L6 /S2, '<■ pi- > SAN FRANCISCO STATE NORMAL SCHOOL BULLETIN No. 16 A COUR5L OF 5TUDY IN PHONIC5 TO ACCOMPANY THE 5TATL 5ERIL5 TEXT5 IN READING PART I BY CORINNL H. JOHNSTONE AND FREDERIC BURK IIST Of COURSES Of STUDY fOR THE ELEMENTARY SCH0015 No. 4 (new series). — A Course of Study in Map Geography; paper bound, 52 pages. By Allison Ware. Price by mail, postpaid, SO cents; by local dealers, 35 cents. Outline maps. — In connection with Bulletin No. 4. the school publishes a series ot nine outline maps from which pupils may trace outlines for use in location. These maps are 9 by 12 inches in size. They represent the following areas: North America, South America, Europe, Asia, Africa, Australia, United States, California, and the hemispheres. Price by mail, postpaid for set of nine, 15 cents. No. 6 (new series). — A Course of Study In Literature for the Grammar Grades; paper bound, 103 pages. By Allison Ware. Price by mail, postpaid, 30 cents. No. 7 (new series). — A Course of Study in History and Handbook to the State Series Advanced Text. (This course was issued when McMaster's School History was the State Series Text ; by means of a reference leaflet which accompanies the course It may be used in connection with the new State Series Text, McMaster's Brief His- tory) ; paper bound, 162 pages. By Archibald B. Anderson. Price by mail, postpaid, SO cents. In lots of ZS or more, freight or expressage paid by purchaser, 25 cents per copy. No. 9 (new series). — ^A Course of Study in Language; 174 pages. By Effle Belle Mc- Fadden. Price by mail, postpaid, SO cents. No. 10 (new series). — ^A Course of Study and Teachers' Handbook in the Common Liter- ature of Life ; 207 pages, paper bound. By Allison Ware. Price, postpaid, 40 cents. No 11. — A Course of Study in Formal Arithmetic and Teachers' Handbook. By David Rhys Jones. This Bulletin Is published in various parts as follows : Part L Teachers' Handbook and exercises for integers; 109 pages, paper bound. Price by mail, postpaid, SO cents. In lots of Z5 or more, freight or expressage paid by purchaser, Z5 cents per copy. Part II. Teachers' Handbook and exercises for common fractions, decimals, per- centage, denominate numbers, and mensuration; 84 pages, paper bound. Price by mail, postpaid, 30 cents. In lots of 25 or more, freight or expressage paid by pur- chaser, 25 cents per copy. Drill Exercise Books Nos. 1, 2, 3, and 4 ; paper. Price by mail, postpaid, 10 cents each. In lots of 25 or more, freight or expressage paid by purchaser, 8 cents per copy. These drill books are intended to be used exclusively by pupils, and may be purchased in bulk for classes ; they contain merely the exercises from the Bulletin as follows: No. 1, Addition and Subtraction (22 pp.) ; No. 2, Multiplication and Division (23 pp.) ; No. 3, Common Fractions (15 pp.) : No. 4, Decimals, Percentage, Denominate Numbers and Mensuration (24 pp.) ; answers to these exercises are found in the Handbook. No. 12. — Review Courses of American History by means of Composition Topics, and Teach- ers' Handbook to the use of the California State Series Texts. By P. P. Valentine. Part I. Teachers' edition containing introduction and directions for use of the composition method, the pupils' topics of the primary text, the pupils' topics of the advanced text, a paragraph directory to the text, and a cumulative fact review of the advanced text ; 73 pages. Price, postpaid, 25 cents. In lots of 25 or more, freight or expressage paid by purchaser, 20 cents per copy. Part II. Pupils' edition containing the composition outlines which follow the State primary text in history; 10 pages. Price, postpaid, 5 cents. In lots of 25 or more, freight or expressage paid by purchaser, i cents per copy. Part III. Pupils' edition containing the composition outlines which follow the State series advanced text in history, the paragraph directory to the text, and the cumula- tive fact review for the same ; 4 8 pages. Price, postpaid, 10 cents. In lota of tS or m,ore, freight or expressage paid by purchaser, 8 cents per copy. [Continued Inside back cover.] 5AN FRANCISCO 5TATL NORMAL SCHOOL BULLETIN No. 16 A COURSE OF STUDY IN PHONIC5 PART I TEACHER'S EDITION Note. — It is intended that this Teacher's Edition shall be used to accompany the Phonic Exercise books in the hands of pupils (see advertisement, inside cover paees Bulletin No. 16). BY CORINNL H. JOHN5TONL Assistant Supervisor of tlie Teaching of Reading AND FRLDLRIC BURK Friexd Wm. Richardson, Superintendent of State Printing sacramento, california 1912 Copyright, CoRiNNE H. Johnstone Frederick Burk 1912 fa, «p- T^ OCT S W FOREWORD TO TEACHER. There are a number of very good phonic methods in use. On^ defect in practically all of them, however, is that they are not worked out in sufficient detail. They leave too much to the imaginative, inventive ingenuity and labor of the teaelier. The method herewith submitted claims no great origi- nality. It simply undertakes to furnish the teacher with the plan and materials for each lesson in specific detail. This method can be used by the teacher in two ways : (1) placing a lesson upon the blackboard and drilling the pupils orally, or (2) providing each pupil in the class with the Pupils' Exercise Book, which contains the same lessons (see advertisement, inside cover Bulletin No. 16). The latter sys- tem can. of course, be made much more effective for the pupils and with less labor to the teacher. GENERAL INSTRUCTIONS. DIRECTIONS FOR BOARD PRINTING. 1. The print should be large. 2. Press firmly upon the chalk so that each word will stand out clear and strong. 3. In sentence printing, keep the letters of each word close together; leave good spacing between words. TO CONDUCT A PHONICS LESSON. 1. All work is first to be given in concert. (Exceptions are specified.) 2. Concert work is followed by individual work. 3. Each time the teacher or pupil sounds a phonetic part, the pointer should be moved along under the exact part sounded. GAMES AND DEVICES. Game 1. (a) Let one child leave the room. (5) Another child is appointed doorkeeper. (c) Class now selects a word from a certain column or group. (d) The doorkeeper tells child outside to come in. (e) Teacher says, "We have selected a word in this column." (/) Child walks up to the column designated, takes pointer, and guesses in this way — (Child) "Is it s-ay say?" (Class) "No, it is not s-ay say." (Child) "Is it d-ay day?" (Class) "Yes, it is d-ay day." Game 2. (a) All pupils close eyes. (6) Teacher selects a certain word. (c) Pupils open eyes. (d) Pupils guess as in Game 1. Game 3. (a) Have words printed in columns on board. (&) Have individuals come forward and point to word or word-form sounded by teacher. (Note.) 1. No child should be called upon for but one word. 2. Three is a safe number to give each child. Game 4. (a) Teacher begins at one side of class and goes straight through, walking up and down the aisles, so that each child will be given an equal number of chances. (5) If pupil sounds flash card presented, correctly, it is put upon his desk. (c) If pupil misses, he gets no card. (d) At the close of the lesson, count cards to see who has the largest number. (4) Game 5. 1. Teacher distributes flash cards, some containing word-forms and some initials. 2. Teacher says, "Now I am going to call for words. I want 1-ay lay." 3. Children who have I and ay walk forward, put their cards together to form the word. 4. Class repeat in concert, "1-ay lay." Device 1. (a) Draw a fence upon the board. (h) Print words or sounds on the rails. (c) Pupil may walk along a rail by sounding the words on that rail. (f/) If he misses a word, he has fallen off the rail and some other pupil must help him on again. Device 2. (a) Draw a hill upon the board. {h) Have pupils run up one side of the hill and slide down the other side, by naming the sounds printed on the sides of the hill. Device 3. (a) Draw a ladder. At the top of it, draw some object for which the child is to climb. (h) Child who sounds the words printed on the rungs of the ladder has his name written by the object. Device 4. (fl) DraAv circles with colored chalk to represent balloons. (6) Print words to be sounded within the circles. (c) Pupils sounding words get their names or initials written on balloons. Device 5. (a) Draw stairs upon the board. (&) Print words or word-forms on stairs. (c) Have pupils climb up and down stairs. Device 6. (a) Draw the outline of a book upon the board. (b) Print words to be sounded upon the book. (c) Have pupiLs read the book. Device 7. (a) Draw a flag in red, white, and blue crayon. (h) Children sound the words which are printed on the stripes. Device 8. (a) Draw a large apple upon the board. (h) Print all-over the apple the letters to be sounded. (c) Children eat the apple by erasing each letter as it is sounded. Device 9. (a) Draw many falling leaves upon the board. (h) Print words upon or by the leaves. (c) Let each child come forward and catch three leaves. (5) Device 10. (a) Draw cornucopias containing strawberry (pink crayon), vanilla (yellow), and chocolate (brown), ice cream. (&) Print words upon cornucopias. (c) Give cornucopias to pupils sounding words correctly. Device 11. (a) Draw a telegraph pole. (h) Print words up and down and extending outward at right angles from the pole. (c) Have pupils climb up and down the pole. Directions for Teaching Sight Reading (see Lesson 15). The purpose of sight reading is to train the pupil in the application of known phonic facts. Print the sentences upon the board or have pupils use the Pupils' Exercise Books. Give the class a moment to study each sentence. Call especially upon pupils who can not read the sentence. Help them develop the words they do not readily recognize. If the failure to get words is due to the fact that pupils do not recognize- fornLS gone over, jot down for future drill all phonograms missed. Or, as another device, the class may be divided into sections. The strong pupils may be given the entire lesson to work out. Teach those pupils, who can, to be independent. At the close of the lesson these pupils may read aloud from their seats any sentences called for. The weaker pupils may be given one sentence at a time to study, either the same or different, and as they are called upon, each may come to the teacher's desk to receive help. Sentences read aloud at the teacher's desk should be read softly so that the pupils studying at seats will not depend upon what they may hear. The rhymes introduced may be handled in the same way, as a rhyme of four lines is merely the equivalent of four sight sentences. In a rhyme of four lines, four children may be helped at the teacher's desk at one time, each child being given a different line. When each child has his line ready, the rhyme may be put together by having each child read his line in turn. (6) A COURSE OF STUDY IN PHONICS. LESSON 1. ^ As soon as the word, play (Primer, page 3) is learned as a sight word, phonic work may begin. (a) Print the word play upon the board. (h) Have class tell what the word is. (c) Cover pi with an eraser. (d) Tell class that the part of the word which they can see is ay. (e) Have class repeat ay in concert. (/■) Have several individuals say ay. (g) Under the word play which is printed upon the board, print ay, as, play ay (h) Cover j^l and show class that ay below is just like the part of play that is not covered. (i) Have several individuals come forward and point to ay or play as the teacher directs. Insist that child says the word or word-form to which he points. LESSON 2. ^^^ say ^-'^ bay ^^^ pay ray gay fay day nay shay In conjunction with ay, introduce s. r, p, b, g. n. d. f, sh by imitation. To Teach Lesson 2. 1. First take column 1 only. (a) The teacher says, "s-ay, say." (h) The children repeat in concert, "s-ay, say." (c) The children repeat, "s-ay, say," three times as the teacher points to the exact part the class is saying. (a) The teacher says, "r-ay, ray." (6) The children repeat in concert, "r-ay, ray." (c) The children repeat, "r-ay, ray" three times. (7) (d) Children now sound the first and second words in concert several times. (e) Work over day as you did say. (/) Children now sound column 1 in concert. 2. Concert work is always followed by individual work. (a) Have many children in succession come forward and sound words of column 1. (&) Print column 1 upon board. Play Game 1. (c) If children need further drill, use any of the devices given. 3. Work over column 2 just as you did column 1. 4. Review columns 1 and 2. {a) Concert work first. (5) Individuals come forward and sound. (c) Use any games or devices for further drill. 5. Work over column 3 just as you did columns 1 and 2. 6. Review columns 1, 2 and 3 just as you did columns 1 and 2. LESSON 3. As soon as Lesson 2 is learned, break up its words into their phonetic parts. Method : (a) Print say upon the board. (5) Have class tell what the word is. (c) Cover s. Have class tell the part of the word to be seen. {d) Cover ay. Tell class to begin to say say. (e) Have individuals sound s. (f) Tell class that s is the sound made by the snake. (g) Proceed in same way to break up the other words. Directions for Using Flash Cards. Teacher now begins to make out her flash cards. Through Part I, the very first thing a teacher does at the beginning of each lesson is to review all the phonetic parts her class has had. For consonants. Use manila cards about four and one half by five inches. Let the print be rather large and heavy so that it can be easily seen. On one side of the card, print the consonant. If the same consonant is printed on the back of the card in the upper right hand corner, it will be found convenient for quick flash card work. For word-forms. On one side of the flash card, print the word-form. On the other side, print upside down the known word from which the word-form was obtained. In flashing the cards, if a child hesitates in sounding a word-form, show the reverse side of the card, and the known word will suggest the form. In flashing the cards, stand back from the class so that entire class may be seen at a glance. (8) Avoid holding the cards too Ioav. Hold them at such a height that the letter in the corner of the card and also the children's faces may be seen without glancing down and then up. As new phonetic parts are learned, group the flash cards for drill. Put all the initials (s, r, p, b, g, n, sh, etc.) in one group; all the word-forms (ay, un, ain, ap, ash, etc.) in the second group; and the endings (s, ing, ed, etc.) in the third group. LESSON 4. ^^^ sun <2^ bun ^^^ pun run gun fun dun nun shun 1. Drill from flash cards which now contain the nine initials from Lesson 2, and the word-form ay. 2. run — Known word on page 5 of Primer. 3. Break up run just as you did play in Lesson 1. 4. Blend the nine initials of Lesson 2 with un. Use this method : (a) (Teacher) : "I am going to say this first word two times quickly.'" (&) The teacher now sounds s-un, s-un quickly, slurring the sound of s into the sound of un without changing the inflection of the voice. (c) Proceed with run and dun as with sun. (d) Have class sound each word in column 1, two times quickly. (e) Have individuals come forward, take pointer, and sound column 1. 5. Work the lesson over by columns as you did Lesson 2. 6. Add ^in to flash cards. ] :.ESSON 5. say day ) (gay pay sun dun) (gun pun ray bay j (nay fay ruit bun) (nun fun gay shay ) . ( say nay gun shun ) ( sun nun 1. Drill from flash cards. 2. In this lesson, each group of four words rhymes. Teacher tells class about the little rhymes and then has class listen while she says, ' ' s-ay, say ; s-un, sun; d-ay, day; d-un, dun." 3. Class now sound first group as the teacher points. 4. Individuals come forward, take pointer, and sound the first group. (9) 5. Work over remaining groups, one by one, in same manner. 6. After a lesson or two of this type, step two may be omitted. LESSON 6. ^^^ say (-) ray (3) run ^^^ nay dun bay sun shun fun gun day pun gay nun bun shay pay fay 1. Drill from flash cards. 2. Concert work on column 1. Use method given in Lesson 4. 3. Individual work on column 1. 4. Handle remaining columns, one at a time, as vou did column 1. LESSON 7. ^-^ pin ''^ shin bin fin ^1^ sin din 1. Drill from flash cards. 2. in — Known word on page 17 of Primer. 3. Children sound words of this lesson in concert by method given in Lesson 4, as the teacher points. 4. Any of the games or devices given may be used for individual drill. 5. Add in to flash cards. LESSON 8. Review. ^^^ say ^-' fun (^> fin ^^' sun pin bay gun din run shin fay shay (5) gay («^ bin ^'^ sin (s) dun nun day pun pay bun shun ray nay 1. Drill from flash cards. 2. Have individuals come forward and sound any three of above words designated by teacher. (See Lesson 4 for method of sounding.) (10) ^i> fain grain (2) LESSON 9. rain ^^^ dain ^^^ sand bain pain band 1. Drill from flash cards. 2. and, rafu— Known words from pasjes 3 and 15 of Primer. 3. Break up rain as you did play in Lesson 1. 4. Build above words in eoneert. (See Lesson 4 for method.) 5. Have individuals come forward and build words. 6. Use any of devices or games given, for extra drill. 7. Add and and ain to flash cards. LESSON 10, band sand ) j band sand bun sun ) (bay say fain rain ) j gain dain fun run ) ( g^un dun 1. Drill from flash cards. 2. To handle Lesson 10 (see Lesson 5), Revietv. (1) LESSON 11. shay ^'^ run (3) sand (^^ fain band bain ray din fay gun gay bun dain day dun say sin shun shin fin rain bin nun bay 1. Drill from flash cards. 2. Handle Lesson 11 as vou did Lesson 8. (1) LESSON 12. ^'^ ad af ag Print a upon the board. Sound short a (as in at) for the class. (11) an ap ab , (^> ash 3. Have class repeat in concert at least three times. 4. Have many individuals sound short a. 5. Add a to your flash cards. 6. Combine short a with n, p, h, d, f, g and sh which children know. 7. Print Lesson 12 upon the board. 8. Teacher says, ''a, n — an," slurring as in Lesson 4, and pointing to the parts she sounds. 9. Class repeat in concert, "a, n — an." 10. Teacher says, "a, p — ap." 11. Class repeat, "a, p — ap." 12. Class sound first and second word-forms. 13. Teacher says, "a, h—ah/\ 14. Class repeat, "a, h — ab." 15. Class sound first, second and third word-forms. 16. Have individuals work on Column 1. Do not take Column 2 until Column 1 is known. 17. Proceed with Column 2 as with Column 1. 18. Drill upon Columns 1 and 2 combined. 19. As the word-forms are learned, add them to your flash cards. LESSON 13. (^> ran ^^^ nap (^^ fad sap dash shag dab pad rap fag: bag ban shad gap sad sag rad Dan The above lesson combines the known consonants with the word-forms just learned. 1. Have individuals come forward, take pointer, and sound three words each, or give class a moment to prepare two or three words before calling upon any one. LESSON 14. ^^^ sash (2) Y^g ^^> bad dad gab pan nag fan shab san rab dag bash gash rash 1. Handle above lesson just as you did Lesson 13. (12) LESSON 15. ^ Sight sentences. (See General Instructions, page 6.) 1. The bad boy ran away. 2. Run to the bag with the rag. 3. Dan ran on the sand. 4. Come rap on the pan with the fan. 5. The girPs sash is gay. 6. The boys dash for the buns. 7. The sun's rays play on the bay. LESSON 16. ^1) hay <2) hap ^^^ hag hun hash hand had 1. Drill from flash cards. 2. Present consonant h. Ask the class what sound they make when tired, h is the tired sound. 3. Have class sound h several times. 4. Concert work on above columns. 5. Have individuals come forward, take pointer, and sound the group designated by teacher. (If any child has trouble in blending, see Lesson 4.) 6. Use games or devices if further drill is needed. 7. Add h to flash cards. LESSON 17. (had ( hand sad ) sand ) j had ( hand bad band j hay ( hun gay 1 gun ) j hay ( hun pay pun ( hay ( hun ray ) run ( hay ( hun nay nun 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. (13) LESSON 18. ^^^ sand (2^ bad ^^^ hay ^^^ rain gay din sad fay hash fain fin shin band hand nap fad 1. Drill from flash cards. 2. Have individuals come forward and sonnd any column designated. LESSON 19. Rhymes for sight reading. (See General Instructions, page 6.) Ay-ay, un-un, in-in, and, Bay-bay, bun-bun, bin-bin, band. Jump with me into the sand. Bad little Dan, Ran to sad little Nan, With a bun in a pan. Aban, abun. Dash had some fun ; Aban, abash. Dash had some hash. Who is a bad boy ? Little Dan. Who is a gay girl ? Little Fan. LESSON 20. ' (1) lay lin land ^^^ lain lap lash ^^) lad lag 1. Drill from flash cards. 2. Present consonant /. Sound it for class. 3. Have cla^ sound I several times. 4. Give concert work on above columns. 5. Have individuals come forward and sound at least three words. 6. Add I to flash cards. (14) LESSON 21. lag sag 1 j lag bag ) land sand ) ( land band ) lap gap I i lap rap 1 lain gain i ( lain rain ) lad gad ) (lad sad / lash gash S ( lash sash ^ 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. (1) LESSON 22. say (2) sun ^^> sin ^^^ sand ray run rin rand pay pun pin pand bay bun bin band nay nun nin nand day dun din dand 1. Drill from flash cards. 2. Have individuals read above columns down, up, and across. (1) LESSON 23. may ^-^ mash ^^^ main mag map min mad man mand 1. Drill from flash cards. 2. Present consonant m. Ask the class what sound the cow makes. 3. Have class sound m three times. 4. Concert work on above columns. 5. Individual work on above columns. 6. Add m to flash cards. (15) LESSON 2^ k main bain ) < 1 main lain mand > < band ) ( mand land may ray ) j may pay main rain ) \ main pain may pay J may day min pin \ < min din main pain I ( main dain 2. See Lesson 5 to handle above lesson. LESSON 25. (1) sag rash lain Dan pain lad (-> dab ban map ban fin lain (3) gain pad sap gap shun gash ^^^ shun had ray nun hand pun 1. Drill from flash cards. 2. Have individual work only on above lesson. Some of the games may be used for pleasant individual work. In lessons in which no new work is presented, children may, for variety, recite in order of seating. The first child runs up quickly on tiptoe. By the time he has sounded three words, the second child should be ready to take the pointer from the first child. In this way, no time is lost. The quick work also appeals to the children. LESSON 26. Sight sentences. 1. The bad boy ran to the bay. 2. May had the sash in her lap. 3. The girls lay on the sand. 4. Go lash the man to the tree. 5. Hand the pin to me. 6. The gash may pain you. (10) LESSON 27. A few compound and two-syllable words : May-day gain-say Finland sand-bin rag-bag unpin pay-day Sunday sand-man 1. Drill from flash cards. 2. Build above words. Children may need a little help here. If so, build the two parts of two or three Avords and show the class how you put the two parts together to make one long word. 3. Concert work. Class sounds as teacher points. 4. Individuals take pointer and build words. ^dd s. LESSON 2i i. ^^^ gains ^-^ suns (3) lands ^^^ days pays sins pins shins runs bands rays pains lays rains guns sands 1. Drill from flash cards. 2. In the lesson above, the teacher pronounces two or three words for the class, pointing to each part as it is pronounced, and emphasizing the ending s. 3. Handle one column at a time, giving concert work first and following with individual work. LESSON 29. Add ing. ^^^ saying ^^^ landing (3) sanding paining raining haying handing maying laying gaining paying sinning gunning pinning dinning shunning sunning running 1. Drill from flash cards. ::„ 1,: 2. Present above lesson as i you presented Lesson 2^ I.:' . 2— BUL 10 (17) LESSON 30. 1. Dash is running on the sand. 2. May-day is a gay day. 3. The man is paying for the shad. 4. Nan lays the pin on the pan. 5. A nag may lag. 6. See the sap run from the tree. LESSON 31. (1) sing ^-> ring ^^^ ping bing ding ling I sing— Known word in Primer, page 24. Break up sing to get ing. (See Lessou 1.) 2. Build the above words in concert. Blend as in Lesson 4. 3. Have individual work on lesson. 4. Add ing to flash cards. LESSON 32. ( sing ring ) ( sing bing | \ say ray \ \ say bay ) ( sing ping ) ( sing ding | ( say pay ) ( say day ) ( sing ding ) ( sing bing ) ( sun dun ) ( sun bun j sing ring | ( sing ping ( sun run ) ( sun pun 1. Drill from flash cards. 2. Handle Lesson 32 as you did Lesson 5. LESSON 33. Add ing to — (i> sing r-^ bag ^'^ nap ^^^ dash ring nag lap mash ding lag rap gash 1. Drill from flash cards. 2. See Lesson 29 to handle above lesson. (18) LESSON 34. Rhymes for sight reading. Ding a ling, The birds may sing. The boy may run Around the ring. Shing-shing, shand-shand, Shay-shay, shuns. Girls and boys May have some buns. R is for ring, G is for gain, S is for sing, P is for pain. ^^^ There was a little land. There was a little sand. The sand on the land. And the land in the sun. And the little girls jump for fun, for fun, And the little girls jump for fun. ^^^ There was a little land. There was a little ring. The ring on the sand. And the sand on the land. And the land in the sun. And the little girls jump for fun, for fun. And the little girls jump for fun. (19) ^^^ There was a little land. There was a little tree. The tree in the ring, And the ring on the sand, The sand on the land. And the land in the sun, And the little girls jump for fun, for fun. And the little girls jump for fun. LESSON 35. (^) sell ^-) Nell ^^> mell pell dell shell bell fell 1. Drill from flash cards. 2. tell — Known word, Primer, page 40. Break up tell to get word-form ell. (See Lesson 1.) 3. Build above lesson as you did Lesson 4. 4. Handle but one column at a time, taking concert work first and then follow with individual work. 5. Add ell to flash cards. LESSON 3( j. ( sell pell 1 (sell bell ) ( sad pad j ( sad bad 1 (fell dell ) (fell bell 1 ( fan Dan ) 1 ( fan ban ) (bell Nell ) 1 [bell sell ] ( bag nag i ' ! bag sag ) ( sell bell ) ! 1 sell mell ) ( say bay 1 . i 1 say may j 1. Drill from flash cards. 2. See Lesson 5 to handle above lesson. (20) LESSON 37. sook rook look book nook hook shook 1. Drill from flash cards. 2. /(>oA;— Known word, Primer, page 47. Break up look to get word- form ook. (See Lesson 1.) 3. Build above words. 4. Add ook to flash cards. LESSON 3f I. ( sell bell 1 ( sell Nell ) ( sook book ) ( sook nook j ( book sook ) ( book hook ) ( band sand ) ( band hand ( 1 sook rook \ sook shook ) I sag: rag: i sag shag- ) ( look sook ) look nook ] (lap sap i i lap nap ) 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. (1) LESSON 39. sing ^2) rook (^^ Nell ^^> lad fanning gadding dashing handing rags gaps pans lays dell shook ring ling selling gabbing paining lapping looks shells bells bags nab shinning maying hook ding sook fell lain rays pays lays nags 1. Drill from flash cards. 2. Individual work on Lesson 39. Let each child who comes forward (21) sound two or three words. Call upon the children rapidly so that the second child is ready for the pointer as soon as the first child is through with it. Teach children to run to and from the board on tiptoe. LESSON 40. Sight sentences. 1. Look for the book in the nook. 2. Nell ran over the shells. 3. The bell says, " Ding a ling." 4. The boy looked for the hook. 5. The pan fell from her hand. 6. The girl had some shells in a bag. LESSON 41. og ol of cm osh ob * od on op 1. Print upon the board. 2. Sound short o for the class. 3. Have class repeat several times. 4. Have many individuals sound short o. 5. Add to flash cards. 6. Combine short o with d, n, p, g, f, sli, I, m, h and print upon board. 7. Teacher says, "o, d — od," slurring the sounds as in Lesson 4, and point to each part sounded. 8. Class repeat in concert, ^'o, d—od." 9. Teacher says, "o, n — on." 10. Class repeat, "o, n — on." 11. Class sound first and second word-forms. 12. Teacher says, ''o, p — op." 13. Class repeat, ''o, p — op." 14. Class sound first, second, and third word-forms. 15. Individuals now sound Column 1. 16. Do not take Column 2 until Column 1 is learned. Then proceed with Columns 2 and 3 as with Column 1. 17. As forms are learned, add them to flash cards. (22) , LESSON 42. sod mop sop fop sob fog hod dog bosh hog shop mob rob pod pop log fob rod 1. Drill from flash cards. 2. Individual work on Lesson 42. LESSON 43. Sight sentences. 1. The dog is resting by the log. 2. Bob had a rod and hook. 3. The dog ran after the hog. 4. The man is selling books. 5. The bird hops to the nest. 6. Nan shook the shells from her lap. LESSON 44. ^^^ way ^^^ wing ^^^ wain ^^^ wag win well wook 1. Drill from flash cards. 2. Introduce w. Ask the children if they have ever heard the wind sing on a stormy night. Let thein tell you what the wind says. Also let them look at one another's mouths to see how round they are. 3. Take above lesson, handling it the same as Lesson 4. 4. Add IV to flash cards. (23) LESSON 45. ( way fay ) ( way shay ( win fin i ( win shin i wing sing 1 j wing ding { well sell 1 (well dell ( wain rain ) ( wain gain ( wagr rag- i ( wag gag (well bell ) ( well shell ( way bay i \ way shay 1. Drill from flash cards. 2. Handle above lesson as you did Lesson 5. LESSON 46. ^^^ rest ^-^ nest ^^^ west pest lest best best fest 1. Drill from flash cards. 2. nest — Known word, Primer, page 56. Break up nest to get word- form est. (See Lesson 1.) 3. Build above lesson, handling same as Lesson 4. 4. Add est to flash cards. LESSON 47. j best west ) ( best lest ) ( bain wain ) ( bain lain j ( rest pest j j rest nest ) ( rot pot i (rot not S ( rag hag 1 (rag nag ) ( rest best i ( rest nest S ( best lest ) ( best rest ) ( hash lash s ( hash rash ( 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. (24) LESSON 48. (i> tell tin ting (-^ test tain tap ^^> took tun tan 1. Drill from flash cards. 2. Introduce t. This is the sound made [)y the watch, the watch sound several times. 3. See Lesson 4 for handling Lesson 48. 4. Add t to flash cards. ^^) tag tog Tom Have class make LESSON 49. \ test rest \ j test lest (tot rot ) (tot lot ( tell bell ) j tell shell ( took f book ) (took shook j tap §rap 1 ( tap map ( tain gain ) ( tain main ( tag lag 1 ( tag bag ( tog log j ( tog bog 1. Drill from flash cards. 2. See Lesson 5 to handle above lesson. LESSON 50. Sight sentences. 1. The fog rests over the bay. 2. Tom shot the pop-gun. 3. Tell the dog to look on the log. 4. The bird is hopping to the nest. 5. The bluebells are nodding in the dell. 6. The shell fell on the book. 7. Look ! the bad boy is robbing the nest. 8. The pods are popping. (25) (1) LESSON 51. (3) (4) jab jest ^-^ jun ^^^ job jay jell josh Jin jag jot Drill from flash cards. Introduce j. Children have had jump as a sight word. Print the word jump upon the board and have the children begin to say it. Have class sound in concert several times. 3. Build above words as in Lesson 4. 4. Add j to flash cards. 1. 2. LESSON 52. jest jot jab jell jay jog jest jot jab jell pest pot tab tell lay log lest lot nab Nell jest jot jell jay jog jest jot test tot shab shell day dog nest not dab dell 1. Drill from flash cards. 2. See Lesson 5 for above lesson. LESSON 53. Review. ''' jot Torn bobbing lags wain lots (2) wags mop God sobbing tan mob (3) lap-wing blue-jay day-book ding-a-ling 1. Drill from flash cards. 2. Handle Lesson 45 as you did Lesson 34. (26) lest shot dotting nooks jabs joshing maintain (4) fop pest sop forsook shopping fob tab (1) LESSON 54. unpin ^-' inlay ^^^ hand-book unhand ingoing sayest unhook inning saddest unrest income forsook gayest 1. Drill from flash cards. 2. Handle above lesson same as Lesson 27. (1) LESSON 55. can ^^^ cook ^^^ cop ^^> cob cap cod cun cad cab cog Cain 1. Drill from flash cards. 2. Introduce C. This is the sound made by the little fish when left out of water. 3. Handle above lesson same as Lesson 16. 4. Add c to flash cards. LESSON 56. j cook look i cook rook ) (Cain lain ( Cain rain j ( cod sod ( cod nod ) ( cook sook ( cook nook ) j can ran ( can tan ) ( cap rap ( cap tap S ( can man 1 ( can Nan ) ( cap map ) ( cap nap ) ( cod shod ) ( cod hod 1 ( cook shook j ( cook hook ) 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. (27) LESSON 57. vain wain vain lain vest west vest lest vin pin vin din vain pain vain dain van tan van ran vest test vest rest vin win vin fin vain wain vain fair 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. 3. Add V to flash cards. LESSON 58. Rhymes for sight-reading. When the sun is in the west, Little birds are in the nest, And the squirrels are at rest. Little birds peep, Little girls weep. Little boys jest, And that is the best. Ding-a-ling, Ding-a-ling, Who wants to ring the bell ? Ding-a-ling, Ding-a-ling, " I do," said little Nell. There was a little girl. The girl was Nell. She had a little cook-book. And it did tell ' The way to cook buns And cook buns well. Come, run on the sand, And jump on the hay. Come rest in the nook, And sing a glad lay. I took a little bluebird, I took it from the nest ; It was the gayest bluebird, It had the gayest vest. Ring a ting rest. Ring a ting rag, I saw a dog, And he was tagged ; I said, " Well, well," And his tail he wagged. LESSON 59. i chin win ) i chin pin I ( chain wain i ( chain pain j ( chap lap ( chap nap ) ( chest lest ( chest nest ) i chop ( chin top tin 1 j chop ( chin shop ) shin S ( chap tap 1 ( chap rap ) ( chest test S ( chest rest ; 1. Drill from flash cards. 2. See Lesson 5 to handle al: 3. Add ch to flash cards. )Ove lesson. (29) LESSON 60. ^^^ pained ^-^ sinned ' ' shinned ''' looked bayed shunned hayed cooked tagged jogged tinned tapped rained pinned chained booked belled robbed canned rapped joshed shelled fanned mapped wagged dinned tanned hooked gained lagged bobbed chopped 1. Drill from flash cards. 2. Handle Lesson 60 as you did Lesson 28. 3. Add ed to flash cards. Teach children to give it two sounds — d, t. LESSC DN 61, ( thin din ) ( thin win ) { thing ding ] ( thing wing j ( thun shun ) j thun fun ) I thin shin j ( thin fin -j ( thing sing ) ( thing ring ) ( thun sun \ ( thun run ) 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. 3. Add th to flash cards. LESSON 62. Sight sentences. 1. The dog is chained to a rod. 2. The cook chopped the cod. That chap is a fop. The top is too thin. The chest is by the tap. 3. 4. 5. 6. The girl nodded to Bob. (30) LESSON 63. peep pin deep ) din i ( peep ( pin sheep / shin ) weep well deep ) dell 1 ( weep ( well peep ) pell i sheep shay weep ) way j ( sheep 1 shay deep ) day j deep Dan seep \ san ) ( deep ( Dan peep ) pan \ 1. Drill from flash cards. 2. Kiiown word sheep, Primer page 73. Break up word sheep to get the word-form eep (Lesson 1). 3. See Lesson 5 for above lesson. 4. Add eep to flash cards. LESSON 64. row rest ( now ( nay I how ( hook ( pow ( pad chow chest how hay cow cook how had row rest now nay how hook pow pad wow ) west ) mow ) may ) bow ) book ) mow ) mad 1. Drill from flash cards. 2. cow — Known word, Primer, page 73. Break up the word cow to get the word-form ow. 3. Handle above lesson same as Lesson 5. 4. Add ow to flash cards. (31) LESSON 65. king keep kin kay kin kay ding ) deep ) win ) way fin fay king keep kin kay kin kay ping peep sin ) say i bin ) bay ) 1. Drill from flash cards. 2. Have class sound c. Tell them k has the same sound. sound k three times. 3. Handle above lesson same as Lesson 5. 4. Add k to flash cards. Have class LESSON 66. Sight sentences. 1. The cat and the dog had a row. 2. How deep the bay is ! 3. The dog said, " Bow, wow." 4. The man may keep the sheep. 5. The chow-chow is in that pan. 6. Now the king nods and bows. LESSON 67. ^i> sat -^ pat ^^) mat rat fat cat bat hat chat that 1. Drill from flash cards. 2. Have class blend short a with t. 3. Concert work on above lesson. 4. • Individual work on above lesson. 5. Add at to flash cards. (32) LESSON 68. sat bat ) ( sat rat ) sat fat sob bob ) \ sob rob ) ( sob fob mat sat ) ( mat hat ( ( mat rat mash sash j ( mash hash j ( mash rash that fat ) ( that rat j (that pat than fan ) ( than ran ) ( than pan 2. See Lesson 5 to handle above lesson. LESSON 69. ^^* ram ^-' jam sham Sam ham 1. Drill from flash cards. 2. Have class blend short a with m. 3. Concert work on Lesson 69. 4. Individual work on Lesson 69. 5. Add am to flash cards. LESSON 70. ram jam ) i ram Sam ( rag jag ) ( rag sag i ham ram ) i ham Sam I hook rook ) ( hook sook ( sham ham | j sham Sam i shad had \ I shad sad 1. Drill from flash cards. 2. Handle above lesson same as Lesson 5. 3— BUL 10 (33) ^i> rot dot got jot LESSON 71. (^> not hot pot cot 1. Drill from flash cards. 2. Have class blend short o with t. 3. Concert work on above lesson. 4. Individnal work on above lesson. 5. Add ot to flash cards. LESSON 72. shot sham got gag cot ( cog pot pan jot jam lot lag dot dog tot tan shot sham got gag cot cog pot pan <^> shot lot tot hot ) ham ) tot ) tag S lot ) log cot can 1. Drill from flash cards. 2. Handle Lesson 72 same as Lesson 5. LESSON 73. Sight sentences. 1. The cat ran for the fat rat. 2. Is my hat on the mat? 3. The pot is not hot. 4. Bat, bat, come under my hat. 5. Nat may pat the ram. 6. Sam took the jam. (34) Eevieiv. LESSON 74. Group 1. sag bag nag sun bun nun say bay nay Group 2. took rook look test rest lest tag rag lag Group 3. chin win pin chain wain pain chest west pest Group 4. keep deep sheep kin din shin kay day shay Group 5. gap cap hap gad cad had God cod hod Group 6. thinning chinning tinning wagging tagging lagging mopping hopping popping Group 7. caps maps raps vests chests jests jobs sobs fobs Group 8. chained pained gained canned tanned fanned jogged togged bogged Group 9. chopped mopped hopped cooked hooked looked tapped sapped lapped Group 10. ash-can chow-chow maintain invest unchain obtain vainest king-pin sapling bow-wow thinnest attest attain captain pell-mell 1. The above groups are for individual work. The lirst nine grouj)s may be read down, up, and across the columns. LESSON 75. Sight sentences. 1. The sun went to rest in the west. 2. Dan had a tan cap. 3. The sand is in the tin can. 4. Who tagged me on the hand ? 5. Can you hook my sash ? 6. We may rest on the way. 7. Unchain the dog. (30 LESSON 76. Rhymes for siglit reading. Ten little ducks, With ten little bills, Went for a run Over the hills ; Ten little ducks Went into a den, Ten little bills. Never peeped again. Little May, tell me how To look around. And make a bow ; Little May, tell me lest I look around. And make a jest. Bad little Bill Saw a shilling In his father's vest ; Bad little Bill Took the shilling. But ril not tell the rest. Chow-chow hot. Chow-chow chill. Chow-chow in the pot, Eat with a will. Sillme, sillme, sillme, sot. Some are cold and some are hot, (37) (i> Two little kittens, Playing by a lake, One was Jill And one was Jake. ^^^ Jill, he was a cunning wag, And said to Jake, " Come and play tag "; Jake, he was a sleepy kit. And did not want to play a bit. ^^^ Jill now took a little thing. And round sad Jake he made a ring ; Sleepy Jake, he could not rest. For cunning Jill was such a pest. A little tom-tit On a tree sat ; Under the tree. Was a bad tom-cat. " Mow, mow," said the tom-cat, " Fan me with your wing "; " Peep, peep," said the tom-tit, "Fm going to the king." LESSON 77. ^^* bray ^-^ bring ^^' brad brin brook bran brand brow broth brain brag bram 1. Have class blend h and r — l)r. 2. Have many pupils blend b and r. (38) 8. Drill uj)()ii above lesson, one ('ohiimi at a lime, lirst in concert and then individnaljy. -j:. Print br upon a flash card. This is the l)e stain sting steep stag ^"^ stam stab stan 1. Review double consonants from flash cards. 2. Have class blend s and t — st. 3. Give above lesson. (See Lesson 77.) 4. Add st to flash cards. LESSON 80. Sight sentences. 1. The stag stands by the brook. 2. The king is on that train. 3. Stay with Nell. 4. See the rat in the trap. 5. The broth is not hot. 6. My hand stings. 7. I saw the brain in the pot. 8. The trash is in the bag. Give the class a moment to prepare each sentence. See that the weaker pupils get called upon. Help them develop any words they can not get. (39) LESSON 81. (1) IS iss id lb ig in (2) IP (if (iff ish (ill (3) it ic ick ith im 1. Review double consonants from flash cards. 2. Give above lesson. (See Lesson 12.) 3. As the forms above are learned, print them upon flash cards. A little elastic band around each group of flash cards will keep them conveniently arranged for drills or reviews. (1) LESSON 82. br tr St brig ^'^ still (3) trim trill brim stiff stick trig brit trib brill trin trick stip trip 3view double consonants from flash cards. For variety, initials 1. above columns may be used in reviewing. 2. Review short i forms from flash cards. (See Lesson 81.) 3. Give individual work only upon above lesson. (1) LESSON 83. s r d b s m w t • J c miss (^) sick (^^ hid kid with lis bib pig- hith jig jib Dick sip lid (40) rim tiff hiss fish dish nip wig" rill sill chip dim wish Sif 1. Eeview the single consonants from tiasli r-ards or see Lesson 82, step 1. 2. Review sliort i forms from flash cards. 3. Individual work on above columns. h 1 (1) hiss (2) j:^ (3) LESSON 84. n P f sh V ch th k hiss (-) dig rid dip pill chick kick kill did kiss big^ ) Jip him bill chill pick See Lesson 83. rip Jim bill nib mid chim will ship LESSON 85. Sight sentences. 1. The cow eats bran. 2. The trap had a rabbit in it. 3. I still wish to go. 4. Did you kill the chick ? 5. The boy hid the stick. 6. Did you kick Jip ? 7. Do not kill the pig. 8. The little chick is sick. (41) (1) LESSON 86, ay (2) eep ^^' af ^'' on un ow ag op in and am osh ain ap at off ing- an ath ol ell ab od oil ook ad ob om est ash Off ot The above lesson may, for variety, be used in reviewing the word forms of the first seventy -six lessons. Columns may be used down, up. and across. It may be used as a test lesson. Pupils go over forms to see if they know them. Pupil monitors help children with unknown forms. (1) LESSON 87. St tr br teller ^-^ gayer ^"' sinner tester deeper runner vainer jester dinner singer keeper tinner payer trainer gunner stinger stagger thinner trapper batter winner dasher stammer trotter trigger steeper 1. Review from flash cards the word forms of the first seventy-six les- sons — ay, un, in, and so forth. 2. Give above lesson. (See Lesson 28.) 3. Print er upon flash cards. Put with other flash cards containing endings s, ing, ed, est. (42) LESSON 88. Sight sentences. 1. 2. 3. 4. 5. 6. 7. This jam is thinner than that. May I have the batter ? This well is the deeper. The g"un has no trig-g-er. Tell Bob to come to dinner. Put the batter in the dipper. The man staggered and fell. (1) er dagger rabbit signal rid sickest ripping" dismay fill in trin sic intrinsic LESSON 89. est (2) digg-ing dipper Dick bicker differ dish ship until attest ed (3. j.i|| display did nippers pick fig finish shilling instill 1. Review short i forms. (See Lesson 95.) 2. Have individuals work out above words. LESSON 90. (1) slay slain sling sleep slab (2) slag slot slant slop slat (3) 1. Review double consonants from flash cards. 2. Review short i forms from flash cards. 3. Have class blend s and I — si. 4. Give above lesson. (See Lesson 77.) 5. Add si to flash cards containing double consonants. (43) slap slam slash slan LESSON 91. ^^^ gray ^-^ grad ^^^ gram grin grab grog grand grap grat grain grin grot gran 1. Review double consonants. 2. Review short i forms. 3. Have class blend g and r — gr. 4. Give above lesson. (See Lesson 77.) 5. Add gr to flash cards. LESSON 92. ^'^ flay -^ flag ^'^ flab flap fling flam flat flog flash flop 1. Review double consonants. 2. Review short i forms. 3. Have class blend / and I — fl. 4. Give above lesson. (See Lesson 77.) 5. Add fl to flash cards. LESSON 93. tr sl br gr fl st ^'' slid -' flit (3) grill grip grim slip flim slick flick slim flip slit grit grid 1. Review double consonants. 2. Review short i forms. 3. Individual work upon above lesson. (44) LESSON 94. Sight sentences. 1. See the gray cat. 2. The slat stings the boy. 3. Will you trim my hat ? 4. Hand me my slippers. 5. The bird flaps its wings. 6. A slab is flat. 7. The boy slid down the hill. 8. See the rook flap his wings. LESSON 95. (1. il ish if ip iss it (See Lesson 86." (■2) m ill ib ic ith (3) id iff is ick im LESSON 96. (1) es- ess ed eb eg- egg (•2t ep ef- eff esh el- ell (3) et ec- eck eth en em 1. Give above lesson. (See Lesson 12.) 2. As the columns are learned, print them upon flash cards. (45) LESSON 97. ''' set -» bell ^"^ shed red get hen den Ned led dell pen let bed net men beg fed chess Ben pet then 1. Review short e forms from flash cards. 2 (rive Tjessnii f )7 as inrlivirlnal work. LESSON 98. ^^^ mesh ^-' then ^'' trellis ten wet sled keg step flesh them mattress in trep id met slender intrepid stem fled ab stain tresses fleck abstain ingress instep 1. See Lesson 97. LESSON 99. Sight sentences. 1. The bird has a red bill. 2. Set the keg by the vat. 3. Ben and Ned have a sled. 4. Do not beg for the figs. 5. The hen ran into the fox's den, 6. Set the net in the shed. 7. Dan is rapping with a pen. 8. My instep pains. (46) (1) LESSON 100. clay ^-' clad ■"^ clog clan cling clat clap clod clot clash clam 1. Review double consonants. 2. Review short e forms. 3. Have class blend c and I — cl. 4. Give above lesson. (See Lesson 77.) 5. Add (■} to flash cards. (1) crin cran crap crab LESSON 101. ^-^ crash crag crook crop 1. Review double consonants. 2. Review short e forms. 3. Have class blend c and r — cr. 4. Give above lesson. (See Lesson 77.) 5. Add cr to flash cards. LESSON 102. (1) fray frain frag from (li) frow frog frat froth ^"^ crest creep cram ^3> frill 1. Review double consonants. 2. Review short e forms. (See Lesson 105.) 3. Have class blend / and r — fr. 4. Give above lesson. (See Lesson 77.) 5. Add fr to flash cards. There are now nine flash cards containing double consonants hr, tr, st, si, gr, fl, cl, cr, fr. (47) LESSON 103. Sight sentences. L 2. 5. 6. 7. Run away from that g-un. A crab has crooked legs. Cling to this rock. The frog hopped over the crag. Clap your hands. Some clams come from the bay. This is the best crop of grain. (1) LESSON 104. cl cr fr si gr fl clip -^ crib (3) ^J^-f crick frit fret Fred cliff cred clem fresh click cress 1. Review double consonants. 2. Review short e forms. 3. Individual work upon above lesson. ^'^ it iss ic im ith ip ib if ill (See L&sson 86.) (2) IS ish ig iff il in id ick LESSON 105. (3) egg eb ed es ell esh ef ep •^^ el eff et eck eg ess en em (48) LESSON 106. fr cr ^^^ ragged ^-> banded fretted flitted dotted padded crested batted rotted gadded trotted petted landed clotted potted nodded (3) cl tatted fatted crooked rested handed tested branded slanted 1. Review from flash cards the short * and short e forms, have had thirteen of each. 2. Give above lesson. (See Lesson 28.) 3. Add ed to flash cards containing endings. The pupils LESSON 107. Sight sentences. 1. The cliff is steep. 2. A ragged boy nodded to me. 3. A frog rested by a log. 4. The cricket sings in the dell. 5. Who rested on my bed ? 6. A crab has crooked legs. ^^^ whin Whig whip whiff LESSON 108. ^-^ whim whit whither when (3) whet whether 1. Review double consonants. 2. Print ivh on the board. Ask children how they blow the top off a dandelion. Have several pupils sound wli. 3. Give above lesson. (See Lesson 77.) 4. Add wh to flash cards. (Not a double consonant, but may go with that set of cards.) 4— BUL IG (49) LESSON 109. (1) yell (2) yen (s) ^ag yon yesterday zest yes yam zig yet zigzag 1. Review short e forms. 2. Print y upon board. Ask class what sound the little mouse makes when caught in a trap. 3. Print z upon board. Ask class what is the bee sound 4. Have several children sound y and z. 5. Give above lesson. (See Lesson 77.) 6. Add y and z to flash cards. ^ LESSON 110. wh y z cr fr cl ^'^ whiff (-) zest (3) ygg zigzag whether whip when yon zag yet whim whip whin yesterday whet 1. Review double consonants. 2. Give above lesson. Individual work only. LESSON 111. Sight sentences. 1. The boys are yelling yet 2. Yes, the cress is fresh. 3. The way is zigzag. 4. Bring the whip to me. 5. When do you brand the cows ? (50) LESSON 112. ^^^(US- -^ un (••^^(ul- /uss up Ull ud (Uf- um ub (uff (uc- ug ush (uck ut 1. Give above lesson. (See Lesson 12.) 2. Put short 1, ( forms on flash cards as they are learned. LESSON 113. k th ch V c 1 h sh f P ^'^ chuck ^-^ thunder ''' cut stuck shut hush tub muss public stuff slum rub duck nut supper brush jut mud hull gush but rug gruff stub 1. Review sinj ^'le consonants. 2. Review short it forms. 3. Individual work on above lesson. LESSON 114. Sight sentences. 1. The man dug up a nugget. 2. This mush is too hot. 3. Here is a bud on this plant. 4. How soft your muff is. 5. Hush ! Is that thunder ? 6. Put the cup by the jug. 7. Will you brush my hat ? 8. Where did you get the nuts ? (51) LESSON 115. . br tr st si gr fl z y wh fr cr cl ^^^ trumpet <^^ slush ^^^ suffer dull dug slug nugget null truck stun stutter fuss muff mush cup cuff jug luck pucker puff bud rush flutter flush 1. Review double consonants. 2, Review short u : forms. 8. Individual work on above columns. LESSON 116. ^^^ dray ^-^ drop ^^^ drip drain drest drill drab dram dress drag drib 1. Review double consonants. 2. Have class blend d and r — dr. 3. Give above lesson. (See Lesson 77.) 4. Add dr to flash cards. ^^^ blunder bland blain blemish LESSON 117. ^'^ blest blot blab bliss 1. Review double consonants. 2. Review short u forms. (See Lesson 120.) 3. Have class blend & and I — bl. 4. Give above lesson. (See Lesson 77.) 5. Add U to flash cards. (52) ^3) bled bless LESSON 118. ^^^ sway ^^^ swag ^^^ sweep swin swagger Swiss swain swell swig swing swam 1. Review flash cards containing double consonants. 2. Review short u forms from flash cards. 3. Have class blend s and w — sw. 4. Give above lesson. (See Lesson 77.) 5. Add sw to flash cards. LESSON 119. dr bl sw ^^^ dregs (2^ drub (^> bluff bluster drug swill swell blunder drum swim dren swish blubber blush 1.. Review short i and short u forms. 2. Individual work on above lesson. LESSON 120. (1) US ud ub ug ut un up uf (See Lesson 86. ^2^ ush uss uff ul um uc uek ull '^ ith ic ib ill in it iss (4) IP if ish im ick is iff (53) LESSON 121. Sight sentences. 1. The web swings in the wind. 2. The man is swimming- in the bay. 3. Will you sweep the shed ? 4. Please blot this letter. 5. The Swiss live in Switzerland. 6. Drops of sap drip from the tree. 7. This drug will dull the pain. 8. The children swim well. LESSON 122. ^'^ play ^-' plun ^ '^ pled plash plain plow plot plod plen plan plat plus 1. Review forms of first seventy-six lessons — ay, un, in, and, am, and so forth. 2. Have class blend p and / — pi. 3. Give above lesson. (See Lesson 77.) 4. Add pi to flash cards. LESSON 123. Once I saw a little bird Come hop, hop, hop ; So I cried, " Little bird. Will you stop, stop, stop ? " Leg" over leg. As the dog went to Dover ; When he came to a stile. Jump, he went over. (54) Peter, Peter, pumpkin eater, Had a wife and couldn't keep her ; He put her in a pumpkin shell, And there he kept her very well. A bag-pudding the king did make. And stuffed it well with plums ; And in it put big lumps of fat. As big as my two thumbs. In above rhymes, for sight reading, the words stile, wife, kept, iwdcling, tlmnibs, may have to be given as sight words first. LESSON 124. (1^ and i-2) ond ant ont anch onch ank onk 1. Give above lesson. (See Lesson 12.) An is blended with d, t, ch, k. On is blended with d, t, ch, k. • 2. As the forms are learned, print them npon flash cards. LESSON 125. dr bl sw wh y z ^1) rant ^-> lank ^'^ drank blond honk clank thank blank shank fond pant pond rank bond brant sank crank tank frond flank ranch bank 1. Review short e forms. 2. -Review forms of Lesson 124. (See Lesson 134.) 3 Give individual work on above lesson. (55) LESSON 126. Sight sentences. 1. The plowman plods his way home. 2. The men plan to rob the bank. 3. Thank you for the plant. 4. The dog- drank from the pond. 5. Here are ten tin tanks. 6. The brant said, "Honk, honk." 7. The plan is in my blank book. 8. The man is fond of his pet dog. (1) spun spin Spain spit LESSON 127. (2) span spell spat sped 1. Review short u forHis. 2. Review forms of Lesson 124. 3. Have class blend s and p — sp. 4. Give above lesson. (See Lesson 17.] 5. Add sp to flash cards. (3) spot spig spigot spill LESSON 128. (^> ind int inch ink (^> end ent ench 1. Review double consonants. 2. Review forms of Lesson 124. 3. Blend the above — in with d, t, cli, k ; en with d, i, ch. 4. Print upon flash cards as they are learned. (See Lesson 12.) (56) (1) LESSON 129. pi ch st sp el dr wind ^2) chink ^^) sent drench pinch bench dint bend lent send stench finch pent clink clink lint tint stint clinch wink rend mend blend wench 1. Review the forms of Lessons 124, 128. 2. Individual Avork on above lesson. LESSON 130. (i> hint (2) sink ^^^ dent kink flink bench tend trend lend went tint brink French trench pink rent link blend flinch flint dent mint think rink 1. Review forms of Lessons 124, 128. 2. Individual work on Lesson 130. LESSON 131. Sight sentences. 1. These spots are pink. 2. Lend me your speller. 3. The boy can spin the platter. 4. This flat is for rent. 5. This is a pink tint. 6. The bench is by the trench. 7. Do you think I can spell " trend " ? 8. There are ten links in this chain. (57) (1) 1. 2. 3. 4. 5. LESSON 132. ^-^ prest ^^^ prat prow pug prob prim problem primer proper pray prin prod prop prick Eeview double consonants. Review forms of Lesson 128. (See Lesson 134.) Have class blend p and r — pr. Give above lesson. (See Lesson 77.) Add pr to flash cards. (1) LESSON 133. dr bl sw Pl sp pr plug ^-^ prep ^^^ plums spickest specks pref pressing plush printed plucked pranks planks sput planted spend sputter spanking prink 1. Review endings from flash cards. 2. Review forms of Lessons 124. 128. 3. Individual work on Lesson 133. LESSON 134. ^'' ank ^-> onch ^^' int ^^> ent ant ond ink end and ont ind ench anch onk inch (See Le.sson 86.) (58) LESSON 135. ^'^ unt unk unch 1. Review forms of Lesson 128. 2. Blend un with t, k, ch. (See Lesson 12.) 3. Put forms upon flash cards. LESSON 136. • J t w m r n g b d s (oc ^-' otch ock ost omp oft 1. Review forms of Lessons 128, 135, 139. 2. Have class blend short o with c ; om with ji ; ot with cli ; os with t ; of with t. (See Lesson 12.) 3. Print above forms on flash cards. LESSON 145. sc sk str ^^^ rock ^-^ notch ^"^ crock pomp dock romp stock cost shock botch lock blotch frost soft mock tock frock Scotch loft crotch pock flock clock lost block jock 1. Review form"^ of Lessons 139, 144. 2. Give individual work on Lesson 138. LESSON 146. Sight sentences. ^ . 1. The boy has a rock in his pocket. 2. What did the clock cost ? 3. Who lost a strap ? 4. The Scotch come from Scotland. 5. The vessel is in the dock. 6. The children play and romp. 7. The clock says, "Tick, tack." 8. A mocking bird is gray and black. (62) (1) LESSON 147. quay •' quill * '^ quip quin quest quick quintet quib quack quit quell 1. Review double consonants. 2. Review forms of Lessons 139, ]44. 3. Print qii u\nm honrd. Ask chiss what the clove says. Have several pupils sound qu. 4. Give above le.sson. (See Lesson 77.) 5. Add gu to flash cards. LESSON 148. qu str SC ^'^ scuff ^-^ Strug ^-^^ scum struck skull strand quench ques quicken scant strick quiv skunk stricken quiver 1. Review short i forms. 2. Review forms of Lesson 144. (See Lesson 156.) 3. Give individual work on above lesson. LESSON 149. ed est er ^'^ bramble -^ prattle ^^' muffle uncle ripple settle handle tinkle dimple shuffle giggle bramble haggle ruffle candle shackle trundle jiggle grapple bubble rattle brittle dribble nozzle dazzle fondle hobble 1. Review short e forms. 2. Show the class that the endings Ne, clc, pie, gle, etc., sound just the initials hi, d, gl, etc. 3. Give above lesson. (See Lesson 77.) 4. Print endings on flash cards. (63) LESSON 150. ^'^ paddle ^-^ trickle •^^^ drabble muzzle dapple straggle whittle mettle nettle supple griddle crumple rankle struggle gruntle saddle battle speckle jug:gle puzzle thimble scuffle ankle bundle stubble crinkle chuckle 1. Review short u forms. 2. See Lesson 149. LESSON 151. Sight sentences. 1. The boy whittles the stick. 2. Put the saddle on the bench. 3. Crack the speckled egg, 4. See the ruffle on the dress. 5. This plant is a nettle. 6. The brook ripples and babbles. 7. Bring a candle or a lamp. 8. Get a bundle of sticks. LESSON 152. The children sing in far Japan, The children sing in Spain ; The organ with the organ man Is singing in the rain. There were two blackbirds, Sitting on a hill ; The one was named Jack, The other named Jill. (64) April showers Make May flowers. Jack be nimble, Jack be quick, And Jack jumped over The candlestick. Diddle, diddle, dumpling. My son John Went to bed With his stockings on. Sight words to be learned — John, far, named. (1) LESSON 153. ble die gle pie sle cle fle kle tie zle gland '-^ glib ^^^ glut glad glim Gluck glob glum glit glam gloss glitter glen glimmer 1. Review flash cards containing endings. 2. Have class blend g and I — gl. 3. Give above lesson. (See Lesson 77.) 4. Add gl to flash cards. ^^^ sniff LESSON 154. -) snuff snug snip snick snob snicker snag 1. Review double consonants. 2. Review forms of Lessons 124, 128. 3. Have class blend s and n — sn. 4. Give above lesson. 5. Add sn to flash cards. 5— BUL 16 (65) (3) snap snatch ^'^ smell smut smit smitten LESSON 155. ^^^ smash smat smatter smack 1. Review double consonants. 2. Review forms of Lessons 135, 139, 144. 3. Have class blend s and m — sm. 4. Give above lesson. (See Lesson 77.) 5. Add sm to flash cards. ^^^ smock LESSON 156. ^1^ ock ^^> uf ^^^ ud ^'^ uc omp up us uff oc un ull uss otch ut uck ush ost ug um oft ub ul (See Lesson 86.) LESSON 157. gl sn sm (1) glad (- -^ snap ^^^ glen smack glimmer smash glitter smell snatch snug gloss snag 1. Review set of initial flash cards. It now consists of hr, tr, st, si, gr, fl, cl, cr, fr, wh, y, z, dr, hi, sw, pi, sp, pr, sc, sk, sir, qu, gl, sn, sm. 2. Give individual work on Lesson 157. LESSON 158. Sis:ht sentences. 1. Do not smash my thimble. 2. See him smack his lips. ('■'<■•) 3. The boy snatched the bundle from the girl. 4. See the branch quiver. 5. The dog snapped at the moth. 6. Will you have a sniff of snuff? 7. The bad boy snatched the plum. 8. Smell the jam cooking*. (1) LESSON 159. hung" sang strung prongs rung gong clung stung hang V2) tongs gang lung clang flung long bang sung dong (3) 1. Review endings from flash cards. 2. Review forms of Lesson 144. 3. Teach (nig, ong, ung as if they were sight words. 4. Individual work on Lesson 159. 5. Print ang, ong, ung on flash cards. rang swung pong fang song slang strong slung bung LESSON 160. Sight sentences. 1. The bells say, " Cling, clang." 2. The girls play ping pong. 3. Hang the tongs over here. 4. This string is strong. 5. Ring the gong for dinner. 6. Who sang that song ? 7. The swing hung from a branch. 8. Yesterday we strung pop-corn. LESSON 161. A was an apple pie. B bit it. C cut it. G got it. H had it. L longed for it. N nodded at it. P peeped in it. R ran for it. W wanted it. T took it. As I was going along, long, long, Singing a comical song, song, song. The lane that I went was so long, long, long. And the song that I sung was so long, long, long. And so I went singing along. Sight words — jjte, lane. ' ' LESSON 162. 0) wh ( -^ cl (a) gj. ''^ sc fr sw sp z dr y si tr cr fl pr str bl pi St br (See Lesson 86.) (OS) (1) o g-1 qu splin splinter splash splat LESSON 163. sn se ^-^ splatter splen splut splutter 1. Review double consonants. 2. Review forms of Lessons 144, 156. 3. Have class blend sp and I — spl. 4. Give above lesson. (See Lesson 77.) 5. Add spl to flash cards. LESSON 164. kle gle scrap scrag scram scramble fle die (•2) scrim scrub scruff scratch 1. Review double consonants. 2. Review forms of Lessons 144, 15(). 3. Have class blend so and /■ — scr. 4. Give Lesson 163. (See Lesson 77.) 5. Add scr to flash cards. (0) zle tie sm str split splen splendid i-y) pie sle scrib scribble LESSON 165. scr ^^^ scribble '"^ splatter splitting scrub 1. Review double consonants. 2. Review forms of Lessons 144, 156. 3. Have individual work on above lesson. (UO) sm g\ sn str scratch ' ' splendid splutter splashed scramble scraps LESSON 166. Sight sentences. 1. Do not scribble on my book. 2. See the splinter in my finger. 3. He scrambled out of the nettles. 4. Put the scraps on the tray. 5. Please scrub the steps. 6. This scrim is very thin. 7. The bramble will scratch your hand. 8. Give the scraps to Dash. LESSON 167. imp itch ist •-' ift ilt 1. Review short i forms. 2. Have class blend im with j) ; it with cJi ; is with t ; // with t ; il with i. (See Lesson 12.) 3. Print above forms on flash cards. (l» LESSON 168. limp ^-' tilt ^^^ whist hitch sift witch list fist listless gift stitch shift wilt skimp hilt spilt hist 1. Eeview single consonants. 2. Review forms of Lessons 156, 167. 3. Individual work on above lesson. (70) LESSON 169. ^^^ crimp (^^ lift <^> gilt ditch wist swift mist kitchen switch rift primp scrimp silt kilt drift pitch jilt 1. See Lesson 168. LESSON 170. Sight sentences. 1. This snuff-box is a gift. 2. The girl is scrubbing the kitchen. 3. See the mist over the bay. 4. These are Scotch kilts. 5. Jack is the pitcher. 6. The hilt of the dagger glitters. 7. The pitch will stick to your skin. 8. Some girls primp and giggle. LESSON 171. spl scr sm (1^ twin ^^> twit (^^ twist twain twitter twang twig twen twinkle twill twitch 1. Review short e forms. 2. Have class blend t and iv — tw. 3. Give above lesson. (See Lesson 77.) 4. Add tw to flash cards. (71) LESSON 172. (1) spray spring (2) sprung sprint sprain sprang Sprat sprig 1. Review double consonants. 2. Review forms of Lessons 156, 167. 3. Have class blend sp and r — spr. 4. Give Lesson 172. 5. Add spr to flash cards. (1) tw spr spray twang sprig twisted LESSON 173. spl scr sprint twitching spring twitter (2) (3) sm sn sprain twig spray twain 1. Review short u forms. 2. Review forms of Lessons 156, 167. 3. Have individual work on Lesson 173. LESSON 174. Sight sentences. 1. The spring bubbles over. 2. Do not twist the string. 3. Jack Sprat could eat no fat. 4. The birds twitter among the branches. 5. The dog sprang to get the stick. 6. Pick up all the twigs. 7. The birds hop from spray to spray. 8. The twins have dotted dresses. (72) LESSON 175. ^^^ ang (-' int ■^^ anch ong inch ant ung ind ank imp ink onch ist ench ont ift end ond lit ent onk itch (See Lesson 86.) LESSON 176. ^'^ softly ^-^ pansy ^"^ skinny boggy plenty fondly stuffy tricky chilly muddy manly bunny fancy scrubby jelly flabby Nancy shaggy clammy candy slippery whinny pigrgy glossy sloppy quickly pity 1. Review forms of Lessons 124, 128. 2. Give above lesson. (See Lesson 28.) 3. Put endings ly, hy, etc., upon flash cards. LESSON 177. Sight sentences. 1. Billy ate the twigs. 2. This plank is slippery. 3. Eat the candy quickly. 4. Here is a pansy and some holly. 5. Nancy has a muddy dress. 6. Some dogs are shaggy. 7. What a scrubby plant. 8. The frost makes me chilly. (73) LESSON 178. ^'' Bobby (2) folly (3) quickly sadly happy ducky funny ditty snappy lucky stubby fatty twenty gladly vainly fussy penny thinly dimly foggy frosty lofty giddy biddy holly cranny baggy 1. Review all ending.' 5. 2. See Lesson 176. LESSON 179. Sight sentences. 1. Henny Penny met Ducky Lucky • 2. Here are twenty happy children • 3. The tower is lofty. 4. I will sing you a ditty. 5. He peeped into every crack and cranny. 6. This plot is thinly planted. 7. It is folly to be vain. 8. The morning is dark and foggy. LESSON 180. ^^^ dandy -^ mainly ^^^ kinky scabby scanty cranky soggy smutty Billy snugly kitty blankly dolly rusty gritty badly bluntly shanty gayly rocky hilly 1. See Lesson 178. (74) LESSON 181. Sight sentences. 1. This land is hilly and rocky. 2. The fisherman lived in a shanty. 3. The hook is rusty. 4. Do not use the soggy timber. 5. The little birds rest snug^ly in the nest. 6. Dolly is badly battered. 7. All were g^ayly dressed. 8. The witch looked blankly at me. LESSON 182. Jack Sprat's pig-, He was not very little, Nor yet very big^ ; He was not very lean, He was not very fat — "He'll do well for a grunt," Says little Jack Sprat. Hot cross buns. Hot cross buns. One a penny, two a penny. Hot cross buns. " Come, let's to bed," Says Sleepy-head ; "Stop I a while," says Slow; "Put on the pot," Says Greedy-gut, "Let's sup before we go." Hickory, dickory, dock. The mouse ran up the clock ; The clock struck one. And down he run. Hickory, dickory, dock. Sight words — lean, head, Slow, Greedy, mouse. (To) LESSON 183. spr spl scr ^'' shrill ^-^ shrink ^"^ shriv shred shrimp shrivel shrug shrilly shrub shrank shrunk 1. Review double consonants. 2. Review forms of Lessons 135, 139, 167. 3. Have class blend sli with r — shr. 4. Give above lesson. (See Lesson 77.) 5. Add slir to flash cards. (1) ly gy thrash throb throt throttle ty ky LESSON 184. fy dy -^ thrill thrush thrift thrifty 1. Review double consonants. 2. Review forms of Lessons 144, 156. 3. Have class blend th and r — thr. 4. Give above lesson. (See Lesson 77.) 5. Add thr to flash cards. ny sy my py ^^^ thrum thrust (1) LESSON 185. shr thr tw spr shrink -* throng ^^^ thrum thrill thrust shrub shrug shrimp shred throttle shrill throb shrivel thresh shrunk 1. Review endings. 2. Have individual work only upon above lesson. (76) LESSON 186. Siffht sentences. 1. Put the shrimps in the kitchen. 2. The little thrush sings softly. 3. Bobby is a thrifty boy. 4. The throng sang gayly. 5. The pansy shrivels in the hot sun. 6. See how those shingles shrink. 7. The bird's nest is under a shrub. LESSON 187. Little Robin Red-breast sat upon a tree, Up went Fussy-cat, and down went he ; Down came Fussy-cat, and away Robin ran ; Says little Robin Red-breast, "Catch me, if you can." To market, to market, to buy a fat pig, Home again, home again, jiggety jig ! To market, to market, to buy a fat hog. Home again, home again, jiggety jog ! Humpty Dumpty sat on a wall ; Humpty Dumpty had a great fall ; Not all the king's horses, nor all the king's men. Could set Humpty Dumpty up again. Polly, put the kettle on, Polly, put the kettle on, Polly, put the kettle on. And let's drink tea. Sight words — Pussy, breast, market, tea, buy, home, great, horses. (77) (1) LESSON 188. eld ^^^ emp elt esk elm eft (3) etch 1. Review forms of Lesson 167. 2. Have class blend el with d, t, ni; em with p; es with k; ef with t et with cli. 3. Print above forms upon flash cards. LESSON 189. ^1^ belt ^-^ weld ^^^ sketch held theft helm smelt felt cleft temper Gretchen hemp skelter melt smelter left vetch stretch fetch whelm pelt desk swelter helter melt heft bereft smelter welt 1. Review forms of Lessons 167, 168. 2. Individual work on Lesson 187. LESSON 190. Sight sentences. 1. Gretchen held the matches in her hand. 2. He hung" the belt on the hook. 3. The rabbits ran helter-skelter. 4. Fetch me a sprig of holly. 5. The butter has melted. 6. Who left the switch on my desk ? 7. He held the cup in his left hand. 8. I felt chilly yesterday. (78) LESSON 191. As I was going to sell my eggs, I met a man with bandy legs, Bandy legs and crooked toes, I tripped up his heels and he fell on his nose. A little boy went into a barn, And lay down on some hay ; A cow came out and smelt about. And the little boy ran away. Sight words — toes, heels, nose, ham, about. LESSON 192. (1) by (2) y <^' zle ''^ gle ly ty tie fle gy sy sle die fy py pie cle cy ny kle ble dy ky (See Lesson 86.) LESSON 193. ^^^ dashes (1 ■' bunches ^^^ pinches joshes clashes meshes dresses pitches flushes ditches mashes fusses blushes witches threshes ranches fetches blesses musses drenches stitches hitches gashes patches 1. Review forms of Lessons 167, 188. 2. Give above lesson. (See Lesson 28.) 8. Add es to endings. (79) LESSON 194. ^'^ eft ^'^ unt . ^'^ oft esk unch ost enip unk otch etch atch oc elm amp omp elt ac ock eld ack (See Lesson 86.) LESSON 195. ^^' lashes ^-^ tresses ^"^ thrushes hushes flashes crashes brushes stretches flinches benches crunches presses punches stitches matches smashes scratches lunches catches slashes branches gushes cashes clinches 1. See Lesson 193. LESSON 196. Sight sentences. 1. We can hop over the ditches. 2. Stitch some patches on my dress. 3. The flsh were held by the meshes of the net. 4. Who pitches the ball to-day ? 5. Kitty scratches if you pinch her. 6. Let us set our lunches under the branches. 7. Fetch me the fat duck. 8. The man cashes a check. (80) (1) LESSON 197. shr spr scr thr tw spl sail ^'^ tail ^'^ grail rail jail snail bail trail pail nail quail fail hail flail mail wail frail 1. Review all endings. 2. Teach ail as if it were a sight word. 3. Give above lesson. (See Lesson 77.) 4. Print ail upon flash card. LESSON 198. Sight sentences. 1. The ship has sails. 2. Do not step on the cat's tail. 3. The quail ran under some bushes. 4. The trail led to a jail. 5. Do not fail to come Sunday. 6. Hang the pail on the rail. 7. Here is a hammer and some nails. 8. The hail fell suddenly. LESSON 199. (1) |jr <-^ cr ^'^ sw ^'^ gl tr fr pi sn st wh sp sm si y pr spl gr z sc scr fl dr str tw cl bl qu spr sk shr thr (See Lesson 86.) 6— EUL 16 (81) LESSON 200. I live among The grasses tall ; I shall be glad To have you call. My home is in An old stone wall ; So you must know I'm very small. Little Robin Red-breast Sat upon a rail ; Noddle, naddle went his head, Wiggle, waggle went his tail. Sight word — stone. LESSON 201. ^'^ sight (-^ tight (^> flight right tightly fright dight fight blight night light frighten slight might plight bright brightness 1. Review forms of Lessons 188. 197. 2. Teach ight as if it were a sight word. 3. Give above lesson. (See Lesson 77.) 4. Print ight on flash card. LESSON 202. Sight sentences. 1. It was a grand sight. 2. He held a light in his right hand. 3. We win by might or by right. 4. The battle began at night. 5. The witches frighten me. 6. Polish the pot and it will be bright. 7. Hand me a candle to light my way. 8. Jip and Dash do not fight. LESSON 203, ^^^ saw ^-' taw ^^> flaw raw jaw claw daw caw craw paw chaw draw law thaw straw maw slaw 1. 2. 3. 4. Review forms of Lessons 188, 197. 201. Teach aw. Give above lesson. (See Lesson 77.) Print aw on flash card. LESSON 204. Sight sentences. 1. The bird's claws are strong. 2. The cat's paw is soft. 3. The law books are on the shelf. 4. The daw has its nest in the church tower. 5. " Caw, caw," said the daw. 6. I saw some straw on the wagon. 7. Who took my taw ? LESSON 205. ^^^ trinket ^-^ pocket ^^^ planet thicket quintet racket limpet wicket cricket blanket skillet trumpet Muffett locket rocket nugget hatchet docket freshet sonnet 1. Review double consonants. 2. Review forms of Lessons 188, 197, 201, 203. 3. Give above lesson. (See Lesson 28.) 4. Add et to endings. (S3) LESSON 206. Sisrht sentences. 1. The limpet clings to the rock. 2. Put the blankets in the closet. 3. Little Miss Muffett sat on a tuffet. 4. How bright the rockets are. 5. Hang" the locket on the chain. 6. The rabbit hid in the thicket. 7. Chop the kindling with the hatchet. 8. The cricket sings at night. LESSON 207. (^> ight (2) elm ^^^ ang ail etch ong aw eft ung elt imp ock eld itch omp eck ist otch esk ift ost emp ilt (See Lesson 86.) LESSON 208 ^'^ ine ^^^ ane (3) ode ^^> ude ide ade one ute ite ame ope une ife ate obe use ipe 1. Review forms from Lessons 197, 201, 203. 2. Show your class how e after in, it, etc., affects those forms. Have them cover the e with a card and say in ; then uncover the e and say ine, etc. 3. As they learn above columns, print them upon flash cards. (84) ^'' bine pine fine shine line mine wine thine 1. Review forms from Lessons 197. 201, 203. 2. Review forms of Lesson 208. 3. Give above lesson. (See Lesson 77.) LESSON 209. ■^ side ^^^ dime glide lime stride time pride chime slide slime bride grime chide clime (1) LESSON 210. kine ^^^ sublime <^> bide side ride cline crime brine incline whine prime wide hide swine twine shrine tide chide 1. See Lesson 209, but give individual worlc oulv on above lesson. LESSON 211. Sight sentences. 1. The pine tree is tall. 2. What makes the sun shine ? 3. Let us hide on this side. 4. The sun shines brightly. 5. That dime is mine. 6. How wide is that trench ? 7. Stretch the line to the shed. 8. The web is very fine. (85) LESSON 212. ^'^ blame ^-' skate (3) made frame date glade flame rate fade came plate spade tame gate shade lame crate blade 1. Review double consonants. 2. Review forms of Lesson 208. 3. Give above lesson. (See Lesson 77.) LESSON 213. ^^^ same ^-^ made (3) late fate hate game trade dame grade name mate wade flate fame shame inflate slate jade 1. See Lesson 212, but give only individual worl V on Lesson 212. LESSON 214. Sight sentences. 1. My name is Nelly. 2. We like to skate on the pond. 3. How bright the flame is. 4. Who will trade slates with me ? 5. We played the same game yesterday. 6. Put the sticks in the grate. 7. Let us wade in the brook. LESSON 215. (^> bone ^-^ rope (3) rode shone hope bode lone mope node tone grope code stone scope strode 1. See Lesson 212. (86) LESSON 216. ^^^ scone -' mode ^^^ rope grope pope lonely abode drone prone boneless hopeless hone zone cone cope 1. See Lesson 212. LESSON 217. Sight sentences. 1. A scone is a Scotch cake. 2. I hope this fish is boneless. 3. The tin shone in the sunlight. 4. Put the bones on this plate. 5. Toss the stone to me. 6. I groped for the wall. 7. Here is a lone traveler. 8. The pine cones are falling from the tree. LESSON 218. ^^^ home ^-' huge ^^^ cute kite smile prune safe strife stripe lane intrude grape rude shape cube pipe ripe mile pile brute wife crane life sprite dome tune scrape pane wipe tube 1. Individual work onlv on Lesson 218. (87) LESSON 219. Sight sentences. 1. My home is a mile away. 2. The man will prune the grape vines. 3. See that huge brute. 4. The grapes are ripe. 5. What shape is a cube ? 6. Who broke the pane ? 7. How sweetly she smiles. 8. Will you wipe the dishes ? LESSON 220. ^^^ abe ^-^ ume ^^^ ode ^^' ize erne ide ale ame upe ebe ule oke ile ane ate ute ome ime ife ape ade une ipe ote ite one ave ude ibe ope aze ole (See Lesson 86.) LESSON 221. Pat-a-cake, pat-a-cake, baker's man. So 1 will, master, as fast as I can. Pat it, and prick it, and mark it with T, And bake in the oven for Tommy and me. Come dance a jig To my Granny's pig, With a rawdy, rowdy, dowdy ; Come dance a jig To my Granny's pig. And pussy-cat shall crowdy. (8S) Little Tom Tucker Sings for his supper ; What shall he eat? White bread and butter. How shall he cut it Without a knife ? How will he be married Without a wife ? Sight words — master, fast, mark, dance. LESSON 222. I had a little pony, His name was Dapple-gray ; I lent him to a lady, To ride a mile away ; She whipped him, she slashed him. She rode him through the mire ; I would not lend my pony now. For all the lady's hire. Cross Patch, Draw the latch. Sit by the fire and spin ; Take a cup. And drink it up. And call your neighbors in. Come, my children, come away, For the sun shines bright to-day. Little children, come with me. Birds and brooks and flowers to see. Sight word — neighbors. 7— BUL IG (89) LESSON 223. Bat, bat, Come under my hat, And ril give you a slice of bacon ; And when I bake, I'll give you a cake. If I am not mistaken. Old Mother Twichett had but one eye. And a long- tail which she let fly ; And every time she went through a gap, A bit of her tail she left in a trap. Sight words — mistaken, eye, eight, heard, heaven. LESSON 224. John Cook had a little gray mare ; He, haw, hum ! Her back stood up and her bones were bare ; He, haw, hum ! John Cook was riding up Shiller's bank ; He, haw, hum ! And there his nag did kick and prank ; He, haw, hum ! John Cook was riding up Shiller's hill ; He, haw, hum ! His mare fell down, and she made her will ; He, haw, hum ! The bridle and saddle were laid on the shelf ; He, haw, hum ! If you want any more, you may sing it yourself; He, haw, hum ! Sight words — riding, laid. (90) LIST Of COURSES Of STUDY— Continued. No. 13. — ^A Course of Study In Applied Problems In Arithmetic for Supplementary Use. By Mary A. Ward. Teachers' Edition (unpublished). Pupils' Arithmetical Exercise Book, No. 1 (problems Involving integers, fractions and denominate numbers) unpublished. Pupils' Arithmetic Exercise Book, No. 2; 39 pages. (Problems in percentage types.) Price, by mail, postage prepaid, 15 cents; in lots of i5 or more, freight or express charges paid by purchaser, 10 cents. jjo. 14. — A Course of Study in the Teaching of Composition, Language and Spelling; paper bound. By Effle B. McFadden, assisted by Ethel G. Smith. Teachers' Edition for first three years. Price, postpaid, 25 cents. In lots of i5 or more, freight or expressage paid by purchaser, 20 cents per copy. From tlie Teachers' Edition are reprinted the Pupils' Exercise Books, into which pupils may write with ink. The books contain the exercises for pupils but omit the directions to teachers. A large portion Is printed matter, saving the labor and time of the teacher in copying lessons upon the board, and saving the pupils also a great amount of unnecessary labor. By the use of these exercise books, classes will make from two to three times the progress they make under the usual text-book conditions. Pupils' Exercise Book No. 1. Price, postpaid, 10 cents; in lots of 25 or more, freight or express charges paid by purchaser, 7J cents per copy. Pupils' Exercise Book No. 2. Price, postpaid, 10 cents; in lots of 25 or more, freight or exiiressage paid by purchaser, 7i cents per copy. No. 15.— A Simplified Course of Study in the Teaching of Grammar; Teachers' Edition, paper bound, 187 pages. By Frederic Burk, Effle B. McFadden and Irving Brazier. Price, postpaid, 40 cents. The same kind of pupils' exercise books accompanies this bulletin as those described under No. 14. Pupils' Exercise Book No. 1 ; 68 pages, comprising Exercises 1 to 35. Price, post- paid, 10 cents; in lots of 25 or more, freight or expressage paid by purchaser, 7i cents per copy. Pupils' Exercise Book No. 2 ; 64 pages, comprising Exercises 36 to 85. Price, postpaid, 10 cents; in lots of 25 or more, freight or expressage paid by purchaser, 7J cents per copy. Pupils' Exercise Book No. 3; 48 pages, comprising Exercises 86 to 115. Price, postpaid, 10 cents; in lots of 25 or more, freight or expressage paid by purchaser, 7J cents per copy. Pupils' Exercise Book No. 4 ; 64 pages, comprising Exercises 116 to 150. Price, postpaid, 10 cents; in lots of 25 or more, freight or expressage paid by purchaser, 7J cents per copy. No. 16. A Course of Study in Phonics. By Corinne H. Johnstone and Frederic Burk. Teachers' Edition, Part I, 90 pages. Price, postpaid, 20 cents. Pupils' Phonic Exercise Book No. 1 (containing exercises reprinted from Teachers' Edition). Price, postpaid, 10 cents. In lots of 25 or more, freight or expressage paid by pur- chaser, 7 1 cents. OUT OF PRINT. No. 1 (new series). — A Course of Study in Primary Language and Handbook to the State Series Text; paper bound, 109 pages. By Effle B. McFadden. (See Bulletin No. 9.) No. 2 (new series). — A Course of Study in Primary Arithmetic and Handbook to the State Series Text; paper bound, 166 pages. By David Rhys Jones. No. 3 (new series). — A Course of Study for the Teaching of Reading to Beginners and Handbook to the State Series Primer and First Reader; paper boimd, 76 pages. (See Bulletin No. 16.) No. 6 (new series). — A Course of Study in Grammar and Handbook to the State Series Text; paper bound, 89 pages. By Frederic Burk and Effle B. McFadden. (See Bulletin No. 15.) No, 8 (new series). — ^A Course of Study in the Teaching of Reading and Handbook to the State Series Second, Third, and Fourth Readers; paper bound, 115 pages. By Alma Patterson. Address: BULLETIN FUND, STATE NORMAL SCHOOL, Buchanan and Waller Streets, San Francisco.