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UC-NRLF

ORDON READ

TEACHER'S MANUAL

JUL b »

GIFT

LIBRARY

OF THE

UNIVERSITY OF CALIFORNIA.

GIFT OF

A MANUAL FOR TEACHERS

PRIMARY READING

BY
EMMA K. GORDON

AUTHOR OF "THE COMPREHENSIVE METHOD OF
TEACHING READING"

OF THE

UNIVERSITY

BOSTON, U.S.A.

D. C. HEATH & CO., PUBLISHERS
1910

THE GORDON READERS

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

FIRST BOOK — For beginners.

SECOND BOOK — Completes the work of first year.

THIRD BOOK — Can be read by second year classes.

FOURTH BOOK — Completes the preparation for reading to learn.

TEACHER'S MANUAL — Definite and practical.

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

JUL 8 1911
GIFT

INTRODUCTION

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

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

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

iii

217075

CONTENTS

PAGE

THE LEADING FEATURES OF THE METHOD 1

AIM OF THE METHOD, §7 3

AIM OF THE PHONIC DRILL, § 8 3

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

STORY TELLING AND DRAMATIZATION 4

SEAT WORK 5

DRILLS 7

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

Blending Drills from Readers, §7. 13

Word Drill Cards 14

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

The Teacher's Attitude 15

Concert Work 15

EXPLANATION OF TERMS 16

Phonogram 16

Blended Phonogram 16

Word Form 17

Sight Words 17

KeyWords 17

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

Suggestive Names 18

Stories 19

Gestures 19

Picture Charts 20

Sight Words 22

Movable Chart 22

Blackboard Sentences 23

Seat Work 25

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

vi CONTENTS

PAGE

Spelling 25

Reading 25

OUTLINE OF WORK BY DAYS .26

First Week 26

Suggestions for presenting Phonograms 26

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

Script and Print 28

Suggestions for presenting Sight Words ..... 29

Second Week 33

Ear Training 33

Blending 33

To recall Blended Phonograms 35

Game Drills 36

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

Game Drills and Language Exercises ..... 38

Third Week 41

Fourth Week 44

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

Suggestive Names 46

Picture Charts 47

Seat Work 47

Spelling 47

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

Key Words 48

First Week 49

Second Week 53

Blending of Initial Consonant 53

Third Week 58

How to drill from the Charts 58

Fourth Week 60

Vocabulary . .60

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

Suggestive Names . .64

Picture Charts 65

Seat Work 65

Spelling and Reading 66

CONTENTS vii

PAGE

Supplementary Reading 66

Exceptions 67

Compound Words and Dissyllables . . . . . .71

Rest Exercises 72

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

Vowel 77

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

Equivalent Charts . . 93

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

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

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

SPELLING 105

Written 105

Blackboard 106

Seat Work 107

Chart 108

Games 115

BOOK THREE . .117

BOOK FOUR . . .119

WORD LIST 123

INDEX TO WORD LIST . 199

OF THE
UNIVERSITY

TO THE TEACHER

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

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

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

drills.

IV. The careful gradation of the work.

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

2 MANUAL OF READING

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

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

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

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

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

AIMS OF METHOD 3

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

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

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

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

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

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

4 MANUAL OF READING

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

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

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

12. STORY-TELLING AND DRAMATIZATION.

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

The teacher should spare no effort to perfect herself in the

SEAT WORK 5

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

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

13. SEAT WORK.

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

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

6 MANUAL OF READING

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

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

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

DRILLS

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

(a) Flexibility of the vocal organs.

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

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

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

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

MANUAL OF READING

LETTER-SQUARES, PHONIC CHARTS
LETTER-SQUARES

ENDINGS:

tlrw

CHARTS
PHONIC CHART. NO. I.

•

eb
ed

ib
id

ub
ud

ag
and

eg
end

ig
ind

og
ond

ug
und

ash

esh

ish

osh

ush

ack

eck

ick

ock

uck

ank

esk

ink

onk

unk

amp
ang
atch

emp
elm
etch

imp
ing
itch

omp
ong
otch

nmp
nng
utch

10 MANUAL OF READING

PHONIC CHART. NO. 2.

anch

ench

inch

onch

unch

ass

ess

iss

OSS

uss

ant

ent

int

ont

unt

ast

est

ist

ost

ust

aft

eft

ift

oft

uft

ath

eth

ith

oth

uth

aff

eff

iff

off

uff

aid

eld

ild

old

uld

all

ell

ill

oil

ull

alt

elt

ilt

olt

ult

out

oud

ound

oup

oil

oin

ook

oom

ail

eigh

igh

alk

east

oar

CHARTS
PHONIC CHART. NO. 3.

bble

tion

ake

adge

ddle

sion

eek

edge

ffle

ous

ike

idge

ggle

tious

oke

odge

pple

cious

udge

zzle

cial

ear

ave

ttle

tian

ead

eve

could

ften

augh

ive

would

sten

aught

ove

should

stle

ax =

acks

though

umb

ex =

ecks

thought

eau

ix =

icks

through

ox =

ocks

MANUAL OF READING
EQUIVALENT CHARTS

ai ea
eigh ei

ea
ei

augh

all

alk

DRILLS 13

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

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

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

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

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

14 MANUAL OF READING

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

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

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

10. WORD DRILL CARDS.

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

11. GAME DRILLS.

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

DRILLS 15

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

12. THE TEACHER'S ATTITUDE DURING THE DRILL.

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

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

13. CONCERT WORK.

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

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

16 MANUAL OF READING

EXPLANATION OF TERMS USED

The points to be taught are :

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

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

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

This class includes :

(a) All single consonants.

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

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

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

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

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

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

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

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

Endings : ly, ry, cy, ty.

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

EXPLANATION OF TERMS 17

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

Ex. — stack, freight, cloak, scowl.

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

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

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

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

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

Ex. — my, go, see.

18 MANUAL OF READING

PHONIC FACTS FOR FIRST MONTH OR DIVISION

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

II. Blended Phonograms. —

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

III. Addition of * to words and families.

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

SUGGESTIVE NAMES, GESTURES, AND SOUNDS OF
PHONOGRAMS

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

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

man.

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

fall.

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

Circle made by bringing tips of thumb and forefinger

together.

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

OF THE \\

UNIVERSITY

FOR FIRST LESSONS 19

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

Both forefingers extended from the temples to indicate

the antennae of bees.

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

SIMPLE PHONOGRAMS

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

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

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

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

20 MANUAL OF READING

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

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

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

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

PHONICS FOR FIRST LESSONS
PICTURE CHARTS FOR FIRST MONTH

a A

22 MANUAL OF READING

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

SIGHT WORDS

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

MOVABLE CHART

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

PHONICS FOR FIRST LESSONS 23

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

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

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

I look I run I jump

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

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

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

BLACKBOARD SENTENCES

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

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

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

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

24 MANUAL OF READING

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

likes to jump.

Baby likes to play

I see baby sister on my

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

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

PHONICS FOR FIRST LESSONS 25

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

SEAT WORK

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

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

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

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

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

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

SPELLING
Exercise 1. Written spelling, page 106.

READING

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

26 MANUAL OF READING

OUTLINE OF WORK DAY BY DAY

First Day

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

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

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

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

PHONICS FOR FIRST LESSONS 27

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

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

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

REVIEW

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

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

HOW TO RECALL THE SOUND OF A PHONOGRAM

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

28 MANUAL OF READING

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

GAME DRILLS FOR OBTAINING SIGHT RECOGNITION
OF SIMPLE PHONOGRAMS

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

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

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

SCRIPT AND PRINT

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

PHONICS FOR FIRST LESSONS 29

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

Sight Words : run, jump.

SUGGESTIONS FOR PRESENTING SIGHT WORDS

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

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

30 MANUAL OF READING

Third Day
Phonograms : f, r

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

GAME DRILLS

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

Review previous games.

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

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

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

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

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

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

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

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

I run. Jump, - — .

I jump. I see jump.

PHONICS FOR FIRST LESSONS 31

Fourth Day
GAME DRILLS

Review all games.

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

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

Sight Word: find.

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

I see a ^ — ^ I find a

I see a «d|i I find a

32 MANUAL OF READING

Fifth Day
Phonogram : z

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

GAME DRILLS

Include all phonograms and words in the drills.

Review previous games.

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

Sight Word: like.

Form with word slips, 1 like.

Review previous sentences. Read from the blackboard.

Hike

PHONICS FOR FIRST LESSONS 33

SECOND WEEK

Sixth Day
Phonogram : w

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

EAR TRAINING

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

BLENDING

Consonants are blended, used as initials.

Ex. — tr, fr, tw.

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

Ex. — at, ash, atch, am, an0.

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

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

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

Illustrate the blending of sounds by representing them as

MANUAL OF READING

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

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

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

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

(2)
(3)

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

PHONICS FOR FIRST LESSONS 35

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

Seventh Day
Phonogram : 6

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

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

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

To RECALL BLENDED PHONOGRAMS

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

Do not defeat the object of the drill by attempting the

36 MANUAL OF READING

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

THREE SETS OF CAKDS TO BE USED IN GAME DRILLS

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

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

(1) Letter squares.

(2) Sight word slips.

(3) Family name slips.

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

GAME DRILL

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

Sight Words : brother, a child's name.

Read the following sentences from word slips : —

I see brother . See brother run.

I like brother . See brother jump.

Find brother . See jump.

PHONICS FOR FIRST LESSONS 37

Eighth Day
Phonogram : s

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

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

ADDITION OF s TO FAMILIES AND WORDS

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

8 sharp s like z

jumps ats runs ams

likes affs finds as

packs whiffs sees brothers

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

Sight Words : to play.

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

38 MANUAL OF READING

Brother plays. to run to find

Brother jumps. to jump to play

Brother runs. to see to see brother

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

Brother likes to play, to jump, to find .

I like to see play, jump, run.

GAME DRILLS

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

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

Teacher. — What is your child's name ?

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

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

The blackboard may be :

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

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

PHONICS FOR FIRST LESSONS 39

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

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

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

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

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

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

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

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

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

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

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

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

40 MANUAL OF READING

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

Language exercise : Unwrap and tell what the gift is.

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

Language exercise : Tell what it tastes like.

Ninth Day
Phonogram : n

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

n!"

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

GAME DRILLS AND LANGUAGE EXERCISE

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

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

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

my name. I see my name.

my brother. I like my name.

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

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

ACTION SENTENCES

Run to brother. Find my name.

Run to . Find my brother's name.

Run to - — . Find my brother.

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

PHONICS FOR FIRST LESSONS

Tenth Day
Phonogram : 1

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

Blend: oil, si, fl.

GAME DRILLS AND LANGUAGE EXERCISE

(13) Bank.

(11) Setting Table.

Sight Words : this is.

Read sentences from word slips and from the blackboard :

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

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

is my brother.

is a /_

J~l

This is my

My name is -
I see my name.

THIRD WEEK
Eleventh Day

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

(14) Automobile. (18) Fruit Stand.

42 MANUAL OF READING

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

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

my sister. I see May jump.

I see May. My name is May.

I find May. Brother's name is .

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

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

Run, sister. Brother sees May's name.

Run, May. Brother runs to sister.

I find sister. Sister runs.

Questions

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

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

May I play ? May I find May ?

Twelfth Day

Review by means of Game Drills :

No. 2, see page 28.

Nos. 5 and 6, see page 31.

Sight Words : baby, is this.

Select sentences for reading from the following :

I see baby. Is this baby?

I see my baby brother. Is this baby sister?

I see baby sister. Is this baby brother?

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

This baby runs. Sister sees baby.

Baby likes to play. Brother sees baby.

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

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

PHONICS FOR FIRST LESSONS 43

Find baby. Baby plays, — jumps.

Find baby's name. Baby sees sister jump.

Run, baby. Run to May.

Play, baby. Run to brother.

Find brother, baby. Baby, run to brother.

Find sister, May. Brother runs.

May runs. Baby runs.

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

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

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

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

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

I am May. Baby looks at May.

I am brother. 0 Sister looks at baby.

Look at baby. T look at brother.

Baby sees brother. See brother jump at baby.

Look, brother. I look at baby.

Look, baby. I look at May.

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

the pronunciation of the phrase. Give phrase drill: —

a baby. a sister.

a baby brother. a brother.

a name. the baby brother.

a baby's name. the baby sister.

May I see the baby ? Look at the baby.

MANUAL OF READING

Fourteenth Day

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

Present :

I am a boy.
My name is

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

May is on a

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

I see brother on a

Fifteenth Day

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

G-ame Drills.
Sight Word:
Present :

Run off.

Jump off.

Come, May.

Come, baby.
Read many review sentences.

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

FOURTH WEEK

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

PHONICS FOR FIRST LESSONS 45

GAME DRILLS

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

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

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

46 MANUAL OF READING

PHONIC FACTS FOR SECOND MONTH OR DIVISION

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

II. Blended phonograms. —

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

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

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

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

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

III. Placing of initial consonant.

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

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

SUGGESTIVE NAMES

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

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

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

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

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

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

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

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

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

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

PHONICS FOR SECOND MONTH
I. PICTURE CHARTS

CKQ

SEAT WORK

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

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

SPELLING
Exercise 1. Written Spelling, page 106.

48 MANUAL OF READING

READING

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

FIRST BOOK

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

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

KEY WORDS

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

PHONICS FOR SECOND MONTH 49

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

Ex. my go me you find

cry no he your kind

try do she

dry to we

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

FIRST WEEK

First Day
Phonogram : ee

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

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

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

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

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

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

Pupils close their eyes while the teacher forms | eet upon

50 MANUAL OF READING

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

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

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

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

This is baby. We run. We jump.

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

Baby's name is . Come, baby.

What may baby see ? Run to brother.

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

Baby likes to play. She likes to jump.

What may she play ? She likes to play.

She may jump. She likes to see me run.

She may run. She likes to see me jump.

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

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

PHONICS FOR SECOND MONTH 51

GAME DRILLS

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

a little brother. I see little baby, May.

a little sister. Run to sister, little May.

a little baby. Run to brother, little baby.

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

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

SOMETHING TO Do

Come, little girls. Jump, boys.

Come, little boys. Jump, girls.

Run to me, girls. Run off, boys.

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

GAME DRILLS

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

I see you, . Is this your brother?

I see you run. Is this your sister?

I see you jump. Is this your little sister?

I see you, May. Your brother runs.

I see you jump. Your sister runs.

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

52 MANUAL OF READING

Fourth Day
Phonogram : i

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

GAME DRILLS

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

What girl is this ? Is your sister Rose little ?

This is Rose. Is Rose a little girl?

What is your name ? I like Rose.

My name is Rose. I like roses.

Is Rose your sister? See this rose, May.

Rose is my little sister. See this little rose.

Fifth Day

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

GAME DRILLS

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

What have you?

I have a rose.

I have a little sister.

PHONICS FOR SECOND MONTH 53

I have a brother .

I have a baby sister.
Have you a brother?

Have you a little

SECOND WEEK

Sixth Day
BLENDING OF INITIAL CONSONANT

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

Overlap two letter squares to form a t and present for

sight recognition, holding the overlapped cards in the left

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

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

54 MANUAL OF READING

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

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

Seventh Day

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

Children sound : Teacher draws with simple outlines :

m-at mat

c -at cat

s -at sat

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

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

PHONICS FOR SECOND MONTH

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

man,

mat,

m ash,

jet,

milk.

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

rat man mash

fat plan trash

mat ran flash

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

Sight Word: yes.

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

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

Can your cat run? My cat likes me.

Yes, my cat ran off. She likes milk.

Eighth Day

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

GAME DRILLS

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

56 MANUAL OF READING

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

Sight Words: pretty, leaves.

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

Come, play toss. I like to play toss.

Play toss. Toss to me.

Can you catch ? Toss to May.

I can catch. May cannot catch.

See me toss to you. She can run.

Ninth Day

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

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

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

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

2. The family name.

3. The word pronounced.

Ex. — 1 tr 2 ack 3 track

A slight pause should be made between 1 and 2.

Reverse this method of sounding by first presenting the

PHONICS FOR SECOND MONTH

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

Ex. — 1 ack 2 track

Both methods should be used.

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

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

By the second method :

1 ing 2 anding 3 erstanding 4 understanding

Sight Words: with, old.

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

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

Yes, I can swim. See it swim off.

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

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

Tenth Day

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

atch,

atch;

c ost,

at,

at,
ost.

at;

atch,

ost,

fi-

Avoid

, during

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

Ex. — son, put.

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

Ex.

MANUAL OF READING

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

Sight Word: ball.

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

I have a green top. Spin tops with me.

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

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

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

THIKD WEEK

Eleventh Day

How TO DRILL FROM THE CHARTS

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

Ex.

om
op
on

1 s

ap
an

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

Sight Word: for.

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

PHONICS FOR SECOND MONTH 59

Twelfth Day
Phonogram : h

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

Sight Word: Kitty.

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

Thirteenth Day
Phonogram : d

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

Sight Word: where.

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

Fourteenth Day
Key Word: my.

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

Read sentences that contain phonic words and known sight
words.

Fifteenth Day

Phonogram : b

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

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

MANUAL OF READING

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

Ex. ' '

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

FOURTH WEEK
Phonogram : j

Blend with known families on the Charts.

Give daily drill from the Phonic Charts.

Readiness in reading depends upon thoroughness of drill.

Sight Word: oh. Key Word: go.

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

VOCABULARY

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

PHONICS FOR SECOND MONTH 61

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

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

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

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

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

fan, man, Nan, ran, tan.

ram, Sam, slam, sham.

latch, match, snatch.

loss, moss, toss, Ross, floss.

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

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

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

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

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

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

ham, jam, tram, clam, dram.

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

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

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

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

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

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

62 MANUAL OF READING

fad, lad, mad, sad, shad.

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

snag, stag, swag.

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

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

stack, track, land, sand.

lamp, samp, champ, stamp, tramp.

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

nod, rod, sod, shod, trod.

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

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

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

romp, fond, frond, font.

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

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

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

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

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

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

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

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

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

fitch, flitch, stitch, switch, twitch.

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

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

mind, rind, wind.

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

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

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

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

seen, ween, sheen, cheer, steer.

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

PHONICS FOR SECOND MONTH 63

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

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

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

cap, gap, hap, pap, clap.

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

camp, damp, clamp, cramp, scamp.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

beech, breech, speech.

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

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

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

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

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

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

MANUAL OF READING

PHONIC FACTS FOR THIRD MONTH OR DIVISION

I. Simple phonograms. — ng, th, e, u.

II. Blended phonograms. -

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

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

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

ild, ink, ing.

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

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

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

III. Dissyllables and compound words.

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

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

SUGGESTIVE NAMES AND GESTURES

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

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

Rotate the arm.

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

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

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

u — The grunt sound, as in nut, hunt.

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

PHONICS FOR THIRD MONTH

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

PICTURE CHARTS

It,

uIJ

SEAT WORK

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

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

(3) Silent reading from Book One.

66 MANUAL OF READING

SPELLING
Exercise 2. Written Spelling, page 106.

READING

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

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

SUPPLEMENTARY READING

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

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

PHONICS FOR THIRD MONTH 67

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

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

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

EXCEPTIONS

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

MANUAL OF READING

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

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

put post bull most

push puss bush move

pint pull full roll

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

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

p ump,

pill, put. Vary the exercise by using different

initials with one family name, as mint,

int,

print, pint.

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

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

PHONICS FOR THIRD MONTH

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

the Charts, as old,

fold,

old,

sold, told, etc. They

should also be included in the drill on exceptions.

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

FIRST WEEK

Phonograms : S, nk, ng

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

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

Exceptions : ind, ild, old.

Blend upon the Phonic Charts:

bind mind grind old gold told

find rind mild bold hold scold

hind wind child cold mold

kind blind wild fold sold

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

Affix the
it ; as, see

letter square

ing

to known words capable of taking

ing

' g°

ing

, play

ing

; also to families upon the

MANUAL OF READING

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

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

(family*) 1 ack, 2

3
3

ing

1 pack

ing

ack

ing

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

SECOND WEEK
Phonograms : u, th.

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

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

^Exceptions: olt, oil, ost.

Blend upon Phonic Charts :

bolt
colt
dolt

jolt
molt

Poll
doll
moll

roll

droll

troll

cost
lost
frost

most
post

Include all new phonograms in the daily Chart drill.

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

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

Ex.

slab, si ad,

un,

slap,

in,

slat,

PHONICS FOR THIRD MONTH

Upon the five vowels across the chart.

Ex.
Or,

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

am,
ank,

em,
end,

slim,

om,
ock,

sllum.
_J

bl|ind,

bl|ush.

Ex.

ap,

gap,

ap,

map,

nap,

rap,

trap.

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

Ex. thick this
thin that
think them

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

THIRD WEEK
Phonogram : wh.

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

1 et,
1 en,

et
en

3
3

et
en

4
4

et
en

Compound Words and Dissyllables.

Combine short words to form compound words.

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

72 MANUAL OF READING

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

Ex. — 1 c, 2 an, 3 not, 4 cannot.

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

flannel bantam mastiff

animal canteen pocket

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

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

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

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

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

REST EXERCISES

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

Word exceptions : pint, puss.

PHONICS FOR FOURTH MONTH

PHONIC FACTS FOR FOURTH MONTH OR DIVISION

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

Family names. — ax, ex, ix, ox.

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

ood, ook, oot.

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

ow, owl, own.

oud, ound, our, out.

III. Short Italian a.

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

V. Names of the vowels.

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

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

SUGGESTIVE NAMES

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

PICTURE CHART

74 MANUAL OF READING

SEAT WORK

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

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

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

(4) Pupils should read silently from supplementary readers.

SPELLING
Exercise 3. Written Spelling, page 106.

READING

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

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

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

Insist on clearness of tone in both reading and drill.

PHONICS FOR FOURTH MONTH

FIRST WEEK
Phonograms : 6, oo

Blend: ood, ook, oot.

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

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

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

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

Ex. 1.
3.
5.

book
ook

brook

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

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

old

isted

unted

ooted

out

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

Ex. — ook ing

oost in

ing outing owl ing

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

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

76 MANUAL OF READING

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

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

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

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

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

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

a says a, its name is a

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

PHONICS FOR FOURTH MONTH 77

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

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

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

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

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

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

MANUAL OF READING

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

Drill from the Phonic Charts.

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

ending ;
ab ab
ad ad
am am
ap ap
an an
at at

as,

1, ab ;
eb
ed
em

ibe

Proceed in columns,

ebe ib ib

ob ob
od od
om om
op op
on on

ub ub
ud ud
um um

ed i
em i
ep i
en i

et i

d id
m im

P ip
n in

t it

ep
en

up up
un u.n
ut ut

A
\j

ot ot

or across the chart, taking each vowel in turn.

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

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

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

Sight Word: four.
Word exception: one.

FOURTH WEEK
Phonogram: x

Blend ax, ex, ix, ox, ux.

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

PHONICS FOR FOURTH MONTH

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

Ex. — tacks picks backs locks
tax six box fox

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

an ane

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

can

man

pan

cane

m ane

pane

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

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

cap pin Tom mad cub

cape pine home made cube

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

Sight Words: horse, shoe, watch.

80 MANUAL OF READING

PHONIC FACTS FOR FIFTH MONTH OR DIVISION

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

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

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

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

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

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

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

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

SUGGESTIVE NAMES

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

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

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

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

PHONICS FOR FIFTH MONTH
PICTURE CHART

SEAT WORK

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

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

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

82 MANUAL OF READING

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

READING

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

FIRST WEEK
Phonograms : oy, oi, 6w.

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

own, owl, owth.

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

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

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

Ex. — crow brown

blow town

snow crown

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

Sight Words : all, walk, know, meadow.

PHONICS FOR FIFTH MONTH 83

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

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

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

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

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

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

Or is like ar in warm.

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

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

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

care

This

Placing the initial develops circumflex a; as,

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

84 MANUAL OF READING

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

ere

ther

were

her

Sight Words: could, would, should.,

THIRD WEEK

Phonograms : y, y, le, le

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

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

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

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

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

Ex. — cry funny
dry Henry
fly happy

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

PHONICS FOR FOURTH MONTH

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

Sight words : laugh, music, young.

FOURTH WEEK
Phonogram: 6

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

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

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

ove
ove
ove

oth
oth
oth

broth
br oth er

moth

Double consonants make the preceding vowel short.

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

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

86 MANUAL OF READING

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

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

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

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

See Word List, Sections 354, 355, 356.

Arrange words for blackboard drill : —

pin mat hop cut

pine mate hope cute

pinning matting hopping cutting

Sight Words: Santa Glaus, Christmas.

PHONICS FOR SIXTH MONTH 87

PHONIC FACTS FOR SIXTH MONTH OR DIVISION

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

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

III. Teach the names of the consonants.

SEAT WORK

1. Continue silent reading.

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

Ex. — (1) I can run.

(2) I like my baby sister.

(3) My cat likes to jump.

Pupils build these sentences on the desk with word cards.

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

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

SPELLING

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

88 MANUAL OF READING

READING

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

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

PHONICS FOR SEVENTH MONTH 89

PHONIC FACTS FOR SEVENTH MONTH OR DIVISION

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

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

SEAT WORK

Continue work of Sixth Month.

Continue silent reading from supplementary primers.

SPELLING

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

READING

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

FIRST WEEK
Phonograms : y initial ; a after w

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

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

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

90 MANUAL OF READING

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

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

in the drill on exceptions.

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

SUGGESTIONS FOR TEACHING THE SOUND OF ED FINAL
AFTER ANY CONSONANT

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

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

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

PHONICS FOR SEVENTH MONTH 91

Present ed words in two lists : —

hunted killed

planted lived

crowded barked

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

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

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

SECOND WEEK

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

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

Write words in columns upon the blackboard : —

hate whine tune hunt

bake robe tube boil

spice yoke seed look

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

square is placed to form the derivative. Example : —

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

3, hated

In this way sound each word. Form derivatives ending

MANUAL OF READING

in ing and er by placing the letter squares

and

in po-

sition. Sound as indicated above.

Lead the class to see the following facts: —

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

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

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

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

Drill from the Phonic Chart. Develop the long vowel

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

Keep

Cover it with

to form a family

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

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

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

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

bble; 2, abl

Died ; 3,

able;

4, a

Arrange words for drill :

pine

hop

hope

pinned pined

hopped

hoped

pinning pining hopping

hoping

pinner piner

hopper

hoper

PHONICS FOR SEVENTH MONTH 93

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

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

understand, understanding, flattering.

Sight Words : wolf, Alice, lambs.

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

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

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

SUGGESTIONS FOR PRESENTING VOWEL EQUIVALENTS

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

94 MANUAL OF READING

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

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

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

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

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

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

Ex. — play eight eat coat high

say weight meat goat bright

day freight mean road night

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

heap thread

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

pail, Jay, Sleigh, high,

f east,

roar

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

PHONICS FOR SEVENTH MONTH 95

FOURTH WEEK
Phonograms : 5, g

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

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

Ex. — spice excite fancy

George ginger

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

Egypt

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

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

cum,

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

1, ick ; 2, ice

1, anch ; 2, anc

1, ench ; 2, ence

1, uck ; 2, uce

1, inch ; 2, inc e

1, onch; 2, one
lik k.)

1, unch; 2, unce

(C% in onch is

Give the following drills upon

Sound : 1, an ; 2, g an. 1, en ;

2, gen. 1, in; 2, gin

1, on ; 2, g on. 1, tin ; 2, g UE

1, ag; 2, age

. 1, og; 2, oge .

1, ug ; 2, ug e .

1, ang ; 2, ang

e . 1, ing; 2, ing

re . 1, ong; 2, onge

; 5, udge.

1, ling-; 2, ung

3 .

1, adge ; 2, edge ; 3, idge ; 4, odge

Include cy and gy in the drill on endings.

96 MANUAL OF READING

PHONIC FACTS FOR EIGHTH MONTH OR DIVISION

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

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

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

IV. Suffixes.

SEAT WORK

1. Silent reading.

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

SPELLING

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

READING

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

PHONICS FOR EIGHTH MONTH

FIRST WEEK
Phonograms : a. Equivalent Chart u

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

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

these. Include the following drill: caught , taught ,

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

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

talk walk chalk stalk

silk milk bulk yolk

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

SECOND WEEK

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

Ex. — war, swarm, wart.

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

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

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

Ex. — car tar far scar war

MANUAL OF READING

THIRD WEEK
Phonogram: Suffix es

By use of the letter square ending es

with words written

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

Ex. — fac

wat
rid

ch'es

nos

cag
sho

was
cub

lios

iles

jok

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

Drill from the Phonic Charts by placing

after families

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

as shown in Sev-

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

with

and sound. Words ending in es are included in the

Word List, Sections 360, 361.

FOURTH WEEK
Phonogram: ear

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

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

PHONICS FOR NINTH MONTH

PHONIC FACTS FOR NINTH MONTH OR DIVISION

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

SEAT WORK
Review previous seat work exercises.

SPELLING

Exercise 3. Blackboard Spelling, page 107.

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

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

Exercise 1. Spelling Games, page 115.

READING

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

FIRST WEEK
Phonograms: augh, ough

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

aught
aught
aught

\ *

fraught

ought
b ought

f ought

s ought

br ought

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

Ex. — laugh, cough, enough.

100

MANUAL OF READING

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

Mother makes bread of

d ough.

The bird sits on a

bough.

When we have a cold, we c ough.

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

ough.

The farmer uses a

pi ough.

A miry place in the road is a slough

The horse drinks from a

ough.

SECOND WEEK
Phonogram : qu

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

Q is always found in combination with u.

Ex. — quick, quill, conquer, liquid.

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

Ex. — opaque, mosquito.

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

Ex. - - qu ack, qu ilt.

PHONICS FOR NINTH MONTH 101

THIRD WEEK

Phonogram : mb

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

B after m is silent in monosyllables.

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

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

with e to form

emb; with i to form imb, to be sounded

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

Let pupils tell words in which these sounds are heard.

FOURTH WEEK
Phonogram; ften, sten

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

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

Ex. — often, soften, glisten, moisten.

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

often. Form with letter squares a sten,

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

102 MANUAL OF READING

PHONIC FACTS FOR TENTH MONTH OR DIVISION

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

SEAT WORK
Review previous seat work exercises.

SPELLING

Exercise 3. Blackboard Spelling, page 107.

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

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

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

READING

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

FIRST WEEK
Phonograms : ous, stle, ph

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

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

Ex. — camphor, Philip.

Exception : Stephen.

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

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

PHONICS FOR TENTH MONTH 103

to form

stle, e stle,

stle,

ostle,

u stle. Let the

pupil tell words in which these sounds are heard.

SECOND WEEK

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

THIRD WEEK

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

Ex. — attention, question, mission, occasion.

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

Ex. — vexatious, gracious, social, musician.

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

ation as in station asion as in occasion

etion as in secretion esion as in cohesion

otion as in motion osion as in explosion

ution as in solution usion as in confusion

atious as in vexatious ocious as in ferocious

acious as in gracious ucius as in Vespucius.

ecious as in specious

acial as in racial atient as in patient

ocial as in social otient as in quotient

ucial as in crucial

104 MANUAL OF READING

ition us in addition icious as in delicious

ision as in division idol as in official

itious as in ambitious itial as in initial

icient as in sufficient ician as in musician

Exceptions : precious, especial.

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

Ex. — attention, mansion, fractious.

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

SPELLING 105

SPELLING

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

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

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

WRITTEN SPELLING

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

100 MANUAL OF READING

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

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

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

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

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

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

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

fade made hide robe tube

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

liking taking smoking

liker taker smoked

liked taken smoker

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

tack sack lack rack

take sake lake rake

Exercise 8. — Dictate Mother Goose Rhymes.

BLACKBOARD SPELLING

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

SPELLING 107

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

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

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

SEAT WORK SPELLING

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

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

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

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

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

rat
at

tar

rate

rat

ate

art

tear

tar

are

tea

tare

eat

rated

rat

rate

are

Ted

ear

tare dear
red read ate dart tar tear dare

108 MANUAL OF READING

rating

rat ran tar trig Nat

ring at tin in gin

rain art tan it gain

rag air train nag gait

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

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

CHART SPELLING

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

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

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

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

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

Exercise 1 . — Present an initial letter square, as

Each

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

SPELLING 109

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

mind mill match muff make

mat must mound mold move

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

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

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

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

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

Exercise 2. — Present the letter square

Final e or the

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

110

MANUAL OF READING

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

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

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

inge

ong

ung

, oth

The pupil

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

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

anch

ass

aff

all

ack

to form —

ench

ess

inch

iss

iff

ill

ick

onch
oss

oil

anc

ase

ence

ese

ince

ise

ice

uncli
uss

ull
uck

uncle""

ule
uc

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

SPELLING

111

Exercize 5. — Present

Exclude from this exercise the

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

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

Exercise 6. — Use

restriction as to families.

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

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

Exercise 7. — Use

restriction as to families.

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

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

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

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

112 MANUAL OF READING

letter square before ap to form eap and require the child

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

Exercise 10. — Present the vowel letter square

Direct

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

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

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

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

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

Exercise 13. — The teacher shows

die. It is sounded ;

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

UNIVERSITY

X SPELLING 113

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

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

Exercise 16. — Present letter square

Use in this drill

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

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

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

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

Exercise 17. — Place

ed after families ending in a single

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

114

MANUAL OF READING

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

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

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

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

Charts. Present letter square ing . Indicate the families upon

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

aking

ok ing

av ing

idging

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

fiddling, struggling, whistling

etc.

Exercise 20. — Present
Exercise 21. — Present

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

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

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

uly, etc. Words that may be

form

by, a dy

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

SPELLING 115

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

vowel does not tell its name, as

eny,

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

SPELLING GAMES

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

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

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

Teacher. —"No."

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

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

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

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

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

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

116 MANUAL OF READING

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

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

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

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

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

BOOK THREE 117

BOOK THREE

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

VOWELS AND CONSONANTS

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

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

118 MANUAL OF READING

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

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

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

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

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

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

Teacher. — " How many consonants follow e?"

Child.— "One."

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

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

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

NEW PHONIC FACTS

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

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

BOOK FOUR 119

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

SPELLING

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

SEAT WORK

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

BOOK FOUR

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

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

120 MANUAL OF READING

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

SPELLING

Exercises 6, 7, 8. Written spelling, page 106.
Exercises 1 to 23. Chart spelling, pages 108 to 115.
Exercises 1, 2, 3, 4. Seat work spelling, page 107.
All spelling games. Pages 115, 116.

WORD LIST

121

The sections of the following list contain words illustrating
every family and phonogram upon the phonic charts. They
also contain words illustrating the rules that are developed in
the phonic drill. They include : -

1. The vocabulary of over thirty readers of primary grade.

2. Words of the child's vocabulary not included in these
school readers.

3. Words, illustrating the value, in the drill, of word forms.
The list is used as follows : —

1. Words to supplement or emphasize the chart drill upon a
given fact may be selected and written upon the board for
sounding. For this purpose words illustrating a certain phono-
gram are grouped under that phonogram ; words illustrating a
phonic rule are grouped under that rule.

2. Words may be selected from the list for use in spelling
drills. It will be seen that the lists are not arranged by grades
or according to the year of school in which they are to be used.
No definite arrangement of this nature seems practicable in view
of the fact that many words are used over and over in each
grade, and that the intermediate or grammar grade pupil fre-
quently needs to have his attention called to the spelling of
short words as well as to that of longer ones. The teacher
should select from each section words suited for her grade.
She will use only those words that are actually in the child's
spoken vocabulary at the time of spelling.

122

WORD LIST

ab as in blab

cab
dab

grab
scab

Rabbi
fabric

Mab

slab

rabbit

nab
gab
crab
drab

stab
habit
cabin
rabid

flabby
shabby
Tabby
jabber

ab as in Abe, babe

ab as in

babel

Mabel

cable

label

saber

table

eb as in ebb

web
rebel

treble
pebble

ebony
debit

eb as in

glebe

grebe

eb as in

zebra

Quebec

ib as in bib

fib

glib

Thibet

jib
rib

squib
ribbon

exhibit
driblet

crib

Gibbon

giblets
123

tablet

dabble

clabber
sabbath

gabble
drabble

scabbard

rabble

baboon

scrabble

cabbage
babble

cabinet
laboratory

gable
fable

labor
Tabor

February
nebula

celebrity

Hebrew

tribune
nibble
quibble
scribble

fribble
liberty
contribute

124

MANUAL OF READING

ib as in

jibe

bribe

ib as in

fiber

bible

ob as in Bob

cob

sob

bobbin

fob

knob

Dobbin

hob
job
mob
rob

snob
blob
throb
robin

goblin
Bobby
hobby
lobby

ob as in

lobe

globe

ob as in

sober

noble

ub as in blubber

bub

tub

shrub

cub

club

drub

dub
hub
nub

grub
snub
stub

cubby
chubby
rubbish

rub

scrub

hubbub

10.

ub as in

cube

tube

ub as in

Cuba

cubic

11.

ad as in add

bad
fad

sad
brad

sadly
caddice

bribe

tribe

scribe

bible

bobbin

cobbler

Dobbin

lobster

gobble

goblin

slobber

hobble

Bobby

Robbie

probable

hobby

Robert

bobolink

lobby

problem

globule

probe

October

robe

shrub
drub

public
rubber

sublime
subtract

cubby
chubby
rubbish

lubber
bubble
rubble

Hubbard
stubble
cherub

hubbub

rub-a-dub

blubber

tube

tuber

cubic

cubit

jubilee

sadly
caddice

bladder
ladder

Braddock
Madison

WORD LIST

125

gad
had
lad

clad
glad
shad

admire
tadpole
radish

madder
straddle
saddle

Aladdin
tradition
radical

mad
pad

caddy
daddy

shadow
Chaddock

haddock
padlock

graduate
madam

12.

ad as in jade

fade

blade

shade

lade

barricade

made
wade

glade
grade

spade
trade

stockade
blockade

parade
evade

ad as in

lady

ladle

cradle

cadence

13.

ed as in bed

fed
led
Ned
red

bled
bred
Dred
fled

sled
sped
shred
Edna

pedal
pedlar
peddle
federal

impediment
medicine
sediment
Jedadiah

Ted

Fred

credit

dedicate

wed

shed

medal

predicate

14.

ed as in

cede

Swede

Eden

16.

ed as in creed

deed
feed
heed

need
reed
seed

weed
bleed
breed

greed
speed
steed

tweed
treed

16.

id as in bid

Cid
did
hid
kid

chid
slid
skid
midst

fidget
hidden
liquid
Sidney

fiddle
middle
riddle
griddle

gridiron
holiday
pyramid
president

126

MANUAL OF READING

lid

mid
rid

squid
biddy
giddy

solid
widow
Florida

nid-nod
tid-bit
Gideon

stridulo

17.

id as in bide

hide
ride

wide
bride

slide
stride

beside
decide

provide

side
tide

chide
glide

pride
abide

divide
inside

id as in

Ida

Fido

trident

spider

18.

od as in cod

God
hod

sod
nod

shod
Todd

dodder
fodder

shoddy
toddle

odd
pod
rod

clod
plod
prod

trod
body
model

plodder
bodkin
modest

Nimrod

19.

od as in ode

node

mode

rode

Rhode

bode

code

lode

od as in

Zodiac

20. ud as in bud

cud scud

mud spud

duds stud

suds cudgel

21. ud as in

nude

gudgeon Hudson

bludgeon Scudder

huddle rudder

puddle shudder

sudden

dude

elude

exude

WORD LIST

127

as in
student

22. am

as in am

dam

cram

damage

scramble

vampire

ham

dram

hammock

gambol

camera

jam

sham

mammoth

clamber

family

ram

slam

pampas

scamper

Amazon

Sam

tram

ambush

grammar

Abraham

yam

lamb

bamboo

stammer

tamarack

clam

camel

bramble

rampart

namby-

pamby

23. am

as in came

dame

lame

tame

flame

became

fame

name

James

frame

game

same

blame

shame

as in

Lama

stamens

24. em

as in gem

hem

lemon

Flemish

clematis

November

Shem

emblem

blemish

democrat

September

stem

solemn

temper

assemble

December

them

cement

temple

memory

remember

ember

Bremen

tremble

feminine

resemblance

poem

premise

remedy

pemmican

tremulous

25. em as in

theme

26. eem as in

deem

scheme extreme supreme

seem

teem

128

MANUAL OF READING

27.

im as in him

Jim

swim

pilgrim

dimple

scrimmage

rim

trim

gimlet

simple

stimulate

vim

whim

flimsy

wimple

eliminate

brim

scrim

timber

nimble

scimitar

grim

timid

simmer

thimble

dimity

prim

limit

shimmer

limpet

primitive

skim

kimbo

glimmer

crimson

chimpanzee

slim

mimic

glimpse

chimney

28.

im as in chime

dime

rime

clime

prime

slime

lime

time

crime

grime

chime

29.

om as in bom

Torn

comet

homage

somber

domino

from

comic

pompon

Thompson

hominy

romp

vomit

promise

trombone

Lombardy

30.

om as in home

dome

tome

Rome

chrome

Nokomis

31.

om as in come

some

blossom

kingdom

wisdom

become

compass

stomach

company

32.

um as in hum

rum

scum

plumb

clumsy

summer

mum"

slum

thumb

dummy

cucumber

sum

strum

bumble

lumber

flummery

gum

thrum

fumble

slumber

umbrella

chum

jump

jumble

number

cerebrum

drum

dump

stumble

Nahum

columbine

glum

crumb

tumble

autumn

plum

numb

grumble

rummage

WORD LIST

129

33. um as in
fume flume plume

spume

exhume

34.

ap as in cap

gap

yap

scrap

vapid

capture

map

chap

strap

captain

happen

lap

clap

wrap

chapter

Lapland

nap

flap

apple

napkin

papoose

rap

slap

dapple

baptist

perhaps

sap

snap

grapple

baptism

shrapnel

tap

trap

rapid

capitol

Japanese

35.

ap as in ape

cape

tape

drape

shape

escape

nape

crape

grape

scrape

ap as in

staple

maple

caper

paper

taper

36.

ep as in rep

step

slept

leper

Beppo

heptagon

kept

swept

pepper

pepsin

September

wept

depth

scepter

tepid

perception

crept

adept

shephercl

Neptune

preparation

37.

eep as in deep

keep

weep

sleep

creep

sweep

peep

cheep

sheep

steep

eep as in

steeple

38.

ip as in dip

hip

tip

ship

scrip

skipper

Jip

Zip

slip

script

slipper

130

MANUAL OF READING

lip

chip

skip

tulip

cripple

nip

clip

snip

turnip

stipple

pip

drip

trip

catnip

stipule

rip

flip

whip

Philip

kipper

sip

grip

strip

Scipio

39.

ip as in stipe

pipe

wipe

snipe

stripe

ripe

gripe

tripe

ip as in

piper

viper

biped

40.

op as in optic

cop

pop

drop

stop

copper

fop

sop

flop

strop

hopper

hop
lop

top
chop

prop
shop

tropic
poplar

proper
stopper

mop

crop

slop

Cyclops

adopted

41.

op as in ope

cope
hope

lope
mope

pope
rope

grope
scope

slope
elope

op as in

toper

42.

up as in cup

pup

abrupt

crupper

upper

sup

sirup

supper

scupper

Tupper

43.

up as in

dupe

up as in

pupil

WORD LIST

131

44. an as in van

can

Hans

canteen

transfer

chancel

Dan

plan

hansom

lantern

channel

fan

scan

answer

banish

flannel

man

span

banner

vanish

bantam

Nan

than

gander

Fannie

Spanish

pan

Anna

glander

Francis

January

ran

Santa

handle

frantic

cranberry

tan

stanza

pansies

granite

mandarin

bran

began'

prancer

cranny

Canada

clan

anvil

shanty

slander

Pandora

45.

an as in Dane

bane

Jane

pane

wane

thane

cane

lane

sane

plane

fane

mane

vane

crane.

46.

en as in Ben

den

lens

kitchen

slender

general

fen

then

children

Spencer

benefit

hen

when

blenny

kennel

strenuous

men

enter

frenzy

pencil

valentine

pen

census

Jennie

stencil

venison

ten

Genoa

plenty

prentice

grenadier

wen

lentil

twenty

rennet

glen

chicken

fender

senator

47.

en as in

scene

48.

een as in thirteen

keen

green

sheen

spleen

canteen

seen

queen

screen

between

sixteen

132

MANUAL OF READING

49. in

as in bin

fin

thin

minute

spindle

violin

gin

twin

dinner

swindle

vinegar

kin

whin

winner

fringy

principal

begin

ginger

ninny

sentinel

sin

linen

hinder

quinsy

opinion

tin

linden

finish

stringent

Virginia

win

sinew

linnet

window

crinoline

chin

Ninoo

instant

destine

scintillate

grin

rinse

tinsel

chlorine

sleep-sin-by

shin

quince

brindle

Minnie

trinity

skin

clinic

dwindle

minister

infinite

spin

engine

kindle

Hamelin

indeed

60. in

as in opine

dine

mine

wine

shine

spine

fine

nine

sine

twine

swine

kine

pine

tine

thine

decline

line

vine

brine

whine

as in

Chinese

51. on

as in con

Don

bronze

chronic

sonnet

bonfire

fond

tonic

Donald

confess

responsive

John

honor

honest

jonquil

Wisconsin

frond

bonnet

monster

tonsils

nonsense

blonde

concert

pongee

gondola

bronchial

scone

content

Ronald

yonder

52. on

as in alone

bone

lone

crone

prone

zone

cone

pone

drone

shone

telephone

hone

tone

Jones

stone

WORD LIST

133

53. on

as in ton

son

button

lemon

Monday

talons

won

cannon

Leon

money

Ericson

once

cotton

lion

prison

Marion

none

lesson

Lisbon

reason

cushion

month

heron

London

reckon

onion

apron

honey

melon

ribbon

wagon

54. un

as in begun

bun

pun

crunch

bundle

begun

dun

run

lunch

trundle

funny

fun

sun

munch

tunnel

cunning

gun

shun

dunce

blunder

Sunday

Hun

spun

grunt

plunder

sunset

nun

stun

until

hundred

Brunswick

55. un

as in union

dune

tune

immune

June

fortune

tribune

56. at

as in cat

bat

flat

batter

spatter

gatling

fat

scat

chatter

splatter

platform

mat

slat

clatter

blatter

natural

Nat

that

flatter

Brattle

battery

pat

sprat

matter

prattle

gratitude

rat

Latin

platter

rattle

satisfied

sat

catkin

scatter

attract

stratify

vat

catnip

shatter

lattice

caterpillar

chat

statue

smatter

tattoo

57. as

in ate

date

late

hate

crate

celebrate

fate

mate

prate

plate

delicate

134

MANUAL OF READING

gate
Kate

58.

get

jet

let

met

net

pet

set

fleet

bit

fit

flit

grit

hit

kit

knit

rate
bate

et as in let

wet

yet

debt

fret

whet

poet

suet

59. eet as in beet
feet greet

meet

60. it as in bit

lit

mit

pit

sit

wit

slit

spit

61. it as in cite

bite site

quite mite

rite spite

62. ot as in cot

blot lot

clot not

dot plot

slate
grate

better

letter

Betty

Hetty

kettle

mettle

petal

sheet
sleet

twit

whit

writ

split

quit

ditto

ditty

sprite

trite

white

Scott

shot

slot

state
skate

playmate
vibrate

quiet
secret

Fletcher
Juliet

market

floweret

basket

coverlet

closet

violet

garret
brooklet

metal

street

sweet

critic

twitter

brittle

Whittier

little
whittle

pitiful
' ritual

kitten
mitten

spirit
Italy

written

irritate

write

polite

smite

excite

invite

incite

cotton

throttle

grotto
motto

totter
bottle

WORD LIST

135

got

pot

spot

forgot

blotter

hot

rot

tot

glottis

bottom

jot

sot

knot

Scotland

flotsam

63.

ot as in rote

note

smote

tote

vote

wrote

t as in

hotel

64.

ut as in but

cut

strut

cuttle

butter

gutter

hut

button

scuttle

cutter

mutter

jut

Button

shuttle

clutter

putter

nut

mutton

Tuttle

flutter

catgut

rut

glutton

butler

stutter

nutmeg

shut

putty

cutler

shutter

butterfly

smut

walnut

sutler

sputter

buttercup

66.

ut as in chute

cute

jute

mute

flute

lute

dispute

astute

ut as in

beauty

duty

gluten

beautiful

66.

ag as in crag

bag

flag

rag

haggle

dagger

brag

Jag

sag

straggle

swagger

drag

lag

slag

scraggy

stagger

fag

Mag

snag

shaggy

spaghetti

stag

swag

wag ,

magpie

fragment

ag as in age

cage

page

rage

wage

assuage

gage

sage

stage

image

enrage

136

MANUAL OF READING

68.

eg as in leg

dregs

keg

Gregory

segment

megaphone

egg

leg

Peggy

neglect

negative

Peg

legume

regular

beggar

Pegasus

69.

ig as in big

dig

wig

whig

bigger

lignite

brig

sprig

dignity

niggard

gig

grig

stigma

frigate

signal

jig

prig

trigger

Higgins

Quigley

Pig

trig

giggle

spigot

indigo

rig

twig

wigwam

ligament

whirligig

70.

og as in clog

bog

fog

nog

frog

progress

cog

hog

jog

togs

soggy

dog

log

flog

grog

71.

og as in

doge

gamboge

72.

ug as in thug

bug

jug

rug

slug

muggy

dug

lug

drug

snug

nugget

hug

Pug

plug

shrug

struggle

73.

ug as in

huge

74.

and as in and

band

hand

strand

Standish

chandler

bland

Rand

grandma

handsome

England

brand

sand

grandpa

sandstone

Greenland

gland

Shand

handle

sandy

expand

grand

stand

handy

standard

WORD LIST

137

and as in

candle Flanders

dandle gander

scandal slander
vandal candy

75. end as in end
bend rend
blend fend
lend send
mend tend

end as in gender
slender Endicott

76. ind as in behind
bind find
blind grind

77. ind as in window
brindle swindle
kindle dwindle
spindle cinder

78. ond as in

blonde

79. ond as in

seconds
ond as in

wonderful

landau

Anderson

Pandora

mandarin

Androcles

tandem

mandolin

dandelion

candor

mandrake

fandango

trend
wend
vend
defend

depend
pretend
fender
lender

tender
vender
pendant
descend

Kendal

splendid

surrender

hind

mind

rind

kind

wind

kindest

flinders

Hindoo

index

cylinder
linden

Indian
India

kindlings
indigo

bond

diamonds

80. und as in Fundy
blunder sunder bundle

plunder thunder trundle

fond

pond

wonder Monday London

hundred Bundy
under

138

MANUAL OF READING

81. ash

as in ashes

cash
dash

mash
rash

clash
crash

plash
slash

thrash
bashful

hash

sash

flash

smash

fashion

lash

brash

gnash

trash

eyelash

82. esh

as in

flesh

fresh

mesh

thresh

83. ish

as in dish

fish

childish

foolish

reddish

tarnish

wish

dervish

furnish

selfish

varnish

bluish
cherish

English
finish

Irish
punish

vanish
brownish

jinrikisha

84. osh

as in

Joshua

mackintosh

85. ush

as in gush

hush
mush

blush
brush

crush
flush

plush
rush

slush
thrush

86. ush

as in rosebush.

bush

bushel

bushy

push

cushion

87. ack

as in alack.

back
hack
Jack
lack
Mack
pack
rack

sack
tack
clack
crack
knack
quack
slack

smack
snack
stack
track
thwack
whack
attack

bracket
jacket
placket
cackle
grackle
shackle
tackle

package
unpack
brackish
jackdaw
mackintosh
mackerel

88. eck

as in reck

Breck

deck

speck

reckon

woodpecker

WORD LIST

139

check

neck

wreck

freckle

speckle

fleck

peck

beckon

89.

ick as in chick

brick

nick

tick

trickle

hickory

click

pick

trick

bicker

dickory

crick

prick

thick

flicker

Pickering

Dick

quick

Vick

snicker

Frederick

flick

sick

wick

cricket

chick-a-dee

kick

slick

fickle

thicket

chicken

lick

stick

tickle

hayrick

chicken-

licken

90.

ock as in haycock

block

dock

lock

stock

tick-took

Brock

flock

mock

hockey

Murdock

cock

frock

rock

jockey

cockle

clock

hock

sock

pocket

hollyhock

crock

knock

shock

sprocket

rock-a-bye

91.

uck as in buck

duck

suck

stuck

buckle

cuckoo

huck

tuck

shuck

knuckle

duckling

luck

chuck

pluck

pucker

bucket

muck

cluck

truck

sucker

Kentucky

Puck

Gluck

struck

tucker

Pawtucket

92.

act as in fact

tact

abstract

compact

extract

tract

attract

contact

exact

act as in

actor

factor

factory

character

93. ect as in sect
affect direct

effect

object

suspect

140

MANUAL OF READING

collect
correct

deflect
elect

expect
infect

detect

erect

insect

94. ict

as in Picts

evict

afflict

convict

edict
strict

addict
conflict

depict
inflict

95. oct

as in

concoct

oct

as in

doctor

96. uct

as in duct

abduct

induct

conduct

deduct

uct

as in

suction

fluctuate

97. ank

as in Frank

bank

rank

clank

dank

sank

crank

hank

tank

drank

lank

blank

flank

98. ink

as in link

ink
kink
mink

pink
rink
blink

clink
prink
drink

sink

brink

slink

wink

chink

stink

99. onk

as in

honk

donkev

perfect

select

subject

predict
verdict
friction

construct
instruct

ductile

plank
prank
shank
spank

spink

think

shrink

tinker

trinket

respect
lecture
rectangle

derelict
contradict

obstruct
structure

thank
shrank
blanket
Franklin

crinkle

sprinkle

twinkle

wrinkle

bobolink

WORD LIST

141

100. onk as in

monk

monkey

101. unk as in chipmunk

hunk chunk flunk spunk

junk drunk plunk skunk

sunk bunk slunk trunk

102. ask as in

cask mask task flask

103. esk as in

desk eskimo

104. isk as frisk

brisk disk Fisk whisk

106. usk as in
dusk rusk husk tusk

106. amp as in camp

damp clamp tramp samp

lamp cramp Hampton champ

amp as in

ample hamper tamper

trample pamper pampas

107. emp as in

hemp
emp as in
temper

grampus
lamprey

108. emp as in

attempt

empty
temple

tempt

templar
unkempt

shrunk

basket

whiskers
dusky

stamp
scamp

stampede

tempest

142

MANUAL OF READING

109.

imp as in crimp

gimp

limp glimpse

scrimp

Simpson

imp as in dimple

pimple rimple

whimper

simply

simple wimple

simper

110.

omp as in

pomp romp

Thompson

111.

omp as in prompt

112.

ump as in bump

chump

jump plump

trump

gumption

clump

lump slump

crumpet

pumpkin

dump

mumps stump

trumpet

hump

pump thump

sumpter

ump as in

crumple rumple

113.

ang as in bang

clang

pang sang

gang

Whang

fang

Prang tang

twang

Langdon

hang

rang slang

sprang

Wolfgang

ang as in language

dangle mangle

tangle

kangeroo

jangle spangle

strangle

entangled

114. ang as in

change grange mange range strange

ang as in
angel danger manger ranger stranger

115. ing as in bring

cling ping spring string gosling

WORD LIST

143

ding
fling
king

ring
sing
sling

sting
swing
thing

wing
lying
viking

nothing
Witling
kingdom

ing as in single

dingle
jingle

kringle
mingle

shingle
tingle

Domingo
finger

116.

ing as in tinge

cringe

fringe

hinge

singe

twinge

117.

ong as in along

dong
gong
long

prong
song
strong

tongs
thong
throng

belong
oblong
prolong

Hongkong
ping pong

ong as in

congress

Mongol

118.

ong as in

among

mongrel

tongue

119.

ung as in clung

flung
hung
sung

lung
rung
bung

slung
stung
pung

strung
swung
sprung

young

ung as in

hungry

hunger

bungle

jungle

120.

ung as in

lunge

plunge

121.

atch as in batch

catch
hatch

latch
match

patch
scratch

snatch
thatch

satchel
ratchet

144

MANUAL OF READING

122. etch as in retch

fetch sketch

ketch vetch

123. itch as in flitch

ditch pitch

hitch stitch

124. ich as in

rich which

125. otch as in

botch blotch crotch

126. utch as in Dutch
clutch crutch hutch

127. uch as in
much

such

128. anch as in Blanche
blanch branch cranch

129. anch as in
hanch
anch as in
franchise

planch
stanchion

130. ance as in lance
chance dance glance

131. ance as in cancer
cancel chancel fancy

stretch
Gretchen

witch
kitchen

notch
smutch

lanch

ranch

prance

Nancy

Pritchard

Scotch
escutcheon

stanch

trance

lancet

WORD LIST

145

132. ench as in bench

blench drench

clench French

133. ence as in fence

hence pence whence

absence silence Spence

sentence thence Florence
independence

134. inch as in winch
clinch finch flinch

135. ince as in

mince

prince
ince as in

quince

sincere

pincers

136. onch as in

conch
onch as in
broncho

137. once as in

once

138. unch as in clunch

bunch hunch

crunch lunch

139. unce as in

dunce

quench
tench

presence

essence

commence

Linch

since

bronchitis bronchial

munch
punch

trench
stench

excellence
innocence
prominence

pinch

wince

scrunch

146

MANUAL OF READING

140. ass as in brass

bass glass lass

class grass mass

ass as in

molasses

141. ass as in lasso

Hassan passage sassafras tassel

142. ase as in

base case chase

143. ase as in

rase

144. ess as in Bess

pass
trass

vassal

vase

bless
chess

less
mess

business
careless

goodness
lesson

unless
lioness

cress
dress
guess
Hess

press
stress
Tess

tress

confess
darkness
express
harness

message
progress
princess
recess

faithfulness
happiness
helpfulness
wilderness

jess

address

helpless

spotless

professor

ess as in

Jessie

sessile

vessel

messenger

necessity

145.

ese as in

these

146.

iss as in bliss

hiss

miss

Swiss

criss-cross

kiss

siss

Twiss

iss as in missal

missile missive Mississippi dissect

lissome

147. iss as in

dissolve

148. ise as in rise

WORD LIST

scissors

147

wise

advise

advertise

surmise

arise

chastise

exercise

surprise

149.

oss as in across

boss

floss

loss

Foss

cross
dross

fosse
gloss

moss
Ross

bossy

joss-stick

oss as in

ossor

n Flossie

fossil

possess

possible

160.

ose as in brose

chose
close

hose
nose

pose
prose

rose
those

151.

ose as in

dose

morose

152.

ose as in

lose

whose

153.

uss as in

Huss

fuss

muss

truss

uss as in

russet

brussels

154.

uss as in

puss

155.

use as in

fuse

muse

amuse

refuse

148

MANUAL OF READING

156.

use as in

useful

useless

refuse

obtuse

167.

ant as in

ant

chant

grant

pant

slant

158.

ant as in antlers

brant

cant

Kant

plant

rant

scant

ant as in bantam

frantic

lantern

mantel

Santa

shanty

Scranton

159.

ant as in

elephant

merchant

pleasant

truant

160.

ent as in bent

blent

pent

tent

moment

invent

cent

rent

vent

present

prevent

dent

sent

went

prevent

president

Kent

lent

content

silent

regiment

Brent

spent

consent

extent

independent

ent as in enter

carpenter

gentile

Quentin

valentine

central

gentle

twenty

161.

int as in dint

chintz

hint

sprint

flint

lint

squint

stint

glint

mint

splint

tint

int as in

winter

vintage

Clinton

scintillate

WORD LIST

149

162. ont as in

font Montcalm

ont as in
contain content Montana

163. ont as in

front wont

164. unt as in blunt

pontiff

Pocahontas

brunt
grunt

hunt
Lunt

punt
runt

shunt
stunt

bunting

unt as in

until

Gunter

junto

166.

ast as in cast

blast
fast

last
mast

past
vast

caster
pasture

ast as in

master

pastor

plaster

166.

ast as in

bast

hast

plastic

chastise

Erastus

167.

aste as in

baste

haste

taste

waste

chaste

168.

est as in lest

jest
nest
pest
rest
test
vest

crest
quest
arrest
bluest
forest
honest

safest
spryest
chestnut
gesture
western
biggest

deepest
fairest
wisest
nestlings
greenest
harvest

steepest
warmest
tiniest
prettiest
gladdest
reddest

150

MANUAL OF READING

zest
blest
chest

nicest
longest
ripest

cleanest
earnest
dearest

highest
shortest
sourest

strongest
happiest
pleasantest

est as in

Hester

Kestrel

prestige

Lester

yesterday

169.

ist as in hist

fist

mist

twist

wrist

wistful

list

grist

whist

schist

ist as in blister

cistern

Bristol

mistress

sister

distant

distance

mistake

vista

distress

history

pristine

170.

ost as in

cost

frost

lost

ost as in Boston

foster

nostril

rostrum

hostage

prostrate

ostrich

171. ost as in ghost

almost host most post postal

172. ost as in

dost

173. ust as in lust

crust gust must thrust August

dust just rust trust lust

ust as in bluster

accustom luster mustard sustain illustrate

cluster muster musty trustee lustily

fluster justice rustic frustrate

WORD LIST

151

174. asp as in asp
clasp gasp

asp as in
Casper

175. esp as in

trespass

176. isp as in

lisp
isp as in

whisper

177. osp as in

hospital

178. usp as in

cusp

179. aft as in after

abaft daft

craft draft

180. eft as in weft

cleft
left

181. ift as in drift

gift
shift

ift as in

fifty

grasp hasp

jasper

vesper
wisp

rasp

hospice prosper

graft
haft

deft
reft

lift
swift

Clifton

raft
shaft

heft
theft

sift
thrift

fifteen

Taft
waft

152

MANUAL OF READING

182. oft as in

croft loft oft

oft as in

softly softer lofty

183. uft as in

tuft

184. ath as in

bath lath path father

185. ath as in Athens

athlete aftermath Catherine catholic

ath as in
Mathers fathom gather lather

186. ath as in
bathe

lathe

187. eth as in Beth
Seth loveth laugheth

soft

method
giveth

eth as in
nether brethren

burneth prayeth
droopeth worketh

spathe

Elizabeth

Bethlehem

comforteth

Hiawatha

mathematics
rather

swathe

lethargy
Methodist

whether together Netherlands

188. ith as in lith

frith pith

kith smith

ith as in with
hither wither

zither
Edith

thither

litharge
cithern

arithmetic

without whither

WORD LIST

153

189.

ith as in

lithe

blithe

tithe

withe

190.

ilth as in

filth

tilth

191.

oth as in cloth

moth

froth

moth

sloth

broth

Goth

Roth

troth

192.

oth as in

both

loth

oth as in

clothe

clothing

193.

oth as in

doth

nothing

oth as in

other

brother

mother

smother

194.

uth as in

Luther

195.

writhe

wroth

another

uth as in

Cuthbert Guthrie
uth as in

Rutherford Sutherland Cruthers

196.

197.

aff as in
chaff

aff as in
gaff

quaff
giraffe

staff

chaff

154

MANUAL OF READING

aff

as ,in affable

baffle
Caffre

daffodil
Kaffir

raffle
saffron

scaffold
snaffle

taffy
traffic

198. afe

as in

chafe

safe

199. eff

as in

Effie

effect

Jefferson

200. iff

as in

cliff

sniff

stiff

whiff

riff-raff

iff

as in

different

difficult

Gifford

griffin

ji%

201. ife

as in

fife

life

strife

knife

rife

wife

202. off

as in

doff

scoff

off

as in

offer

coffee

coffer

officer

proffer

203. uff

as in buff

bluff
cuff
fluff

gruff
huff
luff

muff
puff

ruff
snuff

stuff
duff

uff

as in buffalo

guffaw
Muffet

muffin
shuffle

suffer
suffix

fluffy

204. alp

as in

alp

palp

scalp

WORD LIST

155

206. elp as in

help kelp whelp yelp

206. ulp as in

gulp

207. aid as in

bald
aid as in Alden

alder Aldrich Spalding Waldo

kelp whelp

sculptor

scald

caldron

Maiden

thraldom

208.

eld as in

held

weld

eld as in

elder

eldest

Eldred

seldom

sheldrake

209.

ild as in

mild

child

wild

210.

ild as in

gild

build

ild as in

Hilda

children

Matilda

mildew

Mildred

211.

old as in behold

bold
cold

fold
gold

mold
sold

scold
told

golden
Harold

212. uld as in

Hulda

213. all as in all
ball gall

pall

stall

wall

156

MANUAL OF READING

call
fall

hall
mall

squall
small

214.

all as in alley

callow
fallow
hallow
mallow

tallow
dally
rally

sally
tally
valley

215.

ale as in ale

bale

kale

sale

dale

male

scale

gale
hale

pale

shale

216.

ell as in bell

cell
dell

Nell
sell

yell
dwell

ell
fell

tell
well

quell

ell as in Ella

bellow

mellow

jelly

fellow

hello

cellar

217.

eel as in creel

feel

keel

heel

peel

218.

ill as in ill

bill

mill

chill

fill
gill
hill
Jill
kill

pill
rill
sill
till
will

drill
frill
grill
quill
skill

tall

ballad
pallid
challenge

stale

swale

tale

shell
smell
spell

Arabella
Isabella

reel
steel

thrall

gallant

gallon

gallop

vale
wale
whale

swell

Lowell

pell-mell

umbrella
McClellen

wheel

chill
drill

spill
still

shrill
thrill

frill

swill

million

grill
quill
skill

thill
trill
twill

brilliant
miller
windmill

WORD LIST

157

ill as in billet

billy

Willie

pillar

billet

Murillo

silly

pillow

millet

willow

milliner

219.

ile as in mile

file

smile

stile

vile

while

pile

spile

tile

wile

220.

oil as in

doll

loll '

Moll

Noll

poll

oil as in folly

j°ny

dollie

dollar

Holland

collar

hollow

college

pollen

221.

oil as in boll

poll

toll

knoll

scroll

roll

droll

troll

222.

ole as in bole

Cole

hole

pole

sole

whole

dole

mole

role

stole

oriole

223.

ull as in cull

dull

hull

mull

scull

gull

lull

null

skull

ull as in

sullen

Sully

crullers

mullet

224.

ull as in

bull

full

pull

225.

ule as in

mule

158

MANUAL OF READING

226.

alt as in

malt

Gait

halt

salt

waltz

alt as in alter

falter

Dalton

Baltic

Walter

paltry

Baltimore

227.

elt as in felt

belt
celt

melt
pelt

welt
knelt

spelt
dwelt

elt as in helter

delta

seltzer

shelter

helter

Felton

Skelton

swelter

skelter

228.

ilt as in kilt

gilt
hilt

lilt
silt

tilt
wilt

guilt
stilt

quilt
built

jiH

ilt as in

Milton

filter

kilter

229.

olt as in bolt

colt

Holt

molt

dolt

jolt

volt

230.

ult as in adult

culture

consult

insult

vulture

exult

ult as in

sultry

multiply

cultivate

231o

ow as in vow

bow
cow
how

prow
scow
trow

drown
frown
fowl

crowd
bower
flower

coward
cowslip
downy

WORD LIST

159

now
row
sow

down
gown
town

growl
howl
scowl

brow

clown

towel

meow

crown

vowel

plow

brown

browse

232.

ow as in arrow

bow
low
mow

grow
know
show

flown
grown
known

row

slow

mown

sow

snow

bowl

tow
blow

stow
throw

growth
bellow

crow

owe

fellow

flow
glow

own
blown

yellow
fallow

233.

ou as in out

our

scout

cloud

hour
sour

shout
snout

proud
loud

flour
scour
about

spout
sprout
stout

louder
abound
bound

doubt

trout

found

gout
pout

mouth
south

ground
hound

234.

ou as in you

croup
group

soup
troupe

Louis
your

power
powder
shower

drowsy
chow-chow
bow-wow

tower

chowder

brownie

hallow

lower

tallow

mower

hollow

minnow

pillow
willow

shadow
window

below

rainbow

borrow
harrow

snowy
toward

marrow

Bowdoin

narrow

to-morrow

mound

arouse

pound
round

thousand
blouse

sound

house

wound

mouse

count

crouch

counter
fountain
mountain

pounce
bough
plough

bouquet
through

Louisa
cantaloupe

160

MANUAL OF READING

235. ou

as in soul

four
pour
dough

though
fourth
fourteen

course
shoulder

mourned
although

mould
smoulder

236. ou

as in young

rough
tough

enough
trouble

country
cousin

courage
double

237. ou

as in thought

bought
brought

ought
fought

sought
cough

trough

238. ou

as in

journey

tourney

scourge

adjourn

journal

239. oy

as in Roy

boy
coy
Foy

j°y

Moy
toy
cloy
Floy

Troy
Joyce
sloyd
ahoy

enjoy
loyal
royal
annoy

destroy
employ
oyster
voyage

240. oi

as in oil

boil
coil
foil
soil
toil

voile
broil
spoil
coin
loin

joint
point
choice
moist
noise

poise
voice
avoid
poison
rejoice

adjoin
exploit
anoint
ointment
Illinois

241. oi

as in

tortoise

Bowdoin

242. oo

as in foot

good
hood

book
cook

rook
took

nook
shook

woolen
wooden

WORD LIST

161

stood

hook

brook

wood

look

crook

243.

oo as in too

coo

spool

coon

goo

stool

croon

food

school

loon

mood

boom

moon

rood

doom

noon

brood

loom

soon

hoof

room

spoon

roof

broom

swoon

cool

bloom

coop

fool

gloom

Goop

pool

groom

hoop

tool

boon

loop

244.

oo as in

brooch

door

245.

ay as in away

bay

lay

way

day

may

bray

fay

nay

clay

Ray

pay

dray

hay

ray

fray

Jay

say

gray

246.

ai as in raid

braid

pail

lain

laid

quail

main

maid

sail

plain

paid

snail

rain

raid

tail

slain

wool
soot

droop

scoop

sloop

stoop

swoop

troop

whoop

choose

loose

moose

noose

boot

floor

play

pray

slay

stay

sway

tray

bait

strait

wait

air

chair

Woodega

coot

hoot

Moot

root

scoot

Smoot

toot

aloof

balloon

schooner

cooper

goose

spray

Hayes

alway

crayon

display

Lafayette

daily

gaily

sailor

maiden

complain

162

MANUAL OF READING

staid

trail Spain

fair

complaint

ail

vail sprain

hair

explain

fail

wail stain

lair

dainty

flail

Bain strain

pair

gaiter

frail

brain train

stair

fairy

grail

Cain twain

waist

fairies

hail

chain vain

maize

prairies

jail

drain faint

praise

daisy

mail

grain paint

raise

daisies

nail

gain quaint

straight

raisin

rail

pain saint

afraid

entertain

247.

ey as in

Bey hey

prey

they whey

obey

248.

ey as in honey

cosey

Goosey-loosey

trolley

Betsey

rnone}?

Turkey-lurkey

chimney

249.

eigh as in eight

neigh weigh

freight

eighteen

sleigh weight

eighty

neighbor

250.

ei as in rein

skein

vein deign

veil

reindeer

251.

ei as in seize

seized ceiling

either

receipts

receive deceive

neither

252.

ie as in wield

brief

shield piece

priest

relief

chief

yield shriek

grief

believe

thief

niece fierce

belief

field

WORD LIST

163

253.

igh as in high

sigh

might

tight

fright

highest

nigh

night

blight

knight

almighty

fight

right

bright

plight

brighter

light

sight

flight

slight

sprightly

254.

ea as in sea

beach

leaf

heap

crease

treat

peach

sheaf

leap

grease

wheat

reach

deal

neap

ease

breathe

teach

leal

reap

pease

sheathe

bleach

meal

cheap

please

sheath

preach

peal

beard

tease

wreath

bead

seal

ear

beast

eaves

lead

Teal

dear

east

leave

mead

squeal

fear

feast

sheaves

read

beam

gear

yeast

weave

plead

cream

hear

least

beaver

beak

dream

Lear

feast

beneath

leak

gleam

near

heat

eaten

peak

scream

rear

meat

creature

teak

steam

tear

neat

season

weak

stream

year

peat

reason

bleak

bean

clear

seat

disease

creak

dean

drear

bleat

nearly

sneak

Jean

shear

cheat

dearest

speak

mean

smear

cleat

appear

squeak

clean

spear

pleat

teapot

streak

glean

lease

beat

steamer

255.

ea as in tread

dead

death

ready

heaven

pleasant

head

health

steady

heavy

pleasantest

lead

breast

instead

measure

dreadful

164

MANUAL OF READING

read
bread

breath
thread

feather
leather

pleasure
treasure

meadow
breakfast

spread

healthy

weather

wealthy

redbreast

256.

ea as in

break

great

steak

257.

ea as in

swear

bear

pear

tear

wear

258.

ea as in earn

earl
earth
early

heard
hearse
learn

earnest
learned
searched

pearl
pearly
yearn

259.

ea as in

heart

hearken

hearth

260.

oa as in whoa

load

soak

moan

roast

oats

road
toad
loaf

coal
goal
shoal

soap
Hoar
roar

toast
boat
coat

throat
loaves
coax

cloak

foam

soar

Choate

cocoa

croak

loam

coarse

float

aboard

oak

roam

hoarse

goat

afloat

261.

ew as in jew

dew
few

mew
new

flew
knew

view
whew

Newport
sinews

hew
Kew

pew
blew

slew
stew

Lewis
jewel

skewer

262.

ui as in

suit

iuice

iuicy

WORD LIST

165

263.

aw as in caw

jaw

flaw

crawl

fawn

crawfish

law

gnaw

shawl

lawn

hawthorn

paw

slaw

trawl

pawn

awkward

raw

squaw

scrawl

drawn

tomahawk

saw

straw

sprawl

prawn

brawny

claw

thaw

hawk

spawn

tawny

draw

bawl

dawn

lawyer

264.

au as in August

cause

Gaul

Saul

because

Maurice

clause

gauze

taut

Caudle

Naumkeag

Claude

haul

vault

caucus

saucer

daub

Maud

vaunt

faucet

sausage

fault

Paul

autumn

gaudy

Austrian

fraud

pause

author

Laura

sauce

265.

au as in aunt

craunch flaunt

jaunt

saunter

laughter

daunt

gaunt

launch

taunt

laundry

266.

augh as in slaughter

caught

daughter

haughty

naught

taught

fraught

naughty

267. alk as in

balk calk chalk stalk

268. elk as in

elk whelk yelk

269. ilk as in

milk silk

talk

166

MANUAL OF READING

270. oik as in
folk

yolk

271. ulk as in

bulk

hulk

sulk

272. ar

as in are

bar

guard

arm

tart

charcoal

car

hard

charm

starve

scarlet

far

lard

farm

artist

feldspar

gar

yard

harm

cargo

Margaret

jar

scarf

barn

Carlo

sparkle

mar

large

darn

army

barley

scar

ark

harp

parlor

Charlie

spar

bark

sharp

harbor

harness

star

Clark

parse

farmer

sharpen

tar

dark

harsh

partner

Mozart

barb

hark

marsh

marble

particle

garb

lark

art

garden

Arthur

farce

park

cart

hardest

farther

arch

shark

chart

pardon

harvest

larch

spark

dart

target

tardy

march

Carl

hart

market

bard

marl

part

carpet

card

snarl

start

martin

273. ar

as in carry

carriage

barrel

Harry

parry

marrow

carries

barren

Barry

tarry

sparrow

carrot

harrow

marry

parrot

yarrow

274. ar

as in war

ward

warp

warmth

quartz

warm

wart

warble

quarter

warn

quart

wharf

dwarf

WORD LIST

167

275. are as in care

bare

mare

tare

stare

dare

pare

snare

ware

scare

fare

rare

spare

square

careful

hare

276. er

as in her

pert

serve

Bernard

kernel

servants

clerk

ferns

German

merchants

dessert

perch

verse

herding

person

were

277. er

as in Albert

alder

chamber

finger

flower

under

aster

water

cipher

grocer

carrier

caper

iceberg

hither

monster

together

paper

eager

river

other

yesterday

taper

ever

shiver

over

cylinder

father

never

sister

powder

different

falter

shelter

silver

power

remember

gander

whether

spider

shower

carpenter

gather

feather

whither

wonder

December

farther

leather

winter

yonder

September

lantern

leader

cover

jumper

November

278. er as in merry
berries cherries errand

279. er as in
here mere

er as in
hero

280. er as in

ere

sere

cereal

there

Merrill

sphere

terrier

cere

where

168

MANUAL OF READING

281.

ir as in fir

bird

flirt

first

third

thirteen

chirp

shirt

girl

thirst

birthday

dirt

skirt

stir

whirl

squirrel

282.

ire as in dire

fire

mire

tire

squire

iron

hire

spire

wire

require

283.

or as in for

storm

Morse

fortune

orchard

nor

born

George

fortress

normal

cord

corn

sort

orders

mortar

lord

horn

short

organ

forward

cork

morn

snort

acorn

Norway

fork

scorn

north

corner

California

York

thorn

scorch

, forty

ornaments

stork

worn

torch

mortal

Norsemen

form

horse

forlorn

Concord

tortoise

284.

or as in ore

bore

Ora

score

forth

Flora

core

wore

shore

store

glorious

sore

fort

before

oriole

tore

chore

port

implore

memorial

shorn

pork

porch

borne

Portland

torn

sport

sword

report

Portugal

285.

or as in word

work

worse

worry

worship

doctor

world

worth

worthy

color

labor

worm

286.

or as in

sorry

borrow

morrow

sorrow

sorrel

WORD LIST

169

287. ur as in fur

cur

churn

purl

furnish

surface

blur

curl

spur

further

Turkey

burn

fur

surf

murmur

Thursday

burr

hurt

Arthur

purple

Saturday

burst

nurse

burden

purpose

surprise

burnt

purse

curtain

pursue

urchin

church

purr

disturb

sturdy

return

288. ur

as in cure

pure

endure

measure

nature

picture

as in

Puritan

purity

purify

289. ur

as in

hurry

flurry

furrow

290. a

as in babble

dabble

paddle

haggle

dazzle

tattle

drabble

saddle

straggle

battle

bramble

gabble

straddle

waggle

Brattle

candle

rabble

baffle

apple

cattle

handle

scrabble

raffle

dapple

prattle

angle

addle

draggle

grapple

rattle

scramble

daddle

291. a

as in able

cable

gable

stable

cradle

maple

fable

sable

table

ladle

staple

292. e

as in pebble

heddle

peddle

kettle

nettle

tremble

meddle

embezzle

mettle

settle

gentle

170

MANUAL OF READING

293. ee as in

feeble

needle

wheedle

steeple

beetle

ea as in

eagle

294. i as

in quibble

dribble

twiddle

ripple

spittle

mingle

nibble

whiffle

stipple

whittle

shingle

scribble

giggle

whipple

nimble

single

diddle

higgle

frizzle

thimble

tingle

fiddle

jiggle

fizzle

dwindle

dimple

griddle

wriggle

grizzle

spindle

simple

middle

cripple

brittle

dingle

tinkle

riddle

nipple

little

jingle

twinkle

295. i as

in bible

idle

bridle

sidle

rifle

title

296. o as

in cobble

gobble

noddle

goggle

bottle

throttle

hobble

toddle

stopple

Cottle

nozzle

coddle

boggle

topple

mottle

297. o as

noble

ogle

298. u as

in bubble

rubble

ruffle

struggle

bumble

stumble

stubble

scuffle

cuttle

crumble

tumble

cuddle

shuffle

scuttle

fumble

bundle

huddle

juggle

shuttle

grumble

trundle

muddle

Ruggles

Tuttle

humble

crumple

puddle

smuggle

muzzle

jumble

muffle

snuggle

puzzle

mumble

WORD LIST

171

299.

u as in

bugle

300.

ake as in awake

bake
cake

make
Pake

wake
Blake

quake
shake

partake
mistake

fake

rake

brake

slake

Jake

sake

drake

snake

lake

take

flake

stake

301.

eek as in cheek

creek
Greek

leek
meek

peek
reek

seek
week

sleek

302.

e as in

be
he

she

fee
see

skee
knee

spree
three

me
we

the
bee

tee
wee

glee
free

Dee

flee

303.

ike as in

dike
like

Mike
pike

spike
strike

304.

oke as in smoke

broke

cloke

smoke

woke

coke
choke

joke
poke

spoke
stroke

yoke
stoke

o as in

token

stoker

305. o as in

go
lo
no

fro

Coe

doe
foe
hoe

Joe
Poe
roe

toe

sloe

woe

172

MANUAL OF READING

306.

o as in

307.

uke as in

nuke

Duke

Luke

308.

u as in

cue

hue

blue

flue

due

sue

clue

glue

spue

309. adge as in

badge Madge

adge as in
badger

310. edge as in dredge

edge hedge pledge sledge knowledge

fledge ledge sedge wedge

311. idge as in bridge

midge ridge

idge as in
fidget

312. odge as in dodge

lodge dislodge hodge-podge

odge as in

dodger lodger Blodgett

porridge Cambridge

313. udge as in

drudge grudge nudge trudge

fudge judge smudge

udge as in
cudo-el

WORD LIST

173

314. av as in cave

gave
lave

rave
save

crave
Dave

knave
shave

stave
behave

nave
pave

wave
brave

grave

slave

behavior

av as in

Davis
navy

flavor
favor

quaver
favorite

315.

av as in have

gravel

gavel

ravel

travel

unravel

316.

ev as in

breve

ev as in

Eva

Revere

evening

Stevenson

317.

ev as in ever

eleven

forever

seven

every

never

several

318.

iv as in alive

dive

live

shrive

wives

contrive

five

chives

strive

arrive

derive

hive
I've

drive
knives

thrive

lively

revive

iv as in

ivory

private

319.

iv as in give

live
river

given
driven

forgive
quiver

deliver

attentive '

Oliver
shiver

174

MANUAL OF READING

320. ov

as in cove

hove

clove

stove

wove

throve

wove

drove

strove

grove

as in

over

clover

Dover

rover

Nova Scotia

321. ov

as in

move

remove

prove

improve

improvement

322. ov

as in discover

above

love

cover

hover

shove

dove
glove

oven
sloven

lover
covert

plover
Glover

shovel
govern

323. ax

as in axe

lax

wax

Faxon

flaxen

Max

flax

Saxon

Fairfax

tax

Caxton

Paxton

beeswax

324. ex

as in Rex

sex
vex
next
exit
extra
expand
extract

exchange
expanse
explain
expel
extend
excess
except

excel
express
expect
expense
expert
sexton
perplex

hexagon
lexicon
extreme
excite
exile
exercise
extinct

explore
explode
extort
exploit
export
excuse
extrude

325. ex

as in exact

exalt
exhale
examine

exactly
example
exertion

exhaust
exempt
exhibit

exert

exist
exhort

exude
exult

WORD LIST

175

326. ix as in six

Dix mix

sixth

fix sixteen

sixty

327. ox as in ox

box pox oxen
Cox Knox moxie

Oxford
Fox-lox

foxglove

328. tion as in mention

(a) action attention
fraction intention

addition
condition

adoption
suction

attraction direction

friction

introduction

contraction collection
subtraction affectionate

position
option

instruction
production

(£) nation vexation
ration plantation
station invitation
vocation foundation

decoration
declaration
solution
secretion

motion
notion
multiplication
revolution

relation education

emotion

promotion

tion as in

question

329. sion as in tension

mansion session expression dismission
passion confession mission permission

excursion
compulsion

compassion possession

330. sion as in infusion

abrasion adhesion division

corrosion

conclusion

invasion cohesion precision
occasion collision vision

explosion
allusion

confusion
delusion

331. ous as in nervous
famous porous glorious

mischievous victorious

176

joyous
jealous

MANUAL OF READING

generous

wondrous hideous
beauteous

industrious

332. tious as in ambitious

(a) fictitious nutritious

(b) cautious vexatious

333. cious as in luscious
(a) delicious suspicious

ambitious fractious

auspicious

precious

Q6) spacious
ferocious

capacious
gracious

sagacious
tenacious

rapacious
voracious

334. cial as

in commercial

(a) official
beneficial

provincial
artificial

financial

especial

(£>) social

racial

crucial

335. tial as

in nuptial

martial
partial

initial
essential

reverential
prudential

providential
substantial

336. tian as in

fustian Christian Sebastian

337. cian as in

optician politician physician magician mathematician
logician patrician musician

338. tien as in

patient quotient patience

339. cien as in

sufficient proficient efficient deficient conscience

340. sien as in

transient

WORD LIST

177

fasten

christen

glisten

listen

moisten

chasten

hasten

343. stle

as in castle

nestle

bristle

mistletoe

apostle •

bustle

pestle

epistle

thistle

jostle

hustle

trestle

gristle

whistle

throstle

rustle

wrestle

344. mb

as in jamb

lamb

comb

dumb

plumb

Thumbkin

climb

tomb

numb

thumb

lambkin

limb

crumb

as in number

limber

slumber

grumbler

stumbling

timber

tumbler

mumbled

crumbling

345. eau

as in

beau

chateau

bureau

plateau

tableau

346. ph as in Ralph

phase

pamphlet

Christopher

lymph

prophet

phrase

sphere

siphon

hyphen

trophy

caliph

zephyr

Philip

physics

phoenix

phalanx

seraph

cipher

orphan

photograph

graphic

pheasant

sphinx

phonics

sulphate

camphor

elephant

sylph

•gopher

sulphur

phantom

nephew

nymph

dolphin

triumph

178

MANUAL OF READING

347. The sound of a after w is like that of o in

wad wand
wast what

wallet
wallow

wanton
walnut

swap
swan

wash wasp
watch wabble

waffle
twaddle

walrus
Walter

swamp
swallow

wan waddle

wander

swab

swaddle

348. The sound of a after qu is like

that of o in

squab squash
squad squabble

squander
quandary

quantity
quarrel

quarry
quadrant

349. U and ew after r,

sh, and y take the sound

of oo

(a) rue ruble
rude ruin

cruise
cruse

gruel
extrude

prune
fruit

rule rumor

bruit

construe

imbue

Ruth rural
rune recruit

brute
bruin

abstruse
accrue

scruple
true

ruby cruel
rubric crude

bruise
drupe

prude

truth

(6) shute sure

yule

strew
threw

shrew
shrewd

chew
yew

u as in

sugar

350. Ing added, no change in the primitive word

(a) handing grinding
standing blinding
mending winding
bending bonding

funding
crashing
smashing
lashing

threshing
meshing
fishing
wishing

crushing
rushing
tacking
tracking

WORD LIST

179

(b) pecking rocking thanking honking camping

checking knocking ranking bunking stamping

kicking plucking winking chunking limping

clicking ducking blinking basking crimping

(<?) romping clanging longing etching botching

pumping hanging thronging sketching notching

stumping slinging watching witching clutching

bumping flinging catching stitching smutching

(d) branching

pinching

classing

kissing

fussing

blanching

flinching

passing

missing

mussing

quenching

lunching

dressing

crossing

panting

drenching

crunching

pressing

tossing

granting

(e) denting

fronting

nesting

frosting

grafting

renting

bunting

jesting

costing

wafting

hinting

grunting

misting

crusting

hefting

minting

casting

twisting

rusting

clefting

(/) sifting

smithing

quaffing

bluffing

folding

drifting

frothing

sniffing

fluffing

molding

tufting

lothing

whiffing

scalding

calling

lathing

chaffing

scoffing

welding

falling

(g) telling

rolling

salting

wilting

acting

spelling

tolling

malting

quilting

feeling

filling

pulling

melting

bolting

frisking

willing

hulling

belting

jolting

husking

(A) snowing

clouding

toying

coining

grooming

blowing

pounding

cloying

joining

booming

pouting

grouping

boiling

cooking

playing

outing

pouring

spoiling

hooking

staying

(i) failing

neighing

talking

sewing

hearing

railing

sighing

walking

chewing

threading

180

MANUAL OF READING

preying clawing feasting peeking laughing
weighing pawing roaring fearing flooring

351. Ed added after t or d, syllable added to primitive word

(a) landed
banded

blinded
minded

planted
dented

hinted
fronted

blasted
lasted

mended
blended

bonded
granted

rented
glinted

stunted
shunted

jested
tested

(6) fisted
misted

dusted
trusted

hefted
lifted

scalded
welded

salted
malted

frosted
posted

grafted
wafted

shifted
tufted

gilded
folded

belted
felted

(<?) bolted
molted
pouted
sprouted

clouded
sounded
feasted
baited

fainted
weighted
freighted
righted

sighted
treated
heated
toasted

floated
carted
darted
thirsted

(d) jointed
hoisted
yielded
shielded

suited
fruited
sorted
blurted

acted
respected
restricted
selected

attracted
corrected
erected
rewarded

effected
exacted
vaulted
conducted

352. Ed added after any consonant, no

(a) crashed dished packed

smashed wished tacked

meshed pushed pecked

threshed crushed decked

(6) winked limped watched

linked crimped hatched

bunked romped etched

stamped pumped switched

(<?) buzzed frothed balled

lathed chaffed called

change in primitive word

tricked clucked

clicked ducked

clocked thanked

rocked spanked

botched grassed

branched blessed

pinched mixed

lunched boxed

thrilled
skilled

pulled
mulled

WORD LIST

181

writhed

scoffed

felled

lolled

crowed

whiffed

stuffed .

smelled

tolled

snowed

(t?) grouped

boiled

looked

played

failed

crouped

soiled

booked

stayed

sighed

enjoyed

coined

groomed

strayed

clawed

destroyed

joined

loomed

bailed

talked

(#) roared

parched

reined

weighed

numbed

chewed

marched

veined

neighed

thumbed

feared

covered

warmed

laughed

clasped

reared

colored

warned

touched

grasped

353. Er added, no change

in the primitive word

(a) grander

kinder

dasher

fresher

cracker

blender

blinder

lasher

thresher

packer

mender

fonder

fisher

blusher

checker

fender

washer

wisher

crusher

pecker

(5) clicker

sucker

pinker

frisker

cramper

ticker

tucker

thinker

brisker

tram per

locker

banker

bunker

husker

limper

mocker

ranker

flunker

maker

scrimper

(<?) romper

banger

longer

pitcher

trencher

jumper

hanger

catcher

stitcher

pinch er

pumper

ringer

scratcher

botcher

muncher

thumper

singer

sketcher

rancher

passer

(d) presser

chanter

grunter

jester

crafter

dresser

planter

hunter

twister

defter

crosser

renter

caster

poster

swifter

fusser

printer

faster

duster

softer

{e) stiffer

caller

miller

rower

cooker

puffer

seller

halter

spoil ter

brooder

milder

dweller

melter

rougher

player

folder

feeler

tilter

toiler

brighter

182

MANUAL OF READING

354. Ing added, final consonant of primitive word doubled

(a) crabbing cribbing rubbing wadding bidding

grabbing robbing drubbing bedding sodding

webbing mobbing clubbing wedding plodding

ribbing sobbing padding ridding nodding

(5) budding clamming brimming clapping tipping

scudding hemming drumming stepping dropping

slamming stemming gumming nipping lopping

cramming trimming strapping ripping slopping

cupping winning conning patting fitting

canning tinning running petting splitting

planning spinning dunning letting twitting

plotting dragging digging hugging warring

spotting lagging rigging bugging marring

nutting begging logging starring stirring

shutting legging flogging charring blurring

355. Ed added, final consonant of primitive doubled

(#) added

wedded

nodded

budded

fatted

padded

shredded

sodded

scudded

matted'

wadded

sledded

plodded

studded

patted

bedded

podded

prodded

batted

chatted

(6) slatted

wetted

gritted

twitted

rotted

betted

fretted

knitted

blotted

plotted

jetted

whetted

mitted

clotted

potted

netted

fitted

witted

dotted

spotted

petted

flitted

slitted

jotted

(<?) jutted

stabbed

mobbed

dubbed

scrubbed

smutted

webbed

robbed

rubbed

crammed

strutted

fibbed

sobbed

tubbed

jammed

WORD LIST

183

crabbed

ribbed

knobbed

clubbed

clammed

grabbed

cribbed

throbbed

((?) slammed
hemmed
stemmed
rimmed

brimmed
skimmed
summed
gummed

drummed
capped
gapped
rapped

snapped
slapped
stepped
nipped

stripped
sipped
dripped
whipped

(0) hopped
chopped
mopped
supped

canned
fanned
penned
pinned

skinned
dunned
shunned
stunned

barred
jarred
starred
scarred

furred
blurred
spurred
drugged

356. Er added, final consonant of primitive doubled

(«) grabber
fibber
robber
sobber

rubber
grubber
scrubber
sadder

madder
padder
gladder
redder

shredder
bidder
sodder
plodder

scudder
rammer
shammer
swabber

(£>) hemmer
stemmer
brimmer
skimmer

swimmer
trimmer
hummer
drummer

strummer
rapper
sapper
tapper

clapper
wrapper
nipper
dipper

chipper
clipper
dripper

(e) slipper
shopper
hopper
popper

supper
upper
canner
planner

tanner
pinner
winner
spinner

runner
gunner
fatter
ratter

hatter
chatter
netter
•wetter

(<f) fitter
flitter
knitter
twitter

sitter
blotter
hotter

plotter
cutter
nutter

shutter
digger
dogger

plugger
snugger
shrugger

357. Ing added, final e of primitive dropped

(a) bribing tubing shading riding sliding

probing fading spading siding striding

184

MANUAL OF READING

robing

wading

trading

chiding

abiding

cubing

grading

hiding

gliding

deciding

(6) gaming

blaming

scheming homing

draping

laming

flaming

chiming

fuming

shaping

naming

framing

timing

pluming

scraping

taming

shaming

priming

aping

escaping

O) piping

coping

groping

caning

dining

wiping

hoping

sloping

waning

lining

griping

loping

roping

planing

mining

striping

moping

duping

craning

pining

(d) shining

toning

mating

grating

caging

twining

droning

rating

biting

raging

whining

stoning

hating

writing

staging

boning

tuning

slating

voting

dancing

(e) glancing

rising

striving

daring

baking

fencing

closing

scaling

sparing

liking

wincing

losing

smiling

hiring

smoking

chasing

basting

tiling

curing

saving

358. Ed added, final e of primitive

dropped

(a) faded

spaded

glided

mated

grated

waded

traded

prided

rated

crated

bladed

ceded

boded

hated

plated

graded

sided

dated

prated

skated

shaded

chided

fated

slated

(6) invited

bribed

cubed

named

limed

toted

lobed

tubed

tamed

timed

voted

probed

famed

schemed

primed

fluted

robed

lamed

chimed

grimed

(<?) chimed

taped

piped

moped

caned

domed

draped

wiped

roped

paned

WORD LIST

185

fumed
plumed

scraped
shaped

striped
hoped

sloped
duped

waned
planed

(cf) caged
paged
staged
waged

cringed
fringed
singed
twinged

danced
pranced
minced
chased

dived
closed
fused
chafed

stared
fired
saved
moved

00 filed
piled
smiled
eyed

baked
raked
staked
waked

smoked
liked
spiked
bagged

edged
sedged
bridged
dodged

lodged
nudged
grudged
gabbled

359. Er added, final e

of primitive

dropped

(#) briber
fader

spader
trader

wider
slider

framer
schemer

comer
fumer

wader
grader

hider
rider

gamer
namer

timer
primer

draper
shaper

(6) piper
riper
wiper
hoper

caner
saner
waner
diner

finer
miner
stoner
tuner

later
mater
slater
skater

biter
writer
whiter
voter

dancer
prancer
wincer
chaser

baser
riser
wiser
poser

proser
closer
loser
muser

baster
waster
taster
bather

(c?) safer
paler
sealer

filer
smiler
tiler

barer
rarer
sharer

wirer
borer
corer

scorer
purer
saver

whaler

fifer

sparer

sorer

mover

360. Es adds

a syllable to primitive

word

(a) ashes
dashes

slashes
flashes

meshes
threshes

vanishes
punishes

blushes
flushes

186

MANUAL OF READING

hashes

splashes

fishes

varnishes

brushes

mashes

smashes

dishes

pushes

crushes

sashes

washes

wishes

bushes

thrushes

crashes

marshes

finishes

hushes

rushes

(6) faces

braces

dances

fences

offices

laces

graces

glances

nieces

pieces

paces

traces

chances

ices

voices

races

cases

fancies

spices

juices

places

traces

fleeces

princes

spruces

(<?) ages

pages

changes

cringes

bridges

cages

stages

charges

fringes

ridges

rages

engages

oranges

singes

dodges

sages

villages

edges

hinges

judges

wages

ranges

sedges

twinges

plunges

(c?) passes

cases

cresses

mosses

chooses

lasses

vases

blesses

tosses

papooses

masses

raises

presses

crosses

houses

grasses

praises

tresses

losses

muses

glasses

cheeses

rises

noses

fuses

brasses

dresses

kisses

roses

uses

classes

guesses

misses

closes

nurses

gases

messes

blisses

loses

purses

(e) axes

vexes

mixes

sixes

foxes

taxes

sexes

fixes

boxes

coaxes

(/) gazes

hazes

mazes

blazes

glazes

361. Es does not add a syllable to the primitive word

tubes likes flames hopes motes

fades smokes times dupes lutes

rides jokes lanes cares staves

safes dukes wines fires graves

WORD LIST

187

clothes

males

writhes

miles

bathes

moles

bakes

mules

362. qu as in

quack

quality

quail

Quentin

quaint

quench

quart

quest

quake

quell

quartz

question

quarry

queer '

quarrel

queen

qu as in

conquer mosquito
lacquer paroquet
liquor piquant

stones
tunes
capes
types

equip

quince

quit

quick

quill

quilt

quiet

quite

mosque

quadrille

coquette

363. Short words containing ie

die vie ties

lie dries tries

fie

pie

tie

lies
flies
skies

cries
cried

stores
cures
mates,
bites

quiver

quiz

quire

squash

squall

square

squad

squaw

hives
lives
stoves
loves

squeak

squeal

squeeze

squib

squirt

squire

squint

squirrel

etiquette masquerade
antique opaque
grotesque unique

lied
tied
tried
fried

pied
dried
died
replied

364. Longer words containing ie in the last syllable

Annie

Jessie

Robbie

fairies

goodies

Fannie

Nellie

froggie

daisies

Carrie

Minnie

doggie

berries

puppies

Blackie

Jimmie

dollie

cherries

pussies

Laddie

Winkie

nursie

pennies

countries

Gracie

Willie

brownie

enemies

carried

188

MANUAL OF READING

Jamie

birdie

dearie

bodies

worried

Charlie

collie

Peasie

glories

buried

Auntie

Spottie

Beansie

posies

studied

Jennie

Flossie

babies

stories

hurried

365. Short words ending in y

spy

why

July

cry

shy

sly

pry

dry

sky

spry

Ely

deny

sty

try

buy

firefly

fry

•

366. Longer

words ending

(a) baby

shabby

Libby

Toby

lobby

tabby

flabby

Trilby

hobby

ruby

(6) fancy

mercy

Lucy

agency

vacancy

racy

fleecy

juicy

piracy

secrecy

saucy

icy

policy

infancy

currency

sandy

greedy

tidy

woody

lady

hardy

eddy

giddy

sturdy

caddy

tardy

remedy

body

cloudy

handy

needy

ready

shoddy

muddy

candy

weedy

steady

melody

(d) shaggy

Peggy

piggy

foggy

buggy

(e) clergy

apology

geology

zoology

astrology

energy

doxology

theology

prodigy

mythology

effigy

analogy

biology

liturgy

mineralogy

(/) safely

Jelly

really

lightly

truly

scaly

cheerily

pearly

tightly

ugly

gayly

merrily

Billy

dolly

lustily

bravely

presently

chilly

Jolly

suddenly

WORD LIST

189

gravely

extremely

silly

Polly

curly

family

sweetly

lily

holy

fully

happily

terribly

quickly

homely

busily

shapely

dearly

swiftly

lonely

roughly

strangely

easily

friendly

lovely

slowly

hardily

early

strictly

only

proudly

falsely

earnestly

quietly

woolly

patiently

sharply

cheaply

kindly

softly

cheerfully

freely

heavenly

brightly

cruelly

beautifully

gently

nearly

tightly

surely

wonderfully

(#) Amy

dreamy

slimy

gloomy

stormy

creamy

enemy

grimy

Tommy

gummy

(A) any

Anthony

blenny

whinny

company

many

brawny

colony

Johnny

sunny

canny

rainy

tiny

pony

funny

Nanny

penny

shiny

stony

bunny

Fanny

weeny

finny

downy

(0 haPPy

sleepy

crispy

poppy

puppy

nappy

creepy

copy

sloppy

croupy

(/) carry

ferry

library

flurry

bakery

marry

merry

victory

furry

silvery

Harry

cherry

history

every

powery

starry

cheery

hickory

grocery

angry

Mary

memory

ivory

nursery

pantry

dairy

February

worry

fairy

country

factory

Henry

story

airy

wintry

canary

weary

glory

cheery

hungry

cavalry

mulberry

sorry

very

sultry

berry

primary

hurry

dreary

fiery

(&) lazy

hazy

breezy

dizzy

bronzy

crazy

mazy

frenzy

cozy

fuzzy

190

MANUAL OF READING

(I) dainty

pretty

Betty

pity

thirty

safety

beauty

seventy

dirty

frosty

party

empty

eternity

kitty

forty

cavity

twenty

hearty

mighty

duty

charity

plenty

city

sixty

liberty

O) gravy

wavy

bevy

levy

dewy

navy

envy

heavy

ivy

(ri) tansy

palsy

greasy

rosy

clumsy

pansy

easy

quinsy

prosy

gypsy

daisy

phrensy

flimsy

drowsy

(0) money

jockey

hackney

Kersey

monkey

honey

abbey

Jersey

journey

donkey

367. Consonant sound

tfj

yam

yarn

year

yell

youth

jap

yacht

yield

yoke

young

yank

yawn

yet

yew

yellow

yard

yeast

yes

Yule

yonder

368. Sound

of c before

e, i, and y

(#) ace

race

farce

prance

chancel

dace

brace

chance

trance

cancer

face

Grace

dance

palace

lancet

lace

place

France

surface

lancer

mace

space

glance

lattice

Alice

pace

trace

lance

cancel

fragrance

(5) cent

fleece

cere

presence

receive

fence

piece

center

cellar

deceive

hence

niece

central

excel

ceiling

thence

fierce

descent

preface

Cecilia

whence

scene

crescent

discern

Cecil

pence

cede

silence

WORD LIST

191

nice

spice

price

since

dice

rice

twice

icicle

prince

mice

vice

thrice

suffice

quince

(c?) once

Joyce

pounce

office

pronounce

force

choice

notice

province

poultice

voice

ounce

police

rejoice

cowardice

(e) Bruce

juice

reduce

succeed

prejudice

spruce

dunce

produce

precede

prudence

truce

justice

exceed

introduce

(/) scent

scepter

science

abscess

scenery

scene

(#) cite

cider

citron

pacify

principle

city

circus

rancid

decisive

discipline

civil

excite

pencil

cinder

cinnamon

civet

cipher

decide

Pacific

Cinderella

acid

circle

docile

council

proboscis

cities

viscid

scissors

Priscilla

(A) Nancy

fleecy

Lucy

secrecy

constancy

fancy

mercy

bicycle

vacancy

currency

369. Sound

of g before e,

i, and y

(#) age

aged

plumage

mange

language

cage

image

package

range

exchange

gage

adage

courage

change

orange

sage

usage

cottage

strange

danger

page

manage

cabbage

charge

discharge

rage

passage

baggage

large

Margery

wage

message

carriage

barge

challenge

stage

voyage

marriage

angel

(*) gem

gender

siege

German

gesture

germ

genius

liege

genuine

gelatine

verge

gentle

oblige

general

Geoffrey

192

MANUAL OF READING

(<?) doge

college

pigeon

George

sponge

forge

Roger

oxygen

gorgeous

scourge

(d) bulge

huge

deluge

surgeon

dungeon

purge

plunge

courage

sturgeon

00 gill

giant

rigid

region

gipsy

gin

agile

fragile

gentile

fugitive

gibe

magic

engine

legion

ginger

(/) gypsum

gypsy

gyrate

Egypt

geology

370. Short vowel before

two consonants

(#) cabbage

gallop

Hannah

arrow

harrow

rabbits

hallow

appear

arrives

marrow

tobacco

Anna

happen

barrel

narrow

gladdest

Annie

happy

carry

sparrow

daffodil

cannon

happily

Harry

tassel

allow

Fanny

happiest

carriage

attic

balloon

Fannie

pappoose

carrot

attract

(5) effect

yellow

Jennie

cherry

Betty

bellow

yellower

penny

cherries

rosette

Ella

yellowest

pennies

errand

Freddie

hello

Jessie

berry

merry

umbrella

fellow

jelly

berries

merrily

beginning

mellow .

Billy

silly

Jimmie

kitty

hidden

hilltop

village

dinner

kitten

difference

million

Willie

Minnie

mitten

biggest

pillar

willow

minnow

pitter

(rf) Dobbin

collect

trolley

sorry

Robbie

collar

hollow

bonnet

across

office

dollar

jolly

sonnet

Flossie

doggie

dollie

Polly

Johnny

moccasin

WORD LIST

193

(0) succeed muffet

funny

butter '

furrow

cuddled summer

puppy

mutter

buzzed

muddy cunning

russet

hurried

sudden sunny

button

hurry

371. Long vowel before

one consonant

fatal vacant

cedar

omen

stupid

halo elect

final

oral

pupil

label era

idol

polar

tuber

naval erect

mica

total

unit

naked evil

pilot

potent

cubit

natal arena

rival

stolen

lucid

pagan regal

vital

hotel

mucus

favor erase

polite

token

lurid

372. kn like n as in

knap knelt

knit

knot

knurl

knave knell

knob

knout

knapsack

knead knife

knobby

know

knowledge

knee knives

knock

knew

knuckle

kneel knight

knoll

knub

knurly

373. wr like r as in

wrap wreathe

wright

writhe

awry

wrack wreck

wring

wrong

wrangle

wraith wren

wrist

wroth

wrestle

wrath wrench

writ

wrung

wretched

wreak wrest

write

wrought

wriggle

wreath wretch

wrote

wry

374. bu like b as in

build builder

busy

buyer

buy

built building

business

194

MANUAL OF READING

375. mn like \n, as in

autumn
column

hymn
solemn

condemn
contemn

limn

In like I as in

kiln

376.

gu like g as in

guard
guess
guest
guide
guild
guile

guilt
guise
guilty
guinea
guitar
guidon

guerdon
guerilla
guardian
guillotine
brogue
fugue

league
plague
rogue
tongue
vague
vogue

fatigue
intrigue
catalogue
dialogue
pedagogue
synagogue

377.

gu like gw as in

guano
guava
Guelph

anguish
languish
languid

languor
linguist
penguin

persuade
sanguine
unguent

distinguish
extinguish
language

378.

gn like n as in

gnarl
gnash
gnat
gnaw

gneiss
gnome
gnu
deign

feign
reign
campaign
foreign

sign
assign
benign

condign
ensign
resign

379.

h silent as in

hour
heir

herb
honor

honest

honesty

herbage

380.

ch like k as in

Christ

chasm

chemist

chlorine

chromatic

chrism

ache

mechlin

cholera

chronicle

choir

school

scholar

Chaldee

chrysalid

WORD LIST

195

chord
chrome

echo
scheme

schooner
chronic

Christian
Christmas

chrysalis
character

conch
Chloe
chorus
choral
chaos

chyme
chyle
anchor
orchid
orchis

trochee
stomach
monarch
christen
sumach

drachma
mechanic
chimera
chemistry
technical

chloroform
chronometer
strychnine
catechism

381.

w silent as in

sword
answer

whole
who

whom
whose

whoop

382.

1m as in aim

balm
calm

palm
palmer

psalm
psalmist

qualm

1m as in

salmon

383.

1m as in elm

film

holm

culm

helm

384.

If as in

calf

half

385.

If as in elf

delf
self

shelf
pelf

golf
gulf

386.

Ive as in

calve

halve

salve

387. Ive as in valve

elves helve

delve selves

shelves involve
twelve

196

MANUAL OF READING

388. y

= I as in myth

crystal
nymph
lynx
symbol

bicycle
Phyllis
amethyst
Brooklyn

system
Lydia
pyramid
Egypt

cylinder
sylvan
Evelyn
mysterious

rhythm
Blynken
syntax

389. y

= 1 as in

cypress
rhyme

scythe
Lyle

thyme
hyena

hyphen
hydra

390. y

final = i in

the ending f

'satisfy
beautify
magnify

falsify
fortify
gratify

justify
stupefy

terrify
rarefy

signify
notify

391. y

final = 1 in

ply and py

apply
reply

multiply
supply

occupy

espy

•

392. i =

= ee as in

machine
marine
ravine

Lucille
police
valise

magazine
mandarin

fatigue
pique

caprice
Clarice

393. i =

= y as in

valiant
brilliant

peculiar
familiar

Italian
cordial

genial
filial

civilian

behavior
warrior
billion

minion
opinion
onion

pillion
bastion
mullion

pavilion
rebellion
medallion

battalion
digestion
dominion

trillion
million

scallion
scullion

bullion
pinion

companion
union

exhaustion
warrior

anxious

noxious

bilious

WORD LIST

197

394. i as in promise

ermine

crevice

imagine

determine

hostile

examine

notice

office

medicine

fertile

genuine

heroine

lattice

Peregrine

fragile

practice

engine

justice

reptile

missile

opposite

plaintive

native

missive

massive

favorite

active

sportive

restive

talkative

granite

captive

olive

passive

positive

395. et final = a as in

bouquet crochet
croquet valet

396. Two vowels not united in

trial pliant gruel

dial truant poet

phial fuel suet

giant cruel cruet

ballet
chalet

as in digraphs

diet idea

quiet real

poem science

Samuel beatitude

INDEX TO WORD LIST

The figures at the left of the phonograms indicate the sections of the Word List.

lab

11 ad

22 am

34 ap

44 an

56 at

66 ag

74 and

81 ash

87ack

92 act

97ank

106 amp

113 ang

121 atch

129 anch

131 ance

141 ass

158 ant

166 ast

185 ath

197 aff

204 alp

214 all

273 arr

309 adge

315 av

323 ax

382 aim

290 and 370

before two

or more consonants.

2 abe

12ade

23 ame

35 ape

45 ane

57 ate

67 age

114 ange

142 ase

143 ase

167 aste

186 athe

198 afe

215 ale

300 ake

314 ave

291 before

ble, etc.

184 ath

265 au

272 ar

382 aim

384 alf

386 alve

102 ask

128 anch

130 ance

140 ass

157 ant

105 ast

174 asp

179 aft

184 ath

196 aff

207 aid

213 all

226 alt

263 aw

264 au

266 augh

267 alk

274 ar

347 w

348 qu

275 are

3eb

13 ed

24 em

36 ep

46 en

58 et

68 eg

75 end

82 esh

88eck

93ect

103 esk

199

200 MANUAL OF READING

107 enip

lOSempt 122 etch 132 ench 133 ence

144 ess

160 ent

168 est 175 esp 180 eft 187 eth

199 eff

205 elp

208 eld 216 ell 227-elt 268 elk

278 err

310 edge

317 ev 324 ex 325 ex 383 elm

385 elf

387 elve

292 and 3706 before two or more consonants.

4 ebe 14 ede 25 erne 47 ene 145 ese 302 me

316 eve 279 ere

276 er 277 er

e =

280 ere

5ib

16 id 27 im 38 ip

49 in

60 it

69 ig

77 ind 83 ish 89 ick

94 ict

98 ink

104 isk

109 imp 115 ing 116 inge

123 itch

124 ich

134 inch

135 ince 146 iss 174 iss

161 int

169 ist

176 isp

181 ift r88 ith 190 ilth

200 iff

210 ild

218 ill

228 ilt 269 ilk 311 idge

319.iv

326 ix

383 ilin

294 and 370c before two or more consonants.

394 ise, ine, ice, ile, ite, ive.

6 ibe 17 ide 28 ime 39 ipe 50 ine 61 ite

76 ind 148 ise 189 ithe 201 ife 209 ild 219 ile

282 ire 303 ike 318 ive 363 ie 295 before ble, etc.

281 ir

I = ee

392 ine, ile, ice, ise, in, igue, ique

i = y

393 iant, iar, ian, ial, ior, ion, ious

INDEX TO WORD LIST

201

7ob

18 od

29 om

40 op

51 on

62 ot

70 og

78 ond

84osh

90ock

95 oct

99 onk

110 omp

111 ompt

117 ong

125 otch

136 onch

149 oss

162 ont

170 ost

177 osp

182 oft

191 oth

202 off

220 oil

286 orr

312 odge

327 ox

383 olm

385 olf

296 and

370d before two

or more consonants.

8obe

19 ode

30 ome

41 ope

52 one

63ote

71 oge

150 ose

151 ose

171 ost

192 oth

211 old

221 oil

222 ole

229 olt

270 oik

284 ore

304 oke

305 oe

320 ove

386 olm

297 before

ble, etc.

31 ome

53 on

79 ond

100 onk

118 ong

137 onc<

163 out

173 ost

193 oth

322 ove

283 or

152 ose

306 do

321 ove

O = 00

285 wor

0 = 00

or = ur

9 ub

20 ud

32 um

42 up

54 un

64 ut

72 ug

80 und

85 ush

91 uck

96 uct

101 unk

105 usk

112 ump

119 ung

120 unge

126 utch

127 uch

138 unch

139 unce

153 uss

164 unt

173 ust

178 usp

183 uft

195 uth

203 uff

206 ulp

212 uld

223 ull

230 ult

271 ulk

289 urr

313 udge

383 ulna

385 ulf

298 and 370e before two or more consonants.

10 ube 21 ude 33 ume 43 upe 55 ume 65 une

73 uge 155 use 156 use 194 uth 225 ule 288 ure
307 uke 308 ue 299 before gle, etc.

202

MANUAL OF READING

287 ur
349
86 ush

154 uss

U = 00

s_^
U = OO

224 ull

ow231

ou233

ou = oo 234

ou = 5 235

ou = aw 237

our = ur 238

oy 239

oi240

oi = I 241

oo242

oo243

ou = tt 236

Equivalents of a
247 ey 249 eigh 250 ei

245 ay 246 ai

257 ea = a 259 ear = ar

Equivalents of e

15 eed 26 eem 37 eep 48 een 59 eet

301 eek 302 ee 293 ee before ble, etc.

254 ea = e 255 ea = e 258 ear = er 251 ei 252 ie

Equivalents of i
253 igh 365 y = 1 366 y = I

260 oa

261 ew

244oo

262 ui

Equivalents of o
232 ow 235 ou

Equivalents of u

256 ea

27 eel

tion 328
tious 332

sion 329
cious 333

sion 330
cial 334

ous 331
tial 335

tian 336

cian 337

tien 338

cien 339

sieii 340

ften 341

sten 342

stle 343

mb 344
qu348

eau 345

y initial 367

ph 346

qu362

INDEX TO WORD LIST

203

131 ance 130 ance 133 ence
3QSa-b-c-d-e-f 368^ cy

135 ince
368/i ci

137 once 139 unce

67 age 71
309 adge 310
W9a-b-c-d ge

oge 73 uge
edge 311 idge
369e gi

114 ange
312 odge
369/gy

116 inge 120 unge
313 udge

kn 372
wr373
ch = k 380

bu374
mn 375

w silent 381

gu376
gu377

gn378
h initial 379

350 ing added, no change in primi-

tive word.

351 ed added after t or d.

352 ed added after any consonant.

353 er added, no change in primi-

tive word.

354 ing added, final consonant

doubled.

355 ed added, final consonant

doubled.

356 er added, final consonant

doubled.

357 ing added, final e dropped.

358 ed added, final e dropped.

359 er added, final e dropped.

360 es added, syllable added.

361 es added, syllable not added.

363 Short words ending in ie.

364 Longer words ending in ie.

365 Short words ending in y.

366 Longer words ending in y.

388 y = l.

389 y = l.

390 y in ending fy = l.

391 y in ending ply and py = 1.

395 et final = a.

396 Two words, not digraphs.

UNIVERSITY QF CALIFORNIA LIBRARY

THIS BOOK IS DUE ON THE LAST DATE
STAMPED BELOW

AUG I 1914

AUL. J4 1014

MOV 9 1915
NOV 17 1915

31918
JULf a 1918

APR 16 1319

190c'56JL

JUL 31

30/n-6,'14

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