
The pupils, say, bread, head, etc.
2. Find the word: The teacher says, sh-ould, w-ould,
c-ould.
8 PRI]IER
The Little Red Hen said,
" You would not plant
the wheat.
You would not cut
the wheat.
You would not grind
the wheat.
You would not bake
the bread.
You shall not eat
the bread.
My little chicks shall eat
the bread."
And they did.
I. New Words:
You, would, shall, ]Iy, chicks, they.
II. Teaching New Words:
These words have been tau..o-ht in advance in
former lessons. Give a thorough word review of all
the Words in this story. (See Chapter VIII--Class
Work Devices, page 145 of this Manual.)
70 PRrARY READING
V. Games for Ear Training:
1. Teacher says, r-an, F-an, c-an, D-an, m-an, p-an,
N-au, t-an.
Pupils say, ran, Fan, etc.
2. Teacher says, h-or, n-or, c-or, D-or, g-or, p-ot, sp-ot.
Pupils say, hot, uot, etc.
3. Teacher says, pl-ay, d-ay, M-ay, Lay, st-a)'.
Pupils say, play, day, etc.
4. Teacher says, p-et, m-et, 1-et, p-ig, d-ig, b-ig, f-un,
r-un, r-ug, h-ug.
Pupils say, pet, met, etc.
5. See " Games for Ear Training," page 59 (2) of this
Manual.
PRIMER
red dog bake
you will some
Who called the eat?
Who will help the hen?
Will you get the flour?
Did the chicks eat bread?
little
found
I. New Words:
No new words appear on this page.
II. Readil, g:
The pupils read the questions silently and whis-
per suitable answers to the teacher.
SUGGESTIVE TEACHING NOTES 71
lII. Seat Wor':
The pupils make all the words and sentences ou
this page with their print letter-cards.
These should be compared carefully with the
script forms.
IV. Transition from Script to Print:
Reference has already been made to the Primary
Word Builder, the Economo Word Builder,
and to the chart showing small and capital
letters in both script and print. (See Sat
Work, page 56 of this Manual.) If the teacher has
followed the seat work instructions, the script and
print letter-forms of all of the letters (with the pos-
sible exception of j, q, v, x, z,) will have been com-
pared aml contrasted several times. The pupil will
not experience any special difficulty, therefore, in
passing from script to print at this point. The
change from script to print is not usually difficult,
because the script and print forms of all but a
very few letters are so nmt-h alike that one is easily
recognized from the other. Pages 9 and 10 of tile
Primer have been set apart, however, that special
drill and emphasis may be given to this work before
introducing tile pnpil to a printed page. All of tile
word-forms on these two pages are given ill both
script and print, in order that points of resemblance
and difference may be noted again. It is unneces-
sary to repeat special instructions here. T.achers
will find suggestive devices given in connection with
seat work in Teaching Totes on pages 1-15 of the
:Primer.
SUGGESTIV'ETEACHING NOTES 73
2. I am little.
I am red.
I can eat wheat.
Who am I ?
Do you see the dog?
He has some bread.
Will he eat it ?
Steps in lesson procedure: (See Chapter V.)
1. Silent reading for mastery of thought.
2. Drawing by pupils with crayons, to illustrate the
pictures which they see in the story.
3. Oral discussion.
4. Expressive reading.
PRIMER 11
This little pig went to market.
This little pig stayed at home.
This little pig had roast beef.
This little pig had none.
This little pig said,
"Wee, wee,"
All the way home.
Rain, rain, go away,
Come again some other day,
Little Tommy wants to play.
Rain, rain, go away.
SUGGESTIVE TEACHING lgOTE 75
2. Teaching the sounds-
(a) LEsso I--Teach the following sounds : pig -ig -p ;
cat -at -c -a.
The following known words are writtefi on the
black-board: pig, beef, cat, home, market, pig,
cat, roast, little, cat, pig, home, roast, cat, beef,
pig, market, little.
Use devices closely related to the experiences of
the pupils. (See Chapter VIII.)
The teacher whispers to one pupil, " Find the
word, market." A pupil points to the word,
mart'et. Other pupils say the word. It is then
erased wherever found on the black-board. Treat
similarly the wor4s, pig, beef, cat, home, roast,
little. The teacher then writes the words, pig, and
cat, on the black-board again.
Ear Appeal:
The teacher reviews the ear-training exercises in
rhyming words, thus--
The teacher says, p-ig, b-ig, d-ig, f-ig, r-ig.
The pupils say, pig, big, dig, fig, rig.
Teacher: What sound did you hear in all these
words? Pupil says, ig.
Teacher: Divide pig into two parts. A pupil
analyses thus--p-ig.
Eye Appeal:
Teacher: Divide the word pig on the black-board
into these two parts. A pupil should do this,
using a vertical line, thus-- plig.
Teacher covers p and asks, What does this part
(ig) say? A pupil says, ig, and underlines with
yellow chalk. Reverse and eliminate the p.
OUGGISTIVE TEACHING NOTES 79
Pupil says, maen. Hen and men are erased from
black-board.
Teacher: Find the word, up. The word is erased.
Teacher: Find the word, all. Find other words
that have the same ending.
Pupils say the three words, all, fall, wall. Words are
erased.
Other words treated similarly.
Ear ..1 ppeal :
Teacher says, m-en, t-en, h-en, p-en.
Pupils blend orally and say, n,n, ten, hen, pen.
Teacher: What sound is the same in these wrds?
Pupils: en.
Teacher: Divide men into two parts.
Pupil analyses thus: m-en.
Eye A ppeal:
Teacher writes the word men on the black-bard.
Teacher: Divide the word, nen, into the two
parts which you have just heard.
A pupil divides, using a vertical line, thus--m[en.
Teacher covers the letter m anal asks, What does
this part, e, say ?
Pupil says, en, and underlines with yellow chalk.
Reverse and eliminate m.
Likewise eliminate the vowel e from the phono-
gram en..
The word pg is written on the back-board. Pupils
are asked to divide it into two parts, thus--plig.
They give the power of the parts.
Teacher then writes the word pen under the word
men, thusmen
2 PRI%IARY READING
IV. Sight Rea,di,g :
1. Do you see the horses?
Do you see the men ?
The horses pulled the wheat to market.
The men sat on the wheat.
The horses pulled the flour all the way home again.
Did the men grind the wheat into flour ?
2. Do you see this little boy?
Who is he ?
He has a pie.
He went to a corner to eat it.
Steps in lesson procedure:
1. Silent reading for mastery of thought.
2. Drawing hy pupils with crayons, to illustrate the
pictures they see in the story.
3. (ral discussion.
4. Expressive reading.
V. Seat Work:
1. Build a wall or fence with sticks. Have the pupils
use their letter-cards and ,build all the three-letter
words found on page 12 of the Primer, in both script
and print, thus:
2. ]Iodel in plasticine Humpty Dumpty on the wall,
Jack 'ttorner's pie, the King's horses.
SUGGESTIrE TEACHING IOTES 83
3. Any of the former suggestions that the teacher may
nd suitable should be used in this lesson and also
in the lessons which follow.
PRIMER 13
JACK AND JILL
Jack and Jill
Went up the hill
To get a pail of water;
Jack fell down
And broke his crown,
Fly away, Pip.
Fly away, Pop.
And
Jill
came
tumbling
after.
There were two robins
In an old tree top.
One was called Pip,
The other called Pop.
Come back, Pip.
Come back, Pop.
I. New Work:
Jill, hill, get, pail, of, water, fell, down, broke,
crown, came, tumbling, after,
There, were, two, robins, an, old, tree, top, One,
was, Pip, Pop, Fly, back.
SUGCESTIV'E TEACHING :NOTES 5
Pupils read the words silently as the teacher
joins a letter to the family name. Thus new
words are formed for risual recognition.
Teacher then asks pupil to name the words, for
example, h ill
mill
till
bill
InTl.
The process is-
(a) Oral blend of the key word, hill, and familiar
words ending il the phonogram, ill.
(b) The silent (thought) blend of rhyniing vords
of the ill group.
(c) Instant recognition and pronunciation of
words--mill, till, hill, pill.
NOTr:.--Oral blending in visual recognition should be mini-
mied from the beginning. The aim should be instant auto-
marie 'ord-reeognition as a result of the silent (thought)
blend. This is the foundation principle of real success in
phonies.
Further application as suggested in previous lessons.
The phonogram, op, may be eliminated, using the
known word, top, as key word, together with the
new words,
Inop
hop
pop.
The Z'ey words, back. get, came, an, are used to elim-
inate the phonograms, ack, et, ame, an.
SUG(ESTIVE TEACHING NOTES 87
(ii)
beginning with this sound, make these
words with the letter-cards, and be able
to pronounce them.
Similar exercise with initial p.
IV. Sight Reading:
Jack Horner and Tom Thumb
went up the hill.
They went to get
some flour and plums
to make a Christmas pie.
On the way up
Tom fell down.
Jack: Oh, Tom! You fell down.
Tom: Help me, Jack! Ilelp me!
Jack: I will lndl you up, Tom.
See the king's horses
And the king's men, Tom!
Kins men: We want some pie,
And the horses want a pail of water.
Jack: I will get the pie.
Tom: I will get the pail of water.
Steps in Lesson Procedure:
1. Silent reading for mastery of thought.
2. Drawing by pupils with crayons, to illustrate the
pictures they see in the story.
3. Oral discussion.
4. Expressive reading.
SUGGISTIVE TEACHING NOTES 89
2. After the written form has been presented, use the
method outlined in the lessons immediately preced-
ing, to teach the visual symbols.
lII. Phonics:
1. Teach the following sounds--
see -ee
by -y
bow -ow
and -and
but -ut
old -old.
2. The phonograms, s, ee, y, ow, and, t, old, may be
developed according to previous outlines.
3. New words which can be recognized independently
from the phonic power acquired--
Key words are in italic--
see by bow and but old
bee my cow sand cut cold
now band nut told
mow land hut hold
how hand sold
bold
gold.
IV. ,Sight Readin:
Bill: What did you say, Pat?
Pat: I am cold. Let ts play a game.
Bill: Where shall we play?
Pat: Let us play on the hay in the mow.
Bill: Do cats and pigs eat hay ?
O0 PRIIARV READING
Pat: No, neither cats nor pigs eat hay,
but horses and cows do.
Bill: .See the horse wifh the two sacks on his back.
What is in the sacks?
Pat: There is flour in one and wheat in the other.
Steps in Lesson Procedure:
1. Silent reading for mastery of thought.
?. Drawing by pupils with crayons, to illustrate the
pictures they see in the story.
3. Oral liscussion.
4. Expressive reading.
PRIMER 15
HUSH A BYE
Hush a bye, baby,
On the tree top,
When the wind blows,
The cradle will rock.
When the bough breaks,
The cradle will fall,
Down tumbles baby,
Bough, cradle, and all.
I. New Words:
Hush, bye, baby, blows, cradle,
breaks, tumbles.
II. Method:
Use Nursery Rhyme Method.
rock,
bough,
$UGGESTIV-E TEACIII1N'G IN'OTES
93
The second Figure shows black-board chart just
after new phonogram, it, has been presented.
The third Figure shows black-board chart at close
of lessor,.
cat
fat
hat
nat
bat
pat
at
at
net
set
pet
let
hit
pt
not
hot
pot
cot
ot
lot
tot
(d) 'ew family
learned similarly.
(i) ap and ip
ap
lap lip
nap nip
rap rip
sap sip
tap tip
map
names and additional words
(op and up are already known.)
op up
hop cup
pop pup
srlp.
top
mop
98 PRIMARY READING
Scat Application :
(a) Pupils build a house with laying-sticks. (See
page ,1 of this Manual.) Use cut up slips of
paper on which are written the words, would, could,
s]oJlld, one group for each pupil.
(b) An extension of this exercise may be made by
having te pupils make fle family name three
times, and then prefix the initial letters (w, c, sh,)
with print letter-cards.
3. New family names and additional words learned:
(See page 92 of this Manual.}
(a} ag, eg, og, ug (ig is already known.)
ag eg ig og
bag beg big bog bug
nag leg dig dog dug
rag peg fig fog hug
tag rig hog mug
wag wig log pug
stag rug
tug
plug.
(b ) end (and.is already known.)
IV.
and end
band bend
hand lend
land mend
sand send.
Sight Reading:
1. Stanza 2, Primer, page 16, furnishes an ideal exer-
cise in sight reading. It should be so treated.
8UGGESTIV'E TEACHING NOTES 101
soon
-oo with
t, m, c, and in the words--
loop, root, hoop, soot, coop.
shoot, boot, cool, pool,
school, food, roof, room,
hot, f, poor, etc.
(b) New family names--
(i) in and on (an, en, tn, are already knowa.)
an en in on un
man men pin bun
pan den tin sun
ran hen win fun
tan pen spin nun
plan ten grin run
when fin pun.
(ii) am em im om
ham hem him Tom hum
ram stem dim sum
Sam rim chum
tam Tim plum.
(iii) eck and iwk (ack, ick. ock. are already known.)
-ack with t. b, 1, p, r. J, s, h, wh
-eck with n.d. p, eh, sp
-ick with s, 1, p, t, w, D, ch
-oek with 1, d, r, s, sh
-uck with d, 1.
] -2 PR1-MARY READING
(c) Blended consonants--
Pupils ha'e learned the power of the single con-
sonants--s, t, p, 1, etc., from key words. Pupils
should use abstract phonic power to build syntheti-
cally-st, sp, and pl, in words.
st sp
stop spoon
still spin
stem spm
step speck
stick spot
stuck spill
stack spake
steep spit
steam spilt
stand sped
stoop spool
steel spend
stool speed
pl
plan
plot
pluck
plant
plum
plump.
Teacher writes the word stop on the black-board.
Pupils blend silently and whisper the word to the
teacher.
With fhose who do not recognize the word, the
following procedure may be taken:
Teacher builds word synthetically, beginning at the
left. She writes st, pauses, then writes op. There
should be no separation of the phonograms. Pupils
blend silently and tell the word to the teacher.
Those who still fail should blend orally. In all
cases words should be pronounced as wholes.
SUGGESTIVE TEACHING NOTES 103
18 PRIMER
Soon they met a gun. "Where are you
going?" said the gun. " To play with Little
Boy Blue," said the horn and the drum.
"Will you come too?"
"Yes, I will," said the gun.
So the horn, and the drum, and the gun
went to find Little Boy Blue. Boy Blue vas
under the haystack, fast asleep.
"Who will wake him ?" said the horn.
" I will," said the drum.
"I will," said the gun.
"No, I will," said the horn; and it blew so
loudly that up jumped Little Boy Blue.
And the horn and the drum and the gun
played with him all day.
I. New Words:
1. him.
2. No, blew. l,,udly, that, jumped.
|I. Metltod:
Follow lhe plan outlined under this heading on
page 100 of this Manual.
Ill. Plonics:
1. Teach the following sounds, using the.e
words as l'ey words:
lump -ump -j
toy -oy
road -oa.
104 PRI'MARY READING
dependently--
Key Word Phonogram
(a) New words which the pupil can recognize in-
jump -ump with 1, p, b, d, h, st, pl
jump -j with am, et, ay, ig, og, ug
J with ack, ira, ill
toy -oy with b, j, R.
road -oa as in :
toad coal soap toast
load oats roar coast
coat oar soar boast
boat roam loaf roast
goat loan moan
h,am foam groan.
(b) Blended consonants--s/, tr, sn--(See page 102 of
this Manual.)
sl with ip, op, ap, at, or, it, ed, id, am, im
tr with y, ee, ay, or. ira. ip. ap. od, ick, uck,
ack, ust, eat. umpet
su with ap, ip, uff, iff, ake.
(c) New family names-
(i) ell (all and ill are known.)
all with b.c,f.h,t.w, st
ell witi, b. f, s. t. w, N. sp
ill with f, h, m, s, w, B, st, sp, ch.
(ii) est, ist. o.t, ust (ast is known.)
ast with f,c, 1. m, p
est with b.r.p.w
ist with f. l,m
ost with c. 1
ust with d.m. r, g, tr.
SUGGESTIVE TEACHING NOTE 105
IV. Sight Reading:
1. Dick : Good-morning, Dan !
Will you come to the lake?
it is a good day for a swin.
The water will not be cold to-day.
Dan : May
Mother : Yes,
Dick : Did
Dan : Yes,
Dick :
I go to the lake, M.thor?
you may g,.
you see Tim and Don go by?
they went hy at {en o'clock.
Will you help me pack my lunch ?
What shall I take?
Dan :
Dick :
Dan :
Dick :
I hare bread and meat, buns and jam, and
pie.
I wish we could get some fish.
We could bake them on the sand.
It is a shame, Dan,
not to take your dog and gun.
We could shoot at the rats
that lh, e in the old shack
near the lake.
I will! That will be fun.
The shot is in the bag in the shed.
Come on, Dan. I am going now.
2. I see the mon,
And the moon sees me ;
God bless the moon,
And God bless me.
SUGGESTI.rE TEACHING NOTES 107
2. Use Stanza 2 as an exercise in sight reading.
:N'oTE.--:N'o further suggestions will be given as to method of
conducting lessons in sight reading. In this and succeeding les-
sons follow the plan already outlined.
HI. Plonics:
1. Teach the following sounds, using
words as key words--
market -ark -at -k
these known
eoril -or
her -er
girl -ir
2. (a) The phonograms, ark, ar, k, and or, may be
taught according to previous outlines.
(b} The phonograms, er and ir. should be taught
together.
(c) New family, ur, should be learned in conjunc-
tion with er and Jr.
3. New words which the pupil can recognize indepen-
dently--
(a) ark r ar k
bark car lard ask
dark tar hard mask
hark star card desk
lark harp arm dusk
mark sharp farm silk
park barn smart kiss.
spark darn garden
(b) ar born pork port short
Uorn fork sport fort.
morn cork storm
torn for shorn
(c) er
r
fern under primer reader
term butter taller farmer
jerk better caller smarter
perch dinner winter darker
herd sister summer harder
after chapter shorter.
sir bird shirt firm
fir first skirt whirl.
stir dirt dairp
fur furl surf spurn
cur hurl turf burst.
purr turn hurt
curl burn churn
Present (a) as a unit, (b) as a unit, and (c) as a
unit.
(d) ame, ake, ow, zm, p
ame with
ake with
ow with
ump with
s, d, f, g, 1, n, t. sh
1, m, r, t. w, b. c, sp, sn, sh
c, b, h, m. r. pl, and in owl, howl,
flower, shower
b, d, h, 1. p, st, pl.
with
with
with
(e) Blended consonants---cr, cl, fl
cr op. am. ib, ack, ust, ock, own
cl ap. ip. od, ad. ick, uck, ock. ump,
amp. ear, own
fl at, ed. ap. op. aft. it, ip, ash, esh, ush, ock,
ake, and in flicker, flutter.
8UGGESTI'-E TEACHING NOTES 109
IV. Sig]t Reading:
Father :
Jean :
Robert :
Flora :
All :
Flora :
Jean :
Robert :
1%rman :
Flora :
Father :
Who wants a street-car ride ?
I do!
I do!
I do!
We do! We do, Daddy. t
Who will pay for us ?
Who has the tickets ?
Where shall we go?
Let us go to the park, Daddy.
Which car shall we take ?
See, the car is comilg.
Here it is.
May I stop the car, Daddy ?
Will the car stop for me ?
Oh! It is an open car.
I love open cars, don't you ?
Come on. Hurry up. Jump in.
2O
PRIMER
OUR FLAG
This is our flag.
It is the Union Jack.
The flag is red, white, and blue.
The red says, " Be brave !"
The white says, "Be pure !"
The blue says, "Be true !"
Our soldiers fought
for this flag in the Great War.
SUGGESTIV-E TEACHING IOTES 1 I1
(c) Blended consonants--br, bl, so, scr
br with an, ag, ow, ick, ake, ed, oom
bl with or, ack, ock, ast, ame, end
sc with urn, an
scr with ap, earn, een, eech, ipt.
IV. Sight Reading:
Jean :
:Norman :
Flora :
Robert :
Father :
Robert :
Man :
Flora :
All :
Flora :
Father :
Here we are at the park!
Daddy! Let us go to the pond.
Oh, yes! We wish to see the little ducks and
the fish.
Let us run. I can get there first.
One, two, t]ree, go! Now. don't fall in.
I told you I could win.
Ice-cream; lee-cream! Pop-corn!
May we have some. Daddy ? Do get us some.
Please do. Please do, Daddy.
I love ice-cream.
The sun is going down now.
home.
Here is the car. Come on.
Jump in.
We must g.)
Hurry up.
PRIMER 21
FIVE LITTLE BIRDS
We are little birds.
One, two, three, four, five.
We are five little birds.
Five little birds can fly.
Five little birds can sing.
112 PR1-MARY IEADING
One little bird sings,
" How do you do?"
And one little bird sings,
"I like you."
And one little bird sings,
"A crust, if you please."
And one little bird sings,
" I like cheese."
And one little bird sings,
" South we must fly."
So one, two, three, four, five
Little birds sang,
" Good-bye, good-bye."
I. New ll'ords:
1. We, birds, bird, How, crust, if, please, must.
2. three, four, five, sing, sings, like, cheese, south, sang.
II. Phonics:
1. Tca.h the following sounds, using these
words as key words--
sanff -ang
sing -ing
south -ou -th {breath)
that -th (voice).
2. New family names--
(a) ng eng ,ng
sang sing sling song
bang wing swing long
hung
lung
SUGGESTIVE TEACHING NOTES 115
22
PRIMER
One, two, thle, four little ducks,
and two little chickens.
One little chicken peeps,
"How do you do?"
And one little duck quacks,
" I'll chase you !"
Another little duck quacks,
"Hear me talk !"
Another little duck quacks,
" See me walk !"
Another little duck quacks,
"Watch me swim !"
And one little chicken peeps,
" Don't go in !"
I. New Words:
I. ducks, chickens, chicken, peeps, Another, IIear,
SWim
2. quacks, chase, talk, walk, Watch.
II. Phonics:
I. Teach the following sounds, using these known
words as key words--
quacks -qu (sound is shortened, tightened koo).
other -other.
SUGGESTIVE TEACHIIG NOTES 117
"'I wish I could see," said the other.
" I cannot see the way to go," said the blind man.
" I can see the way," said the lame man; " but
cannot walk."
"' Get on my back," said the blind man ;
"'I will be legs or you;
you will be eyes for me."
So both went on their way.
PRIMER 23
See the people running!
Why are they framing?
They are shouting, too.
What are they shouting?
Oh, hear the bells ringing! *
What is the matter?
Why, don't you know? It is a fire!
Look! There it is, down there!
Here comes the fire engine.
How fast the horses go!
Let us go, too.
I. New Words:
1. running, Why, shouting, Oh, bells, ringing, matter,
don't, Here, comes, L,t, us
2. people, know, fire, Look, engine.
II. Phonics:
1. Teach the following sounds, using these known
words as key words--
know -ow kn-
look -ook.
118 IRI%I ARY READING
2. (a) Words having phonogram, ow---
row, low, crow. slow, blow, grow, show, flow,
snow. throw, window, own, sown, grown,
shown, thrown, bowl. lower, elbow, pillow,
follow, hollow, shadow.
(b) Words having phonogram,
knee. kneel, knelt, knit, kmot. knob. knock,
knocking, knapsack.
(c) Words having phonogram, ook--
book. cook, hook, took, nook, brook, crook,
shook.
(d) l'honogram, ood, related to phonogram, ook--
hood, wood, stood, good, woodpecker.
(e)
Words having the same vowel sound as oo in
look--
put, pull. full, puss, bush, push, foot, wool.
([) Phonogram, ild, related to phonogram, old--
old cold ild
older colder child
oldest coldest wild
folder scold mild
holder goldfish milder.
(g) Blended consonantspr, fr, gr, sw
pr with ira, op, od, oud, int, ank, ay, each
fr with ee, ill, et, ost, ock, eak, ame
gr with in, ip, and, eed, oan, eet, owl, ave, ist
sw with ira, am, eet, ing, mag, ift, eep, ept.
SUGGESTIVE TEACHING NOTES 119
llI. Sight Readbg:
First Bc,y :
Secor, d Boy :
Third Boy :
Fourth Boy :
Third Boy :
First Boy :
Second Boy :
Look, boys! Look up there!
Do you see the sign in the window ?
Lost! What is lost?
Let us go and see.
Read what it says, Dick.
You can read the best.
1 can't read it all.
It is a dog that is lost.
It is Jack Snow's dog.
I know that dog. Don't you ?
He is a small white dog
with a black spot on his head.
Isn't that too bad?
We will see if we can find it.
Come on. boys.
2
PRIMER
WHO AM I?
You may hear me call,
but no one has ever seen me.
I fly kites for boys.
I play with the leaves.
I scatter the seeds of plants.
I rock the bird in her nest.
I move clouds across the sky.
I toss ships on the sea.
I am now hot, now cold.
I am now strong, now weak.
Who am I ?
SUGGESTIVE TEACHING NOTES 121
III. Sight Reading:
" I am stronger than you are," said the wind to the
slln.
"What can you do ?" asked the sun.
"' I can make that man take off his cloak.
Can you do that?"
"' Let us try," said the sun.
The wind blew and blew and blew.
But the man drew his cloak closer about him.
" Now I will try," said the sun.
"It is getting hot," said the man;
and he let his cloak fall off.
--Adapted from .Esop
PRIMER 25
THE HORSE AND THE GOOSE
This is a horse and this is a goose.
The horse looks at the goose.
The goose looks at the horse.
The goose speaks to the horse.
This is what she says:
"I am better than you.
I can walk on the ground like
you.
I can fly in the air like a bird.
I can swim in the water like a
fish.
I am as good as a horse.
I am as good as a bird.
I am as good as a fish."
122 PRIIARY READING
1. New Words:
I. horse, goose, speaks, hetter, than, ground, fish.
2. air, as.
II. Phonics:
1. Toach the f-llowing sounds, using these known
words as keg words--
water wa-
walk -alk
pail -at.
2. (,1) New words which the pupil can recognize inde-
pendently-
(i) Words haing phonogram.
water, wash. was, wall, want, wand,
watch, walnut.
(ii) Words having ihonogram, all,'
walk, talk, chalk.
(iii) Words havinff phonogram ai---
pail, sail, fail. hail, mail, rail, tail,
wail. snail, trail, paid, maid. laid,
raid, braid, claim, pain, gain. lain,
main. rain, stain, chain, drain, grain,
strain, plain. Spain. train, brain, bait,
air, fair. hair. pair, chair, stair, sail-
ing, mailing, raining.
(b) Long vowel sounds, with final E, as in known
words, came, here, time, home, pure
(i) Long vowel sound A, with final
came. same, fame, lame, name, shame,
flame, cape, shape, grape, pare, glare,
SUGGESTIVE TEACHING NOTL 123
I. New Words:
cannot, well, rather, more, ways, thing.
II. Phonics:
1. Words in which s has the sound of z--
(a) Words ending in s--
is pies
his ties
has fries
as cries
was lies
dies grows hoys bees
flies snows girls trees
skies blows dolls clouds
spies throws toys teaches
toes things birds dresses.
(b) Words ending in se--
these chose tease praise
those close please because
rose prose wise pause
hose nose use cheese
pose ease raise choose.
2. (a) Words in which final E does not lenhen the
vowel sound--
have, live, give, arc, were. there, done,
none, gone, move, prove.
(b) Words containing the phonogram, e, ce, as in
l,'nown word, love--
dove, above, glove, shove.
lII. Sight Reading:
1. The wind blows east,
The wind blows west;
The blue eggs in the robin's nest
Will soon have wings and beak and hreast,
And flutter and fly away.
--Longfellow
I2 PEYAAET EEADING
PRIHER
27
THE LITTLE PLANT
In the heart of a seed,
Buried deep, so deep,
A dear little plant
Lay fast asleep.
"Wake!" said the sunshine,
"And creep to the light."
"Wake !" said the voice
Of the raindrops bright.
The little plant heard,
And it rose to see
What the wonderful world
Outside might be.
I. ]Vew Words:
1. seed, deep, dear, lay, sunshine, creep, raindrops,
Outside.
2. heart, Buried, light, voice, bright, heard, rose, won-
derful, world, might.
II. Phonics:
1. Teach the following
words as key words--
voice -oi
light -ight
world wor-
sounds, using these known
-Ce
SUGGESTIVE TEACHING NOTES 127
2. (a) Words having phonogram, o/--
coin, boil, coil, spoil, broil, broiling, moist,
hoist, ointment.
(b) Words having phonogram,
van, vat, vest, vast, vine, vase, vote, veal,
vain, verse, cave, pave, shave, stove, drove,
hive, strive, drive.
(c) Words having phonogram, ce--
ace in lace, face, place, race, space, grace.
ice in ice, mice, rice, spice, twice, slice,
price.
anco in dance, prance, lance, chance, dis-
tance.
ence in fence, pence, hence, whence, ab-
sence, presence.
ince in since, mince, prince, quince.
Other words ending in
sauce, ounce, flounce, peace, bounce, pounce,
voice, fleece, choice.
(d) Words having the soft sound of c in initial
position--
cent, city, circus, circle, cinders, Cinderella.
(e) Word having phonogram, igt--
light bright lighter
tight fright tighter
sight flight fighter
might slight brighter
right delight sunlight
night daylight moonlight
starlight
lightning.
128 PRIMARY READING
(D
Words having phonogram, wor--
world, word, work, worst, worth,
worm.
worry
llI. ,S'igit Reading:
IIALF-PAST EIGHT
Said little Ted, " When I'm a man--
It's rery long to wait--
But then I'm going to buy a clock
Without a half-past eyltt.
'" I'd have such good times right along
From breakfast until late,
If our big clock went on and on
And skipped that half-past eight.
" But almost e.ery morning now
I hear Mamma or Kate
('all, ' Ted! it's nearly time for school,
Make ltaste, it's half-past eight I'
" And in the evening it's the same,
Or worse. I know I hate
To have papa say, ' Bedtime, Ted,
Look there--it's half-past eight !'
" Now, when I get to school to-day,
First thing I'll take my slate,
And make a pictre of a clock
That has no half-past eight !'
A non
SUGGESTIVE TEACHING NOTES 129
28
PRIMER
MY LITTLE GARDEN
I have a little garden,
And every summer day
I dig it well, and rake it well,
And pull the weeds away.
I have a little garden,
And every summer night
I water all the pretty flowers,
And watch them with delight.
In my little garden
I have a little walk;
I take my sisters by the hand,
And there we go and talk.
Busy bees come humming by,
To gather honey sweet;
And singing birds look in to see
What they can get to eat.
I. New Words:
1. have, garden, summer, dig, rake, pull, weeds, night,
flowers, delight, take, sisters, bees, humming, gather,
sweet, singing.
2. every, pretty, Busy, honey.
130 PRI'MARY READING
[I. PI, onics:
I. Teach the following sounds, using these
words as key words--
wonderful -ful
every -y.
2. (a) Words having phonogram, ful--
cupful playful spoonful beautiful
joyful hopeful glassful spiteful
careful pailful cheerful plentiful
painful handful shameful powerful.
daily
e'ery
sorry
candy
dairy
Henny
(b) Words ending in y (short)--
dusty many curly carry forty
any merry very holly chimney
hal)py cherry jolly thirty berry
bunny lucky twenty cranky jelly
empty dainty sleepy fairy rainy
plenty pretty dirty milky fifty
Penny Ducky Lucky Hickory Dickory
(c) Words containing z--
size gaze buzz breeze
prize haze buzzing freeze
doze blaze whiz sneeze
froze graze whizzing wheeze
zig-zag squeeze.
(d) Words containing g (soft)--
gem, gentle, germ, George, magic, angel, mar-
gin, danger, manger, stranger, ginger.
SUGGESTIVE TEACHING NOTES 131
(e) Words ending in ge--
age change hinge edge bridge
cage range fringe ledge judge
btrge strange plunge hedge badge
dodge porridge lounge wedge huge.
(f) Words containing x--
box wax six foxes
fox tax sixty boxes
vex lax sixteen vexes.
III. Sig]t Reading:
]Iargaret loves her pretty doves.
See! They fly down to her.
They light on her head
and on her arms and s]toulders.
They are all around her.
Margaret has some corn and oats
for her doves.
Listen! " Coo-coo! Coo-coo!
How do you do?" say the doves.
"Come, pretty doves! Come.
Here is some corn for you.
Dear little Cream White, come to me.
Yes, Glisten, Fan Tail, and Tumbler, you may come
tO0. j)
"' Coo-coo ! Coo-coo !" they say.
"We thank you."
1 PEIqIAET BEADING
PRIMER
" This stocking is full," said
Santa Claus-
"As full as it can be."
A mouse sat licking his little paws,
Not far from the Christmas tree.
He saw and heard old
Santa Claus,
Then he ran across the floor
And said, "Just let my try,
because
I'm sure I can put in more."
Old Santa Claus laughed and
shook his head,
" You cannot do it, I know ;"
But mousie gnawed and gnawed
and gnawed,
And put a hole in the toe.
29
THE CHILD AND THE STAR
Bright little star,
Shining afar,
Tell me, I pray,
What means Christmas Day?
UGGESTIVE TEACHING NOTES 133
Christmas, my child,
Is a song from above,
The sweet, happy song
Of God's great love.
I. New Words:
1. stocking, full, mouse, licking, from, Just, let, try,
because, I'm, shook, mou.ie, head, hole, toe, Bright,
star, Shining, afar, happy, God's, love, pray, means,
child, song, above, sweet.
2..Santa Claus, paws, saw, floor, sure, laughed, gnawed.
II. Pltonics:
Teach the following sounds, using these known
words as key words--
Santa Claus -au
saw -aw
laugh -gh
gnaw gn-
(a) Words having phonograms, au and aw--
au in cause, pause, because. Maud. Paul
aw in paw, raw, awl. shawl, straw, flaw, claw,
draw, claws, paws, draws, lawn, yawn,
yawning, awning, drawl, drawls.
(b) Words ending in the phonogram, glt, hawng
the sound of f--
laugh, rough, tough, enough, cough, trough.
(c) Words containing the phonogram, pit, having
the sound of f--
telephone, alphabet, Philip, elephant, camphor,
telegraph.
134 PEIIARY EEADING
III. Sigl, t Reading:
TIIE BROKE DOLL
All the bells were ringing,
All the birds were singing,
When ]Iolly sat down crying
:For her broken doll.
O, you silly Moll!
Sobbing and sighing
For a broken doll,
When all the hells are ringing,
And all the birds are singing.
--('It ristina Rossetti
2. DEAR LITTLE DOLLY BABY
This is the dolly that I love best;
This is the way flint she likes to rest,
Here in my arms in her white gown dressed,
Dear little dolly baby.
Hush-a-bye! Hush-a-bye!
Dear ]ilt]e dolly, rock-a-bye!
Hush-a-bye! Hush-a-bye!
Sweet little dolly baby.
Singing so softly, I lay her here:
Speak very gently; she'll wake, I fear l
I must be working, but I'll be near,
Dear little dolly baby!
wHarriet L. Grote
From " Holiday Songs," by Emilie Poulsson
--For method see page 88 of this Manual, also Chapter XI.
8UGGESTI TEACHING OTES
PRIMER
THE UMBRELLA
The rain is raining all around,
It falls on field and tree,
It rains on the umbrellas here
And on the ships at sea.
135
31
It is raining all around.
Who has an umbrella?
"I have," said the lark;
And he flew under a leaf.
" I have," said the spider;
And he crept under a stone.
"I have," said the bee;
And he went into a flower bell.
"I don't want one," said the goose;
And she ran out into the rain.
I. New Words:
1. raining, around, falls, umbrellas, here, lark, leaf,
spider, crept, stone, bee, into, flower, bell.
2. field, flew.
136 PRIMARY READING
lI. Phonics:
1. Teach the following
words as key words--
field -ie
flew -ew
they -ey.
(a)
sounds, using these
Words having phonogram, @
field pier grief
shield fierce chief
piece brief
niece thief.
(b) Words having phonogram, ew--
new new stew
few pew knew
dew newspaper.
(c) Words having phonogram, ey--
they, grey, obey.
(d) New phonogram, ei, related to ey--
reindeer sleigh eight weight
rein skein eighteen neigh
vein weigh eighty neighbour.
lIl. Sight Reading:
THE RAINBOW
Boats sail on the rivers,
And ships sail on the seas,
But clouds that sail across the skies
Are prettier than these.
SUGGESTIVE TEACHING NOTES 137
There are bridges on the rivers,
As pretty as you please;
But the bow that bridges heaven,
And overtops the trees,
And builds a roof from earth tb sky,
Is prettier far than these.
--Chr.istiza Rossetti
THE SANDIIAN
When I climb into bed at night,
I shut my eyes up very tight,
And listen for the Sandman.
They say I mustn't take one peek,
They say I mustn't ever speak,
If I would catch the Sandman.
But then I always go to sleep,
Before I hear him come creep---creep,
I've never seen the Sandman.
--Rose Broo's
IOT'E.--For method sec page 88 of this hlanual, also Chapter XI.
138 PRl{ARY READIN(
Pp. 33-34.
Pp. 35-36.
Pp. 40-41.
P. 46.
Pp. 47-48.
Pp. 49-53.
GENERAL SUGGESTIONS
The story furnishes suitable material for
various forms of self-expression.
Mediums--plasticine, crayola, charcoal, to be
used in picturing parts of the lesson.
See Chapter IX--Dramatization.
Encourage variety in choice of parts. In
dramatizing, the teacher should be the guide,
but she should render herself unnecessary as
soon as possible, and allow the play to be
managed by the pupils.
The pupils may make in plasticine the
" snug little house" and its characteristic
qualities.
The pupils may draw pictures that will tell
parts of the story. They may colour outline
pictures prepared by the teacher.
The Little Rose-Bush.
A beautiful poem for
page 88 of this Manual.
memorization. See
The story furnishes opportunity for expres-
sion in modelling, drawing, and free-cutting.
Words having the phonog-ram ng, in which
g is sounded in each of the syllables:
hungry angry stronger strongest
younger youngest finger language
longer longest hunger jingle.
140 PRI%IARY READING
Pp. 79-80.
Pp. 82-83.
Pp. 85-86.
Pp. 88-90.
expression in modelling and in free-cutting
of--the boy, the old woman, the old man,
the cow, the dog, etc.
Tell the English folk tale--Johnny Cake.
Tell other stories in which small creatures
outwitted larger animals, as "How Did He
19o It?'" The Tar Baby of the Uncle lemus
narratives, and the Norse Tale--Three Billy
Goals Gruff.
Words having the phonogram, ought:
thought bought brought.
Words having the phonogram wr:
wrote write wrist wrong
wren wreck wrap wreath.
Teach The Firefly Sony, and the Rainbow
and Moon poems.
CHAPTER VII
PHONIC DlILL
An accomplished reader apprehends new words as
wholes or by syllables, without a conscious recognition
of the individual letter sounds. It is only when the spell-
ing is exceptional that the functions of individual letters
are considered. That the pupils may early acquire the
requisite promptness and certainty in apprehending new
words, systematic daily drill is necessary. For this
purpose the teacher will find it useful to build up
142 PRI'MARY READING
Chart just begun--(Primcr, page 12)
a e o 12
at
p, c, 1, d, n, m
ig
ot
up
ay
I'hart mr, re advance,l--(Primer, pae 14 )
a e i o
ig
at et ot
a e
ill
and
p,c,l, d, n, m. h, t, b, g, s
u
op
ay
ut ee
Y
up ow
PIIONIC DRILL
('hart still more advanced--( Primer, page 18)
143
a e i o u
ag eg ig og ug ay
at et ot ut ee
an en in on un y
ap ip op up ow
all ell ill ea
ack eck ick ock uck oo
and end oy
ad ed id o ud oa
st est ist ost ust
am em im om um
ump
p, c, l. d, n, m, h, t, b, g, s, r, f. w, sh, wh,
gr. eh, st, pl, sp. j, sl, tr, sn.
The order may be varied and the list extended at wi]l.
A new chart should be begun and built up with every
new class. The chart loses its usefulness unless it is a
living thing, growing with the knowledge of phonics by
the class.
144 PRI'MARY READING
Instead of the chart, the teacher may write out on
the black-board the different " word fanlilies," thus--(See
Phonies, I'hapter V I.)
dam hat cap
ham cat gap
jam fat lap
rain hal. map
Sam nmi, nap
tm ]'a t rap
sat sap
tap.
etc.
As many of these families are placed on the board as
possible. These word lists may be used for oral class
drills, but it will also be found profitable to use them as
a substitute for desk work, the weaker pupils especially
being sent to the 'black-board to spell all the words
phonically.
These word lists are left on the board for daily drill
until thoroughly mastered, when other and more difficult
lists are substituted, until all the phonograms and con-
sonants have been drilled upon in all possible combina-
tions. If black-board space is not available, excellent
results can be obtained by writin.- the lists in lae
characters on large sheets of paper. It will he found con-
venient to fasten these sheets to a roller over which they
may be thrown when thev have been read.
For other drill devices, see Chapter VIII.
DEVICES FOR PRIMARY READING 147
(c) Sentences expressing contrasted ideas may be used :
(i) My apple is sweet.
Your apple is sour.
(ii) The butcher sells meat.
The baker sells bread.
(d) Write a suitable sentence on the black-board, such
as: The boys went to tlte fair on Tuesday. Hare several
readings, placing the emphasis successively on each word
or word group. For example, a pupil is asked to read so
as to make clear that it was not the girls that went, or that
they did not go from the fair, or that they went to the fair
and not to the picnic, etc. Pupils trained thus soon gTasp
the meaning of emphasis, and this makes effeetire criticism
of their oral reading much simpler.
4. Have two lists of words written on the black-board,
one of names of animals, the other of words expressing
what animals do:
sheep bark
cows bleat
,logs swim
ft.,It ,wo
etc. etc.
One pupil points to sheep, another to bleat. Two other
pupils succeed them, and so on.
5. Pupils may play store. The store-keeper has a
stock of toys, articles collected in the school-room, etc.
Others come to buy with cards on which the names of the
toys are written. They present the cards, naming the
articles they wish to buy.
DEVICES FOR PRIMARY READING 149
10. Pupils eujoy acting as the teacher, in testing the
class on word-re(gnition, reading of parts of familiar
rhymes, etc. A favourite method is for the "teacher" to
point to the word and call on a pupil to use it in a story.
11. Cut-up sentences may be distributed among sev-
eral pupils, each receiving a word or word group. The
pupils who hold the slips are sent in turn to stand side
by side before the class and display their cards. The
other pupils watch the sentence being built up and strive
to be the .first ready to read it aloud. A variation of this
device is to hand out the sections of the sentence, in any
order, to pupils standing in a row 1)efore the class. The
teacher then reads the story aloud or writes it on the
black-board, and selected pupils try to arrange the pupils
in the right order to present the sentence.
12. For variety, the teacher may substitute a drawing
of an object for its name, in a sentence written for read-
ing from the black-board.
13. The teacher may draw a fish-pond on the black-
board. In this she writes the words to be used in the
drill. These represent fish which the pupils "catch " by
naming the words. These are then erased or scored out.
Resourceful teachers devise many varied applications of
the plan of this device adapted to the locality or to special
occasions. For example, in the fall the words reprent
fruit or leaves to be picked from a tree. pumpkins to be
loaded into or taken from a wagon, apples to be packed
into a box, dishes to be set upon a table, etc.
When a fire has occurred, draw a picture of a burning
building and a street leading to it. The pupils run to
the fire by reading words written on the way thither, or
154 PR1-MA RY READING
important, too, that the desk work should be attractive.
The most profitable exercises give the pupil something to
think about or create.
To permit a normal muscular and nervous develop-
ment, it is imperative that the amount of writing done
by primary classes should be restricted as much as pos-
sible. Fine, close work should be avoided. The mini-
mum letters on the pupil's word or sentence-building
cards should be at least one fourth of an inch in height
and the capitals at least half au inch.
It is obvious that, to satisfy these conditions, a some-
what large and varied supply of objective material is
essential. Most or all of this can be improvised or ob-
tained locally by the teacher, but when the means are
available, much excellent material may be had frJm any
school-supply house. Each pupil should have several small
boxes, bags, or cnx'cl-pes made of stout paid, r, to enable
the material used to be conveniently kept and distributed
with a minimun of time and in good order. The making
of these envch, pes from strong manilla paper makes an
excelleut exercise in Manual Training.
A searching but sympathetic supervision of the desk
work is essential to secure good results. The teacher
should give constant attention to neatness in writing and
the arrangement of material on the desks. Some dis-
tinctive reward may be given. Pupils may be directed
to examine a particularly good exercise, its special merit
being stated first by the teacher or developed by ques-
tioning and comparison.
Always bearinff in mind that the general aim of desk
work is not merely to keep the pupil employed, but to
continue his instruction and training, the teacher should
SEAT WORK DEVICES 155
frequently question the pupils about their exercises, to
ensure their understanding clearly what they are doing.
lgo'rE.--A mimeograph, a simple copying-pad, or a set of rub-
ber type will save much labour in preparing material for a large
primary class in a graded school. For other devices the teacher
is referred to Steps in the Phonic System, The C)pp, Clark
Company, Limited; The Phonic Manual, and especially, Miss
Graham's Primary Work, published by The ]kIacmillan Company
of Canada, Limited.
1. Heavy nmnilla paper or cardboard cut into squares
may have letters in script on one side and in print on the
other. Each pupil should have several of each letter. A
new word nmy be written on the black-board and built
up one or more times by the pupil with his cards. Ite
may even make short sentences illustrating tilt. use of
new words. Later, when he has made some progress in
phonics, he may arrange his letters to form a series of
words of one faintly. For example, the teacher writes
bat on the board. The pupils then build bat, cat. fat,
etc. Pupils may compete to see who will find the most
words. For such exercises in word di.-_covery, it is desir-
able that the pupils should be supplied with additional
cards with the phonograms to be used.
2. In the earliest stae, it will be found useful to
supply snmll cards with the words or wrd gr,ups in
script on one side and in print on the other, or, if printed
cards are not obtainable, in script on both sides. A word
or word group, newly tau.ht ill class is written on the
black-board, and the pupil selects all the words like that
on the black-board, arranging the cards in a column on
his desk.
With these word-cards the pupil may also reproduce
short sentences written by the teacher on the black-board,
IS6 PRIIARY READIIG
or he may arrange his cards to form original sentences.
In this case, it is best for the teacher to write on the black-
board the aame of the object about which these sentences
are to be made.
3. When a entence has been read in class, it may be
left on the black-board or a copy of it may be placed be-
fore the pupil. Other copies may be cut up by the teacher,
and, with the separate words or word groups, the pupil
re-forms the sentcnce.
4. Pictures of objects may be cut from old magazines
or papers and pa.-:tcd on cardboard. Printed letters or
words may be cut out also, and the name of the picture
paste, d on the other side of the card. The pupils may
do all this work themselves. But in any ca.e they will
lind great pleasure in looking at the pictures and names
and arrangin them. If the pupil has such "picture word-
cards" as, fish, frog, hen, duck, dog, fox, and lion, he
may draw a p,nd, a big wood, and a farm-yard on his
slate (or he may l.t a part of his desk represent each of
these places), and may arrange his "animals" in their
l,roper '" homes." IIe may be guided by the pictures at
first, but later by the names on the card. When he is in
doubt, he may '" check" his work from the picture. This
game or some modification of it is very popular.
5. Words written on slips of paper or on the black-
boaM may be traced with shoe-pegs or short splints on
the desk. If diamond dyes are used to colour some of the
pegs, interest is increased. If kindergdrten sticks are
available, these are better than the pegs. Such material,
when not in use, should be kept by the teacher.
6. When the teacher has aught such a word as,
make, let her write make, and follow it with a picture
SEAT WORK DEVICES 157
of a ladder, chair, etc., drawn wholly with straight lines.
Never mind the crudeness of it. The pupils may then,
with splints arranged as are the strokes in the teacher's
picture, do what is asked.
7. Names of objects in the school-room are pinned to
the objects themselves, aud the pupils (if the class is
sma]l) may be al]owed to go quietly about the room look-
ing at the names. Then envelopes containing several
copies of each name are given to them, to match with the
names on the objects.
After some days of the work indicated in the preceding
section, the names may be taken off the objects, and the
pupils may be asked to replace them.
8. The pupils like to copy or make sign-boards. The
teacher may draw a sign-board with the words '" Keep off
the grass," "Keep out," or " Railway Crossing--Danger,"
etc. The pupils will delight in drawing the sign-boards
and in writing or printing in the words.
9. Give each pupil some platicine, which may be
obtained from any school-supply house. Three pounds
is enough for a class of twenty-five. With this the pupils
may outline letters or words written very large on sheets
of paper. Later, they may form the letters without the
copy.
10. Scrap-books are of great use to the teacher, espe-
cially if they are kept in loose-leaf form. If a lesson
adapted to a special season, such as Christmas or Thanks-
giving, has been a success, the teacher should preserve it.
If she uses stout manilla paper (12 inches by lS inches),
she may make a suitable drawing and write the lesson
beneath, or she may ask an older pupil to write or print
the lesson. The teacher may then make a suitable book-
DRAMATIZATION 163
CLASSIFICATION OF LESSONS FOR DRAMATIZATION
Monologue: For example, pages 2t, 38, 39, 51. A
pupil impersonates the characters which speak in these
lessons.
Dialogue: For example, pages 30, 45, 46, 47. Each
pupil, impersonating the characters, speaks in turn.
Drama: For example, pages 17, 35, 55, 65.
Panlomi.me: For example, page 81 should be played in
pantomime without words; page 82 should include both
pantomime and speech.
SCENERY AN-D CHARACTERS
The real drama requires scenery, several characters,
and action. It may or may not be in the words of the book.
The improvised st'enery may be nothing more than the
ordinary school furniture; the pupil's imagination supplies
all deficiencies. To hhn the teacher's desk is, for the time
being, a real fairy palace ; an ordinary chair is transformed
into a kins ihrone. The choosing of the requisite scenery
calls for judgment and ingenuity on the part of th pupils,
and is no mean part of the fun. For a good examl)le of
this kind of play, read Browning's Derelopme,t.
At first some of /be ]e.s timid pupils may be chosen
to take part, and gradually even the most bashful should
be brought in. Allow the pupils to choose who sl,all take
the characters. It is often surprising how wise and true to
life their selections are--a quiet little fellow for the mouse,
a big noisy boy for the lion, etc. Have fhe pupils
also what shall repre.ent the objects needed. When all is
ready, let the teacher efface herself as much as possible,
DtA]fAT]:ZATION 16;'
('at:
tlen :
Cat : '" :No, indeed."
Hen: "Will you help me, dog?"
Dog: '" :No, :I won't."
Hen : "Will you, pig ?"
Pig: " Indeed, I won't."
lien: " Then I'll plant it myse]f.'"
plants the wheat.)
"What is it? What will you do with it?"
"I want to plant it. Wi]] ym he]p me, cat ?"
(,he :t,,o W and
Scene II:
Hen: "This wheat is ripe. It is ready to cff. Wi]|
you help me to cut the wheat, cat ?"
('at: "I will not."
Hen : "Will you, dog ?"
Dog: " No, I don't like to work."
IIen : "Will you, pig?"
Pig : "No, indeed."
][n: " Then I'll cut it myself." (he pretends to
',t the wheat with a sickle or with a sc)'the, and to gather
it np into a bundle.)
Scene III:
]-[en (With a small bag of wheat or something to repre-
sent it) : " I must grind this wheat into flour. Who will
help me ? Will you, cat ?"
Cat: " Indeed, I won't. I don't see what you want
to work for."
:Hen: "Will you, dog?"
Dog: "' No, I don't want to grind wheat."
Hen : " Will you, pig ?"
Pig: "No. I don't like hard work."
PRIMARY READING
lien: "Very well. then I'll grind it myself." (She
pretends to feed the grain into a hand-mill and turn the
crauk.)
Scene IV:
Hen (With a bag supposed to contain flour): "Who
t'ill help me make this flour into bread? Will you, cat?"
Cat : " No."
lien: " Will you, dog?"
Dog: " Not I."
Ilen : "Will you, pig ?"
Pig: " No, I want to sleep."
Hen : "Well, if you lazy people won't help, I must do
it myself." {She goes through the motions of mixing and
rolling the bread.)
Scene
Similarly with the baking of the bread.
Scene VI:
tIen : " I think my bread is baked." (She takes it out
of the oven.) " How nice it looks. Who would like to eat
this bread ?"
(-'at (springing orward) : "I will."
Dog ( " " ): "I will."
Pig ( " " ): "I will."
Hen : " O, no, you lazy people can't have any.
You would not plant the seed.
You would not cut the wheat.
You would not grind the wheat.
You would not make the bread.
SPELLING 11
short exercises in transcription. Phonetic words are
almost the only ones pupils should be expected to spell;
certainly not all the words in the Primer. Formal tests
in spelling, either oral or written, with a view to making
promotions, are quite out of place at this stage. The
pupil's facility in word-recognition and his capacity in
interpreting thought from suitable printed matter is the
most practical test of fitness for promotion.
METHOD
1. General preparation. From the first, pupils have
exercises in writing words as wholes from the teacher's
model, and in phonic analysis.
2. When they have seen the word Run of.ten
enough on the black-board and in their own work, and
have written it often enough from the model on the black-
board, they will be able to write it from memory. They
can do this without knowing anything about letters, either
as names or sounds, having learned to write, as well as
to recognize, the word as a whole.
3. When they have had both oral and written phonics,
the power to remember the form of words is greatly in-
creased, and they are able to get the image through the
voice, that is, the slow pronunciation, by the teacher or
by themselves, of phonetic words, recalls the letters that
represent the sounds.
4. In the primary classes, a more rapid succession of
images of a word may be obtained by oral work than by
written, because of the great difficulty and slowness of the
writing. It is recommended that the words spelled should
be taken up in phonic groups.
176
PRIMARY READING
The teacher should now repeat the whole poem several
times expressively, with proper tone and time, taking great
care to enunciate clearly. Each recitation should be as
careful and expressive as those preceding it. The pupils
should not be called on to recite until they are likely
to do so without error. It is better to prevent errors than
to labour to eradicate them afterwards.
The pupils then recite, following the teacher through
the whole selection, first line by line, then two or three
lines at a time; next by stanzas, with no going back until
the whole is completed.
These repetitions continue as long as it is found neces-
sary. The pupils should be required to recite expressively
at every repetition. Little u,e should be made of simul-
taneous repetition l,y the class, as it is difficult to prevent
this from becoming a formal sing-song.
Have the pupils raise their arms high above the head
and imitate the leaves trembling in the wind {fluttering
of fingers). Then have them imitate the motion of the
trees bowin.g down their heads (arms waving gently).
This will give a little rest, and help them to realize the
meaning more fully.
.ks soon as the quicker pupils can do so, they may be
asked to recite the whole seltxtion. This gives variety,
and by soliciting their aid interest is sustained. In deal-
ing with the pupils' recitations they should be made to
understand that while verbal accuracy is required, the
clear, forcefl0, pleasing expression of the thought is most
highly regarded.
SELECTIONS
SELECTIONS
0 there is a little artist
Who paints, in the cold night hours,
Pictures for little children
Of wonderful trees and flowers.
The moon is the lamp he paints by,
His canvas the window-pane.
His brush is a frozen snow-flake,
Jack Frost is the artist's name.
Wind--
I saw you toss the kites on high
And blow the birds about the sky;
And all around I heard you pass,
Like ladies' skirts across the grass.
I sav the different things you did,
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all.
--R. L. Stevenson
" Help one another," the snow-flakes said.
As they cuddled down in their fleecy bed;
" One of us here would quickly melt;
One of us here would not be felt,
But I'll help you and you'll help me,
And then what a big, white drift we'll see."
178 PRIMARY READING
Kind words are little sunbeams
That sparkle as they fall;
And loing smiles are sunbeams,
._ light of joy to all.
Dandelions--
There surely is a gold mine somewhere
Down beneath the grass,
For dandelions are popping up
In every place you pass;
But if you want to gather some,
You'd better not delay,
For the gold will turn to silver soon
And all will blow away.
--E. L. Benedict
Tle Hads--
Beautiful hands are they that do
Work that is noble, good. and true,
Moment by moment the whole day through.
7'le Face--
Beautiful faces are those that wear
The light of a pleasant spirit there,
It matters little if dark or fair.
--Allen
Hearts, like doors, will ope with ease
To very, very little keys ;
And don't forget that two are these:
" I thank you, sir," and "If you please."
180 PRIMARY READIG
A little work and a little play,
And hours of quiet sleep,
A cheerful heart and a sunny face,
And lessons learned, and things in place,--
Ah! that's the way the children grow,
Don't you know ?
I have only one mouth, but nay ears are two,--
So I'll only tell half that I hear, wouldn't you?
I'll tell all the good and the sweet and fle true,
But the rest I will try to forget; wouldn't you?
Back of the bread is the snowy flour,
Back of the flour is the mill,
Back of the mill are the wheat and the shower,
The sun and the Father's will.
Rainbow at night
Is the sailor's delight;
Rainbow in the morning,
Sailors, take warning.
If you wish to be happy
All the day,
Make some one else happy,
That's the way.
There's a time to save and a time to spend,
A time when we should money lend;
But never a time in any day
For foolishly throwing our money away.
SELECTIONS
The inner side of every cloud
Is lways bright and shining.
Then let us turn our clouds about
And always wear them inside out
To show the silver lining.
It was only a glad " Good M,,rning!"
As she passed along the way,
But it spread the moruins glory
Over the livelong day.
The thing that goes the farthest
Toward making life worth while,-
That costs lhe least and does lhe mob-t,
Is just a pleasant smile.
Three little rules we all should keep
To make life happy and bright:
Smile in the morning, and smile at noon,
And keep on smiling at night.
Little deeds, like little seeds,
Grow and grow and grow;
Some are flowers and some are weeds,
Giving joy or woe.
Let us sow but happy deeds
Everywhere we go.
No matter what you try to do
At home or at your school,
Always do your very best;
There is no better rule.
184 PRIMARY READING
By all these lovely tokens
September days are here,
With summer's best of weather
And autumn's best of cheer.
mHelen Hunt Jackson
Tell me, Sunny Goldenrod,
Growing everywhere,
Did fairies come from fairyland
And make the dress you wear ?
I love you, laughing toldenrod,
And I will try like you
To fill each day with deeds of cheer,
Be loving, kind, and true.
The Goldenrod is in the fields,
The maple trees burn bright,
The sun is down by six o'clock,
Atd then it soon is night.
OCTOBER
0ctoher gave a party;
The leaves by hundreds came,
The ('hestnuts. Oaks, and Maples,
And leaves of every name.
The Chestnuts came in yellow,
The Oaks in crimson dressed,
The lovely Misses Iap]e
In scarlet looked their best.
--George Cooper
186
PRIIARY READING
DECEIBER
At Christmas play and make good cheer,
For Christmas comes but once a year.
Sing a song of (hri. tmas,
Stockings full of toys.
Such a lot of presents
For all good girls and boys.
IIark! the happy bells are ringing,
Loving thoughts o'er earth are winging
Kind deeds like the flowers spriuging,
Christmas comes again.
Can you tcll why
It needs alway
A little child
To make Christmas gay
I think because
Once, in the hay,
The Christmas Child--
Just a Baby--lay.
JANUARY
O. I am the little New Year, ho, ho!
Here I come tripping it over the snow,
.baking my bells with a merry din,
So open your doors and let me in.
188 PRIMARY READING
FEBRUARY
I am little February, the second of the year,
I bring a merry greeting to little children dear,
I'm shortcr than my brothers, the shortest month am I,
But if you'll only love me, to do my best I'll try.
February mornings
Frosty panes can show;
Still we're making snowballs,
Still the sleigh-bells go.
When Mart'h comes in like a lion,
It goes out like a lamb.
Iu Spring, when stirs the wind, I know
That soon the crocus buds will show;
For 'tis the wind who bids them wake,
And into pretty blossoms break.
Whichever way the wind doth blow,
Some heart is glad to have it so.
S, blow it East or blow it West,
The wind that blows, that wind is best.
A/RIL
To-day the world is very wet,
Tho' yesterday was dry.
I think last night the bear upset
The dipper in the sky.
SELECTION
]larch winds, April showers,
Bring forth May flwers.
189
What does it mean when the blue-bird comes
And builds its nest singing sweet and clear,
When violets peep among bladcs of grass,
These are the signs that Spring is here.
The world is so full of a number of things,
I am sure we should all be as happy as kings.
--R. L. ,qtevenson
God sends His warm spring sunshine
To melt the ice and snow,
To start the green leaf buds,
And make the flowers grow.
The rain is raining all around,
It falls on field and trce,
It rains on the umbrellas here,
And on the ships at sea.
--R. L. Stevenson
Then sing, happy children,
The bird and bee are here.
The Maytime is the gay time,
The blossom time of the year.
190 PRI'MA RY READING
Dainty little dandelion,
Smiling on the lawn,
Sleeping in the dewy eve,
Waking with the dawn.
The little birds fly over,
And oh! how sweet they sing!
To tell the happy children
That once again 'tis Spring.
Ilere blooms the sweet red clover
There peeps the violet blue.
Oh, happy little children,
God made them all for you.
BIBLIOGRAPHY 191
BIBLIOGRAPHY
LITERATURE FOP, PRIMARY WORK
I. BOOKS TO BE READ BY THE PUPILS
1. The Summers' Readers--The Primer. Maud Sum-
mers. L. A. Noble, New York.
2. ('vr's new Primer. Ellen M. Cvr. {-inn & Co.,
Boston.
These two primers begin with action words and supply
nmch suggestive material for tea,hing by the metho,!
given on page 24. The more advanced lessons are in
dialogue form.
3. Young and Field's Literary Readers--Primer and
First Reader. Ginn & Co., Boston.
4. The Natural Method Readers--A Primer. (_'harles
Scribner's Sons, New York.
5. The Rhyme and Story Primer. E. A. & M. F.
Blaisdell. Little, Brown & ('o., Boston.
The three primers named above are based on the
Nursery P,hyme Method described on paze 17, etc. Th,y
will be found highly suggestive with rcsl)e-t to the lncth,d
of tem.hing and contain lnuch supplementary material
which may be used by the teacher.
6. The Beacon Primer. James II. Fassett. G inn &
Co., Boston.
7. The Progressive Road to Reading. Story Steps.
Silver, Burdett and Co., Boston.
8. The Child Life Readers--Primer. The Macmillan
Co. of Canada, Ltd., Toronto.
9. Wide Awake JuniorAn easy Primer. Cla'a
Murray. Little, Brown & Co., Boston.
194 PRISIARY READING
17. Child's First Book. Florence Bass. D. C. Heath
& Co., Xew York.
The books in this list are all desirable for the library'
of a primary r[om. The prices of these primers range
from 30 cents to 4o cents each. 0nly a fewof them are
listed at more than 40 cent.
II. BOOKS CONTAINING STORIE. TO :BE READ OR
TOLD TO THE PUPILS
1. Stcri.s ta Tell to Children. Sara C. Bryant.
IIouzhton, Mifflin Co., Boston. $1.10
Fifty-one stories, with some suggestions for telling
?. IIow to Tell Stories to ('hildren. Sara ('. Bryant.
Ihmghton. Mittlin Co., Be:bin. $1.10
' book of suggestions to teachers, with some good stories
3. Kindergarten Stories and Morning Talks. Sara E.
Wiltse. Ginn & ('o., Boston. 75 cents
It contains many favourite stories in interesting form,
suitable for telling to young children. Work is cor-
related for one .veal.
4. Ju:t So Stories. Kipling
5. Wonder Book. IIawthorne
6. Tanglewood Tales. Hawthorne
7. Fifty Famous Stories Retold. James Baldwin.
American ook Co.. New York. 44 cents
8. Fairy Stories and Fables. James Baldwin. Ameri-
'an I;,ok Co., New York. 44 cents
9. Legend. Eery Child Should Know. II. W. Mabie.
I)ouhleday, Page & Co., New Ydrk
The "Every Chile] Should :Know" series contains many
excellent books suitable for School Libraries.
BIBLIOGRAPHY 197
3. Primary Educatio. ]I,)nthly. Educational Pub-
lishing Co., 50 Bromfield Street, Boston. $1.25 per year
This is conducted along the same line as (2). One of these
should 1)e taken.
4. The School. Bloor and Spadina, Toronto. $1.25 per
year
This is edited by Members of the Faculty of Education,
University of Toronto.
5. Oar Little Dots. Our Little Dots Publishing Co.,
4 Bouverie Street, London. E. C., England. 2d per cop)-
6. My Magazine. Arthur Iee. Educational Book Co.,
London, England. $3.30 p_r )ear
7. Little Fold's Magazine. Cassell & Co., London, Eng-
land. $3.30 per year
VI. PICTURES
The Perry Picture Co., Malden, :Iass., publish
pictures at from one cent upward. Many of these arc
copies of Great Wort:s of Art; many are pictures of bird.,_',
animals, men, and buildings. (Send for a catalogue.)
