Book - J 3 ¥~ GoppyrightN? COPYRIGHT DEPOSIT. PLAN OF WORK FOR THE PROGRESSIVE ROAD TO READING BY GEORGINE BURCHILL Teacher, New York City WILLIAM L. ETTINGER Associate City Superintendent, New York City EDGAR DUBS SHIMER District Superintendent, New York City silver, burdett and company BOSTON NEW YORK CHICAGO LBI573 .B«4 Copyright, 1909, 1910, 1913, by SILVER, BURDETT AND COMPANY ©CI.A358410 CONTENTS PAGE Introduction iii CHAPTER I. How to Teach the Basal Stories 2 II. Phonetic Development and Drill 20 in. Written Language — Words 84 IV. Written Language — Sentences 100 V. Seat Work 108 in INTRODUCTION It is of the highest moment to every teacher of reading to know that her method is in accordance with the standards of control authoritatively established. The only criterion acceptable to-day for the soundness of any method of teaching reading to a beginner is this : Does the method proceed from wholes to parts and back again to clearer wholes? Does it advance from a unit of thought^ a sentence, to the words as words without loss of the relationship among the words, so that a flow of associa- tion is maintained among the words as parts of the original re-created whole from which they have been disentangled, or as parts of a different whole created anew out of the same parts set in other relations? It is this relation idea that makes for. true reading, as opposed to mere word calling with little or no consciousness of a higher unity. Does the method from the start train in power to grasp not a word but a related set of words, a sentence, an entire situation ? Does the method at any cost of time or energy ingrain this sentence habit first, and then proceed, and not till then, to treat a word as a whole, analyze out of it the constituent parts, and synthesize these back again into the original word or new words, which under this treatment start surprising vi INTRODUCTION thought ejaculations, oral utterances of connected thought with the new word only as the core ? In the Progressive Road to Reading method the stimulus is vital interest in a story. In the beginning only the ear and the tongue are involved. Sound leads to thought, and thought to speech. " Tell me a story ! " is the dominant expression. This creates a golden opportunity for pure phonics, — clear enunciation, clear articulation, and full, rich, deep tones of voice. The children will pay the price, if the teacher insists. Correct habits of speech will follow. In the second place the visual relations between the thought and the printed, or the written, sentence are es- tablished, so that the pupil may get the thought as promptly from a sentence seen as from one heard. Now the pupil is ready for the establishment of the visual relations between the separate ideas of a sentence and the separate words printed, or written, to represent the ideas. By a still further analysis the pupil is led to discover the auditory relations between the separable sounds, or phonic elements, of a spoken word, and the visual relations between the letters, or phonetic elements, used to represent these sounds to the eye. Accompanying this phonetic analysis there is a carefully planned method of visualization which develops manual expression, and leads at an early stage to spelling, dictation, written reproduction and composition. Indeed, the teaching of reading may, as a class-room discipline, become the radiating and illuminating center of INTRODUCTION vii the entire circle of sensory-motor activities that should con- stitute the curriculum for first-year children. No Indian was ever more interested in a " talking leaf " than these little ones just out of the kindergarten are in the written expression of thought. The tactful teacher will be able to set all other subjects of instruction into wholesome reaction with reading. This may be done whether the class be taught as a unit, or as is recommended in groups. In either case independent seat work is not only desirable but necessary for best re- sults. There is no doubt on the part of the authors that young and inexperienced teachers will be able to understand the method set forth in this Plan of Work. Nevertheless, the following discursive treatment is offered to them as though we sat in a grade conference. We shall assume that you have, with pencil in hand, care- fully analyzed the Plan of Work, and in so doing have found apparent or real contradictions, or at least difficulties not there fully explained. In such case follow your own judg- ment and you may be sure of approval so long as it does not violate fundamental principles. In the first place, do not place the book in the hands of the pupils too early. Let the preliminary oral and black- board lessons have ample time. In the next place if you trust your own intuitions you will soon discover how to group your pupils into the rapid, the medium, and the slow. If you can then engage the groups not reciting with enjoyable and profitable seat work, viii INTRODUCTION you will find the class as a whole making more rapid progress in learning to read than if you undertake to teach it as a unit. You can give much more individual attention to the pupils of a small group, and it is this that counts. In telling the first basal story, it may be best to follow the plan and tell the whole story, but some teacher may feel more like giving it in parts, so she tells only as much as she intends to use on the blackboard, has that orally repeated or paraphrased, and thus keeps up interest as is done with a serial story in a magazine. " The hen found a bag of flour " is a complete story. After it can be told orally, she writes it slowly in sight and reads aloud as she writes. Then she points and the pupils identify the words. Next she asks that they point at the words which she calls, e.g. flour, found, etc. This is an advance. Then she writes a word just below the word in the sentence and asks that by pure sight comparison they recall the sound. After this she writes elsewhere and gets identification. Then she goes to a blackboard at the side or the other end of the room and writes words for identification. Now she can note that those who turn to look at the sentence written on the front board do not have a memory image of the sentence and may be sorted in the lower group, whereas those who do not turn may be presumed, especially if their answers are correct, to have an abiding and vivid image of the sentence taught as a sentence. The prime law in teaching separate words is that they shall not be taught as bare words merely. Never lose sight of sentence unity and the relation among words. This latter INTRODUCTION ix is far more than the mere words give sign of. It is a con- tribution from the mind of the child, and evidences not mere memory and mechanical power over phonetic symbols, but a relating power, the art of thinking. Now rearrangement may begin. Rereading the same sentence from the blackboard to get greater facility and perfection is not nearly so effective as rewriting the sentence for rereading, just as if what once had been attempted from the board had disappeared and could no longer be seen. This prevents all possible local association with the top, the bottom or the side of the board, or some smutch or knot- hole. This is true also of words. Keep on filling the board, even if it be with the repeated writing of only half a dozen words. Never try to run the mill with water that has gone by. Each group must be allowed to advance as far and as fast as it can. Promotion from lower to higher groups during the term must be allowed. Often the lowest group dis- appears altogether, especially when they have a maximum of silent work just a little beyond their ordinary power. Here lies the secret of the gradation in Progressive Road to Reading. Take Book One and number the first thirteen stories sequently from page 5 to page 55. This portion is the true primer. The rest is the ordinary first reader, easily read in two or three weeks by any class that has honestly fol- lowed the Plan of Work on the first portion for 15 weeks, the first six or eight weeks, however, without the book in the hands of the pupils. X INTRODUCTION Now mark off the basal stories with their supplemental, as follows : 1. Basal. The Hen and the Bag of Flour. 2. Sup. Little Red Hen. 3. Sup. The Rat, the Hen, the Pig, and the Duck. 4. Basal. The Sun is Shining. % 5. Sup. The Lark, the Fox, the Cat, and the Snake. 6. Sup. The Rat and the King. 7. Sup. The Hen and the Lark. 8. Basal. The Sky is Falling. 9. Sup. The Brown Hen. 10. Sup. Gray Cat and Black Cat. 11. Basal. The Hungry Fox. 12. Sup. Gray Fox. 13. Sup. The House that Jack Built. Here you have the scheme in outline. For commercial reasons, the stories have had to be printed in one book, and cannot be doled out at pleasure. Let the teacher advance slowly at the blackboard with the First Basal, and as soon as book work is possible let her use the supplementary stories for seat work even if there are new words in them, put there purposely and advisedly. She will find the oral rendition much more natural, fluent and expressive after silent preparation in the seat. Clear enunciation and articulation must be insisted on, even to the point of dra-mat-ic ex-ag-ger-a-tion. Let the d be plainly heard in and. At the end of the second basal story begin phonetics. Suppose we take the present order in the Plan of Work. Write make. Cover ake and see INTRODUCTION xi m but say make. Say the whole word even if you see only a part. Soon the ear will perceive the sound that is attached to the particular part. The sound with such practice will never be distorted, as is so often the case when unequal powers of articulation are called upon to do nicely what requires long training and practice. A skilled waltzer may go slow and exhibit without fault each slightest posture and move- ment. So an elocutionist may slow up. Don't forbid the pupil, but don't encourage him to say the sound of m separately. Now cover m in make and let him say make while he sees only ake. Patience will produce its perfect work. Soon the pupils will look at the following as you write m ake and yet say make so that a listener will not know of the separation on the blackboard unless he looks. If he listens only, he cannot tell. Now develop will in the same way. With these two words on the board, thus make will I venture to say that you can cover up ake and w, and get like a flash mill. So you can cover m and ill and get wake. This is the process. Analyze sight words learned thus far as wholes in sentences first learned as wholes. Use the xii INTRODUCTION sight words (in any order you please) found as parts of larger sentence wholes, and used as parts in building up new sentence wholes. .Tear these to pieces and find smaller parts, wholes in themselves, with which to rebuild the origi- nal word and so get a firmer grasp on it, and also to build new word wholes. Study by slow, progressive, agglutinative synthesis, but have swift perceptive grasp of parts for drill with slightest possible stimulus. Thus you will secure power and speed. When phonetic power begins to show itself, the joy and glow of success will inspire the pupil to attack anything. Of course before that we rest entirely on thought, related thought, and therefore in the beginning of phonetic instruc- tion use only such words as the child can understand and will be likely to use. After he has largely mastered the symbols, it matters little whether he attacks high school, college, or university words. You can't stop him. To recapitulate. — First catch the child's interest in a story and gradually tell the story with your crayon. Spend a week if need be on one sentence, but make every pupil master it absolutely by rearrangement, as Ole Bull played a tune on one string. Then add ta your first sentence a second and treat likewise. Now you have more chance to enlarge in your rearrangement, by combining the two. Your word stock is greater. By this time every child will be able to repeat from mem- ory, letter perfect, the two sentences. The memory work will easily keep pace with your advances in the story. If the children do not speak English at home, you will INTRODUCTION xiii find this continued, accretive style of giving them the story- better than telling the entire story at once. It sustains interest. The teacher says, " Let's see. Where were we in the story when we left off? John, you tell it as far as we have heard it." Then the teacher adds a new bit. During the progress of this work, much can be done in conversation to familiarize pupils with the words of the story by the teacher's use of these words in ordinary con- versation. Much can also be done in manual training by making bags, or even by grinding corn, wheat, etc., between stones, or in a coffee mill, into meal or flour. Does such work help reading ? It does, indeed ! It lays memory traces of things and actions, ideas, for which the reading is to furnish the sight words to match the words already known by sound. Begin with a sentence, sustain glowing interest, go to words and back again to the same sentence, then to similar sentences from the same words. Proceed until you can get quite different sentences as to meaning and tone out of your word stock. By this time, through clear articulation in- sisted upon all the time from the beginning ', you will have laid a good basis for analyzing mere words into phonetic parts. In accomplishing this, repeat the general process. As soon as you have the parts, at once rebuild the words taken apart. Do this until the pupil sees, often all by himself, that a part of one word will join with part of another to make still another word which he knows, but now sees for the first time. What a gurgle of joy attends this discovery ! xiv INTRODUCTION May we not say invention ? He has created this word, and like every creator, as he looks upon his work, he thinks his creation good. Proceed from wholes to parts and back again from the parts to the original wholes until later you can go from these parts to new wholes. This taking apart and putting together finally gives swift recognition of the parts in any relation, and automatic power over them. So the child by mastery of the phonetic symbol comes into possession of his real inheritance. He has the key to unlock the treas- ures of literature awaiting appropriation. PLAN OF WORK FOR THE PROGRESSIVE ROAD TO READING PLAN OF WORK CHAPTER I OUTLINE ORDER OF DEVELOPMENT I. Oral Work: Development of Content. (a) Telling of the story by the teacher. (b) Conversation on the subject-matter of the story. (c) Oral reproduction of the story by the pupil. II. Blackboard Work : Establishing of Relations. (a) Presentation and formal reading of the first sentence as a whole. (&) Recognition of words by position in the sentence. (c) Recognition of words by comparison. (d) Independent recognition of words. (e) Drill in rearrangement of words. III. Book Work : Reading of the Story as a Whole. (a) First Basal Story. (b) Second Basal Story. (c) Third Basal Story. (d) Fourth Basal Story. (e) Suggested time distribution of Stories. IV. Class Grouping . V. Review Work. CHAPTER I HOW TO TEACH THE BASAL STORIES FIRST STEP I. Oral Work : Development of Content. (a) Telling of the story. — Before the actual work of read- ing the first story is begun, each child must know the story, and must be able to give his own version of it. The teacher must tell the story to the children, and she must tell it so simply, dramatically, and vividly that it will take instant hold on the child imagination. Then she should ask the children to tell her the story. (6) Conversation. — During the time of oral work, which will perhaps take a week or ten days, the conversation, the nature work, and the literature should include stories of the hen, the duck, the goose, and the turkey, and talks on flour and bread making. These lessons should be made as practical as possible, so that the children will have a vivid interest in the objects about which they are to read. (c) Oral reproduction. — The work in oral reproduction must go hand in hand with the work in reading. It must by no means be neglected, especially in classes composed of children of foreign parentage. In these classes the power to read will very quickly outstrip the power to tell what has 3 4 PROGRESSIVE ROAD TO READING been read. Therefore have abundant oral work based on stories of your own selection. Do not require the children to repeat a story with many incidents and characters, and with frequent changes of the point of view. Select stories with but one incident and not more than two characters. Rewrite the story , cutting out all description and all sentences containing difficult idio- matic phrases. It is to be remembered that before a child can express what he has heard, he must have command of the neces- sary words. Some children at the age of six have a vocabu- lary which enables them to reproduce in their own way any simple story ; others at the same age seem to have almost no vocabulary. These children will not be able to reproduce at all ; they will have to acquire a vocabulary, before any reproduction is required. The reading will teach new words, and the daily story-telling will give facility in using them. Let the children dramatize the stories. SECOND STEP II. Blackboard Work : Establishing Relations. (a) Reading of the first sentence. — The teacher reminds the children of the first event in the story : " The Hen found a bag of flour. " She prints it on the blackboard. As the children know what has been written, they will be able to read it as a whole. Have several children read it. (b) Recognition by position. — Some child will be able to HOW TO TEACH THE BASAL STORIES 5 point to " hen," " found/' " bag." Underline these words, and have the children point to them several times. In teaching the third group (see suggestions on Class Grouping, page 12), it will be necessary to have each child go through the process of finding the words and pointing to them. If three words are too many for the children to grasp, take two. (c) Recognition by comparison. — With the sentence still on the blackboard, again print the underlined words, plac- ing them directly beneath the same words in the sentence, and let the children name them by comparison with the words in the sentence. Then reprint these words over and over again on different parts of the blackboard until the children have ceased to refer to the sentence. This step is a very important part of the method ; the teacher must not ask the children to recognize words independently until she is certain that recognition by direct comparison has been thoroughly accomplished. The third group will need more time for this step than for any other in the series. (d) Independent recognition. — When the teacher is rea- sonably sure that the children know the words without refer- ence to their position, she should erase the sentence. The words to be taught should now be printed in column. This time the children should be required to recognize them instantly. Teach the remaining words of the sentence in the same way. (e) Drill in rearrangement. — When all the words in a sentence have been learned, they should be rearranged, if possible, and the children required to read the rearranged sentence. Then they should be combined in new rearrange- 6 PROGRESSIVE ROAD TO READING ments with ,the words learned from previous sentences. The following drill deals with the first story. The first line in each set is the original sentence. The Hen found a bag of flour. The Hen found a bag. The Hen found flour. She tried to carry it home herself. She herself tried to carry it home. The Hen tried to carry the bag of flour home. Then she went to. the Duck. She went to the Duck herself. The Hen herself went to the Duck. Please, Duck, help me to carry my bag of flour. Help me, please, Duck, to carry my bag of flour. Duck, help me, please, to carry my bag of flour. Help me to carry the bag of flour, please, Duck. Please help me, Duck. But the Duck said, "No." "No," said the Duck. The Duck herself said, "No." Said the Duck, "No." The Duck said, "No." So the Hen had to carry it home herself. The Hen herself had to carry it home. So she herself had to carry it. The Hen had to carry the bag of flour home. She had to carry the flour home herself. HOW TO TEACH THE BASAL STORIES 7 The Hen tried to make the bread herself. She tried to make the bread. She herself tried to make it. The Hen tried to make bread. But the Hen said, "I will not give you any." "I will not give you any/' said the Hen. "I will not give you bread/' said the Hen. Said the Hen, "I will not give it to you." "I will not give you any bread," said the Hen. Said she, "I will not give you any." I will eat it myself. I myself will eat it. This drill should by no means be omitted or slighted, as it is the principal means of guarding against rote work, which, if allowed to creep in, will destroy real progress. The teacher must not attempt the drill in rearrangement of words until the individual words are firmly fixed in the child's mind. If the little steps are hurried over, and the words but half known, the reading of sentences will be halt- ing. Sometimes a child does not get the thought in the sentence. This will be shown by his inability to repeat the sentence without looking at the board, or by a slow and uncertain repetition of the sentence, showing that he remembers merely a collection of words, and not the thought contained 8 PROGRESSIVE ROAD TO READING in them. The best guard against this meaningless read- ing is a firm drill in independent recognition of individual words. Drill at least two days on the words of a new sentence, before attempting to rearrange the words. An experienced teacher may allow herself a little liberty in this direction, but not the beginner. For the third group the teacher should test the results of the drill in the rearrangement of words by the following method : The teacher prints on the blackboard the following sen- tence, " She tried to carry the bag/' and then asks the class to read silently. As each child finishes he leaves his place and whispers the sentence to the teacher. He then passes to the other side of the room. This silent drill insures in- dividual work and enables the teacher to detect weak spots. The necessity of requiring all the work from each individual in the group cannot be too strongly impressed upon the teacher. The blackboard work must be tidy; that is, the words must be printed neatly, and the printing must be carefully done. An untidy blackboard results in visual confusion ; and visual confusion in a child of six means mental confu- sion. In a very short time the teacher will acquire facility in printing rapidly and neatly. Print the words or sentences one by one. Have each child read the word or sentence silently and raise his hand when he has finished. Do not begin at the end of the group and have the children recite in turn. One thing to be re- HOW TO TEACH THE BASAL STORIES 9 membered in this kind of work is, not to let the children tire ; have two short periods, rather than one long one. THIRD STEP III. Book Work : Reading of the Story as a Whole/ (a) First Basal Story When the children have gone over the entire story, sentence by sentence, in the manner indicated in the fore- going two steps, the book should be placed in their hands so that they may read the story as a whole Have them read a certain portion silently, and when they have finished, let them stand. Observe proper grouping, and help the slow ones. In oral reading let each child read only a single sentence at first. Toward the end of the first half year he may be trusted to read a short paragraph ; in the second half year several paragraphs, long or short. In the third half year the first and second groups will be able to read a page. For the supplementary stories no blackboard preparation should be given to the first and second groups other than a drill on the new sight words. A full blackboard drill may be necessary for the third group. The first basal story, Bk. 1, p. 5, "The Hen and the Bag of Flour/' is followed by two supplementary sto- ries. The second basal story, Bk. 1, p. 20, " The Sun is Shining, " is followed by three supplementary stories. The third basal story, Bk. 1, p. 32, " The Sky is Fall- 10 PROGRESSIVE ROAD TO READING ing," has two supplementary stories, one of which is al- most purely phonetic. The fourth basal story, Bk. 1, p. 43, " The Hungry Fox," has two supplementary stories, one of which is phonetic. To the more advanced pupils, these supplementary stories serve the double purpose of furnishing abundant material for independent study, and of giving to the less advanced ones a necessary review without deadening repetition. They are not intended so much for oral reading as for silent work. In fact, they are primarily intended for groups not engaged in blackboard work on the basal story. This silent work prevents the interpolation of any obstructive association between the sight word and the thought. This is the direct road to power. The child learns to determine the mean- ing of new words from the context, although they have not been presented on the blackboard. (b) Second Basal Story The second basal story, " The Sun is Shining/' p. 20, should be treated like the first. There should be the preliminary oral work, and the steps indicated should be carefully followed. Toward the end -of the story, work in phonetics should be taken up. (See Chapter II.) (c) Third Basal Story The children should not be required to memorize the third basal story, " The Sky is Falling," p. 32, be- cause the sight words and the phonetics already in their possession give a key to unlock the story with very little HOW TO TEACH THE BASAL STORIES 11 blackboard or oral development. This story is first pre- sented on the blackboard. The teacher may take the first group over the steps a little more rapidly than in the first and the second basal stories ; but she must not in any case omit the preliminary blackboard work. Diacritical marks are used in this story for the first time. The only reason for their appearance in the book is that the child may have a phonetic prop while silently preparing his lesson. As the child progresses, their use is gradually discontinued. 1 (d) Fourth Basal Story Reading from the Blackboard Dropped When the fourth basal story, " The Hungry Fox," p. 43, has been reached, the teacher will place on the black- board, for drill purposes, all the phonograms as well as the single and double consonant sounds used in the story. This work is aside from the regular phonetic drill of the day. All new words, whether phonetic or unphonetic, should be read from the blackboard, the teacher striving for as much individual work as possible. This is a critical stage of the work, and silent drill (see p. 8), is suggested. From this time on, this is the only preparatory black- board drill needed for any reading. When the teacher is reasonably sure that all the new words have been mastered, the story may be read from the book. 1 The book without diacritical marks will be furnished by the pub- lishers if so desired. 12 PROGRESSIVE ROAD TO READING The four basal stories with the nine supplementary stories, covering fifty-one pages, require fully fifteen weeks for completion. During this time strict attention must be given to sound-work. The phonetic development is more important than the mere ability to cultivate a stock of sight words. The power attained during the fifteen weeks enables the ordinary child to read the nine remaining stories, covering seventy-three pages, in the last five weeks of the term. Children of the. first group will demand additional reading matter. (e) Suggested Time Distribution of Stories First week Oral work. Second, third, fourth, fifth, and sixth weeks First set of stories, pp. 5-19. Seventh, eighth, and ninth weeks Second set of stories, pp. 20-31. Tenth, eleventh, and twelfth weeks ......... Third set of stories, pp. 32-42. Thirteenth, fourteenth, and fifteenth weeks .... Fourth set of stories, pp. 43-55. IV. Class Grouping. After several sentences have been read by the pupils the class may be grouped. First Group: those who when the sentence is printed on the blackboard, recognize the words without effort. Second Group: those who need to be taught, whose minds follow the steps easily but never skip over any. HOW TO TEACH THE BASAL STORIES 13 Third Group: those who must be taught the same thing two or three times before grasping it. This group will include those who find difficulty in recognizing words without reference to their position in the sentence. Foreign children will take a long time to get the thought, and there may be some children who will not recognize the words in their new relations. These children should be helped, and a drill should be given, then and there, with the entire group on all the words that have been forgotten. The grouping done at this stage of the work must neces- sarily be tentative, and for some weeks children will shift from group to group ; but the work of the first year progresses so much more rapidly if done in groups that it is well to begin grouping as soon as possible. The rating should be low. If the rating is high, the teacher is constantly pulling some one up to the level. Good grouping does away with this trouble. At this stage, it is far better to place the nervous and the slow children in the third group, where they will have time to accustom themselves to strange surroundings, and where they will develop naturally, than to place them in the second group, and drag them up to the level of the others. Let the slow pupils trace the difficult word on the black- board with colored crayon. This enlarges the multiple sense appeal. Whenever difficulty arises with a sight word : 1. Give orally a sentence containing the word, making sure that the pupil hears it plainly and catches the mean- ing. This furnishes the proper auditory appeal. 14 PROGRESSIVE ROAD TO READING 2. Have the pupil repeat the sentence or make a new one. This will add articulatory traces. 3. Now put this sentence on the blackboard, pronouncing each word clearly as you proceed. Then have the pupil a. read the sentence aloud. b. pronounce separate words as you point them out. c. pronounce after you any one of the words and point it out. This exercise will add retinal traces. 4. Now select the word and produce it slowly on the blackboard in large, clear form. Be sure to have the pupil follow with his eye. a. Let him hear the word in a sentence again. b. Let him utter the word in a sentence again. c. Let him hear the word alone. d. Let him utter the word alone. e. Let him look away and tell you whether he can now see in his mind how it looks. Then have him look back and verify. /. Have him look away again while you rub out a letter, and then have him turn and tell you whether it looks right. This will complete the eye traces by adding in the oculo- motor. 5. Finally have him enlarge these oculo-motors by trac- ing the word on the blackboard in one or more colors. This will add the tactile and manual traces. Let the teacher, however, bear well in mind that the reality image must be kept vivid. When power over sight words has been gained, the foun- dation of phonics has been laid, and the treatment of pho- netics may be begun. HOW TO TEACH THE BASAL STORIES 15 V. Review Work. Before the phonetic key is begun, all words must be learned as sight words ; and that the child may recognize them in- stantly they must be frequently and thoroughly reviewed. But from the beginning it is well to keep separate the un- phonetic words, and to review them daily The teacher will find that she can facilitate this review work by using " perception cards. " These she can easily and rapidly make with stiff white cardboard and some good black ink. They impress the words readily on the child's mind, and save the teacher's time. 1 The following list of sight words, some of which, though phonetic, seem to present difficulties to children, is sugges- tive and may be extended at the discretion of the teacher. This list should be made up as the words occur in the read- ing lessons, and used on the perception cards : tried who his saw this eye to here once have your been but some there very yours whose was do one were ever whom give would her now every does you where come done their love any only want through should though The teacher should not drill on sight words that in a few weeks will be included in the phonetic key. The words in italics in the following vocabularies, being more or less unphonetic and irregular, require special drill. 1 Printed perception cards may be purchased from the publishers. 16 PROGRESSIVE ROAD TO READING DIFFERENT SIGHT WORDS IN THE ORDER IN WHICH THEY ARE USED IN BASAL AND SUPPLEMENTARY STORIES 1. The Hen and the Bag of Flour (1. Basal) The home But made Hen herself said eat found Then No Oh a she Turkey yes bag went Goose I of the So will flour Duck had not She Please make give tried help bread you to me When any carry my was myself it 2. Little Red Hen (supplementary) Little Who Not bake Red asked And baked 3. The Rat, the Hen, the Pig, and the Duck (Supplementary) Have plant do mill Will are them grew carried You some Pig up came would grains these tall from so wheat Rat cut Yes 4. The Sun is Shining (2. Basal) sun till stay King's is met only house HOW TO TEACH THE BASAL STORIES 17 shining Lark % away King and sing him song he flew Brown Fox Where giving am Stay with show pretty fur no In woods Gray Pussy apple road Black Snake rings over fields Into room sang his sweet thanked gave feathers for nest 5. The Lark, the Fox, the Cat and the Snake (Supplementary) Once upon time there He lived in field about sunshine all day One Good morning to-day Don't go 6. The Rat and the King (Supplementary) fat anything run black something called kitchen steal Cat There apples talk By by at window Go ran afraid 7. The Hen and the Lark (Supplementary) play too garden Sing shines Cluck It Quack always Do cannot Only can Thank 18 PROGRESSIVE ROAD TO READING 8. The Sky is Falling (3. Basal) A sky playing falling when tell bean walked fell Come on along 9. her they head We The Brown Hen (Supplementary) wee peas brown liked near eating beans How and know want us saw O each one gold that indeed shook Nothing 10. Gray Cat and Black Cat (Supplementary) have may stole nothing basket sat supper Very chair store well floor buy On r cried meat way 11. The Hungry Fox (4. Basal) hungry Pigeon Now walk Mouse What find gone done breakfast long scratch through keyhole ask man HOW TO TEACH THE BASAL STORIES 19 old Fox's ate gun For see sit little again were roof killed take shut never brought back door work kill " . Gray Fox (Supplementary) himself used mice wood hens put woke but This out don't Ha if more ha could started laughed other across waved side hid tail be grass m 13. The House that Jack Built (Supplementary) Jack rat cow built cat crooked cheese dog horn lay teased tossed CHAPTER II PHONETICS — OUTLINE I. Teaching the Blend. (a) Presentation of the word as a whole ; as make. (b) Analysis of the word into its phonic (sound) and phonetic (sight) elements ; as m and ake. (c) Blending the elements to form the word. (d) Building new words by changing the initial consonant. II. Teaching Vowel Sounds. (a) Discovering vowel sounds. (b) Crossing off letters. (c) Diacritical marks. III. Development of Phonetic Rapidity. (a) Meaning and practice. (b) Notes on drills to secure rapidity. 1. Perception card drill. 2. Drill to fix consonants. 3. Drill to fix long vowels. 4. Drill to fix short vowels. 5. Drill on miscellaneous words. IV. Suggested Phonetic Drill for the Grades . (a) First year, first half. (b) First year, second half. (c) Second year, first half. (d) Second year, second half. 20 CHAPTER II PHONETIC DEVELOPMENT AND DRILL I. Teaching the Blend . The phonetic work begins with the second basal story, " The Sun is Shining." Make is a good word with which to commence, because it forms part of the child's vocabulary, and because it is readily visualized and easily pronounced. In teaching the blend there are four steps : (a) Presentation of the word. — Print the word on the blackboard. Do not underline or distinguish the phonogram or the initial consonant in any way. (b) Analysis. — Pronounce the word slowly. While sounding m, cover the phonogram ake ; while pronouncing the phonogram ake, cover the consonant m. (c) Blending the elements. — Be sure that the children not only perceive that the word is made up of two parts, m and ake, but that they understand how these parts are blended. (d) Building new words. — Then take up in the same way the words bake, cake, take, rake, lake, wake, sake. Let this stage of the work take as much time as the children require. A comprehension of the blend is the principal thing. From the beginning insist that the child pronounce the entire word at once. Never allow him in attacking a word to voice separate phonetic symbols, but always have him 21 22 PROGRESSIVE ROAD TO READING sound them in the full and perfect blend of the word. Let him see the symbols apart, but have him say them together. II. Teaching Vowel Sounds . (a) Discovering vowel sounds. — When vowel sounds are taught as such, diacritical marks are used for the first time. The teacher wants to teach the long sound of o. She prints the word so on the blackboard. The children pronounce it. They find out for themselves what sound the o has. This may be done by pronouncing the word for the children and allowing them to say it slowly, until it dawns upon them that o says o. When they have discovered this, mark the letter and drill on new words. In teaching a sound or a phonogram, take it out of a word, always having the children discover for themselves the sound of the letter or the phonogram. Do not add a sound or a phonogram to the list for daily perception card drill until the children have thoroughly associated it with the word of which it is a part. Be par- ticularly careful in the case of phonograms that are not words in themselves, as ing, ight. Discontinue the markings a, e, i,o, u when the children know the rule of final e, which should be taught at the end of the first year, first half. This long mark is not again used except in case of words like bow, etc., in which the vowel may have one of two sounds. After one month of work on any vowel drill, mark only the first word in a set, as big, bag, beg, bog, bug. Discontinue the use of this mark as soon as possible. PHONETIC DEVELOPMENT AND DRILL 23 Other marks indicating the modified sounds of the vowels may be used at the teacher's discretion when the sound of the vowel does not follow an3^ rule. (b) Crossing off letters. — As soon as the work in phonetics is begun, cross off: 1. The e before d, as in the word us fid. 2. All other silent letters, as in sho^ stra/j^t co^t ne^r wa;t Note — Ea (near), ai (wait), oa (coat), are taught as phono- grams in the first year, second half, so the marking in these words is discontinued at that time. Do not cross off : 1. One of double letters, as in little. 2. The y following a, as in lay. 3. Silent e at the end of a word, as in lame. 4. The second e in double e, as in seen. (c) Use of diacritical marks. — The marks are used in the blackboard work long after they have been discontinued in the text of the book, because preliminary blackboard drill smooths out most difficulties. The phonetic key is the most important part of the work ; therefore the reading of the stories must not be hurried. The vocabulary of the first few basal stories serves as a foundation for sound work. When the phonetic study has somewhat advanced, the reading will go very quickly, be- 24 PROGRESSIVE ROAD TO READING cause only those words containing the modified sounds of the vowels will be outside the key. III. Development of Phonetic Rapidity. (a) Meaning and practice. — By phonetic rapidity is meant the power to see and at the same time to say. This power will be acquired by degrees. The children may know all the consonant and the vowel sounds perfectly, but the power to pronounce a word as quickly as the eye takes it in will come only by practice. The first and the second groups of pupils will have acquired this rapidity at the end of six months. The third group will take perhaps six or twelve months longer. But rapidity in blackboard work does not mean facility in reading from the book. Up to this point, phonetic drills may have taken first place; but when rapidity in black- board work has been gained, more time may be given to read- ing from the book to insure fluency in phrasing. The blackboard drills, however, must not be neglected for a day. As the children acquire power, the drills may be made shorter, but they must not be dropped altogether. Children who do not appear to acquire rapidity naturally, must be taught to do so. For this purpose a small group is a necessity. Take the children by fives for a short, sharp exercise every day. Do not allow them to dawdle over the phonetic work. Train them to say at once, without hesitation, whatever you put on the blackboard. Until some degree of phonetic rapidity is acquired, a child will not read for pleasure. PHONETIC DEVELOPMENT AND DRILL 25 Therefore, give him this power as quickly as possible, for then he will do more than half the work himself. There is a time when the child seems to be able to pro- nounce a new word only after slowly, and often audibly, putting the different parts of it together. From the very beginning teach him to do this silently, and quickly. Drill until a mere glance brings the word as a whole to the lips without hesitation. (6) Notes on drills to secure rapidity. 1. Perception card drill. As each phonogram, consonant, and vowel sound is taught, it should be printed on cardboard in letters large enough to be read at the back of the room. These sounds should be reviewed by means of the cards every day. Take third-group work with the whole class. Take second-group work with the second and first groups. Take first-group work with the first group only. When a group stops reciting with the others, let it begin seat work specified for that group at the commencement of the lesson. 2. Drill to fix consonants and to teach blend. See the beginning of this chapter for blending an initial consonant with a basal phonogram. Use words that occur not only in the stories read but also in those told. Tell partly with the crayon and so excite interest in the coming word. After the vowels have been taught, the terms " double blend " and " triple blend " are used simply for convenience of nomenclature in connection with the drills to fix con- 26 PROGRESSIVE ROAD TO READING sonant and vowel values. These terms have no reference to building on basal phonograms. Examples of Double Blend Long Vowels n-o m-e m-y d-ay i-ce s-o h-e b-y m-ay I-ke g-0 w-e fl-y w-ay I-'m sh-ow sh-e sh-y Short Vowels 1-ay I-Ve a-t E-d i-t o-n u-p a-m e-gg i-n o-x u-s Examples of Triple Blend Long Vowels h-o-me th-e-se m-a-de t-i-me w-o-ke m-ea-t b-a-ke Short Vowels r s-i-de b-a-g h- e-n w-i-11 n-o -t b-u-t h-a-d m -e-t h-i-s f-o- -X c-u-t 3. Drill to fix long vowels. When the double blend of the long vowel has been taught by the use of sight words as in Drill 2, fix the double blend of the long vowels by drills on lists like the following : PHONETIC DEVELOPMENT AND DRILL 27 play stay may day % sty my die flea see me she flow stow mow doe When a degree of rapidity has been gained in the use of the foregoing drill, use the triple blend with the same vowels used in double blend : lane fail dale mail line file deal meal lean feel dime mile loan foal dole mole It is better not to use the same order of vowels twice in succession. It leads to rote work. 4. Drill to fix short vowels. The short vowels will have been taught by the use of Drill 2. Fix them by the use of drills like the following : fin bag shin flit fan big shun flat fen beg spin flag fun bog spun flog 5. Drill on miscellaneous words. When the short vowels have been learned, a drill on mis- cellaneous words is a pleasant way of reviewing what the children know. It uses the same knowledge in ever vary- ing form, and is the principal means of increasing phonetic rapidity. 28 PROGRESSIVE ROAD TO READING The idea is not to teach a certain number of words, but to give the children facility in dealing with new material. At first take words of two syllables, to which may be added one or more of the following suffixes : ing, er, y, ly, ed, less, ness, est, Jul, ish. Words of three syllables may be taken at the end of the first six months. The words used in these drills must contain phonetic ele- ments with which the children are familiar. As each point in the phonetic work is taken up, the words representing that point should appear in the miscellaneous drill. The phonetic work for the first and the second year grades will thus be condensed in brief sequence. On the continued use of this kind of drill rests in great part the power to attack new material. Following is a suggested Phonetic Drill illustrating the principles already set forth in this chapter. These under- lying principles must never be lost sight of. The teacher who bears them in mind may feel free to select the material for phonetic drills at pleasure, and arrange this material in the order that suits her best. Elasticity, not rigidity, is the prime condition of success. Adaptation to meet immediate difficulties unforeseen is impossible under a rigid program. Therefore follow your own guiding star but be sure to know the star. Find your own pathway over hill, down dale, or through the untrodden forest. Remember that no one can tell before the event what the windings of an unknown path will be. Exercise your own wits. Organize your own lists to fit the needs of the hour, and you will PHONETIC DEVELOPMENT AND DRILL 29 have not only greater power but also greater success and joy. IV. Suggested Phonetic Drill for First and Second Year Grades. First Year, First Half I. Fifth to Ninth Week Inclusive. (a) Basal phonograms. ake taken from make ill taken from will eat taken from eat all taken from tall The following sight words taken from the stories may be listed as the stories are learned. Children take interest in the listing, especially if individuals are allowed to be re- sponsible for separate short lists. make will eat tall bake mill wheat all Snake Will till meat (b) Initial consonants taken with basal phonograms. m, b, c, t, r, 1, w, s, p, d, f, g, h, n, sh, wh : — st, fr, gr, tr, pi, etc. The initial consonants are best taught by taking them from sight words which are already known to the children, and using them with basal phonograms. The teacher can 30 PROGRESSIVE ROAD TO READING readily select these sight words from the text or from the list given at the end of the first chapter of this Plan of Work. For example, from the first and the second basal and their supplementary stories the following material may be gathered. m me make myself met my made mill morning bag bake Black black But baked By bread Brown by carry carried c called Cluck cut came t Cat cannot can tried Turkey till to-day to tall r time talk too Red road room r raw Rat rings run Little I Lari w lived went will would woods was Will with window PHONETIC DEVELOPMENT AND DRILL 31 said So some so please plant sun sing song Stay Pig pretty V stay Snake sang sweet Pussy sunshine something steal Sing play Duck do day Don't Do found flour from Goose give grains Hen home herself No She she % fur for flew fields field Fox 9 feathers fat grew gave Go giving Good garden Gray h go help him his had he He Here n house Not sh no not shining show shine 32 PROGRESSIVE ROAD TO READING When wh what Where St stay steal gr tr grew tried P i plant play Stay fr from grains please After sounding several words of a set the pupil will readily distinguish the initial consonant as common. Now the return may be made from the parts to the orig- inal wholes and also to new combinations. make take wake stak bake rake sake cake lake shake mill will fill frill bill sill gill grill till pill hill trill rill dill still meat peat neat plea beat feat wheat seat heat treat mall tall fall stall ball wall gall call pall hall PHONETIC DEVELOPMENT AND DRILL 33 (c) Long sounds of vowels in double blend* 5 taken from no e taken from me y taken from my a taken from stay I taken from tried. The following sight words taken in the order of their use in the stories will furnish the basis for analysis. home so road Go No show over Only So no Don't Oh only go She me he He she these sweet steal my myself % By make came Gray day made Stay Snake play bake stay gave I shining time shine After these long vowels have been thoroughly taught, proceed to new combinations. The list for drill in double blend should be as full as possible. Here teach the use of the macron as a swift means of aid to a halting pupil. 34 PROGRESSIVE ROAD TO READING mow lo dough whoa bow low foe stow tow woe go fro toe so hoe grow row sow no roe doe show me lee sea she be we pea free bee wee fee tree tea see he my dye fry sky by shy try bye why ply rye sty dry may say hay gray bay pay nay tray ray day shay play lay fay stay dray way gay fray tie pie hie lie die - high sigh fie nigh II. Tenth Week. Review and drill especially on long vowels in double blend, The following variation may be added : oat ode oh ogre owe oaf own PHONETIC DEVELOPMENT AND DRILL 35 eat ear eel ease east aim ate ale ape aid I'm ice ire isle III. Eleventh and Twelfth Weeks. (a) Basal phonograms. at taken from rat it taken from it ound taken from found ow taken from brown ar taken from are. ea taken from each. Notice that of these basal phonograms only the first one is taken from a long list. Rat at fat Cat that sat The remaining five are simply indicated in the sight word given. These phonograms should now be combined with the initial consonants thus far learned. at at cat sat hat mat tat pat Nat bat rat it fat plat it lit pit nit mitt wit fit whit bit sit hit grit 36 PROGRESSIVE ROAD TO READING ound mound wound found bound i sound hound round pound ground ow mow sow owl town bow pow cowl down cow how fowl gown row now howl wow plow ar growl are cart par star mar Carl part stars mart cars parts arm marl carp parse art marsh card far bar tar farm car tart ea farms each teach leach pleat beach reach peach (b) Initial consonants. — In addition to the initial con- sonants already taken the teacher may now introduce new sounds analyzed from sight words. ch, v, th, th (soft), k: — fl, br, bl, cr, cl, sc, si, tw, dr, pr, gl, sn, sp, sw, etc. PHONETIC DEVELOPMENT AND DRILL 37 ch — chair, cheese, chimney, children, chick. v — Very, very, voice, never. th — thanked, Thank, through, three. ih — (soft) The, These, the, them, these, there, There, they, That. k — King, King's, kitchen, Keyhole, killed, kill. fl — flour, fly, flew, floor. br — bread, Brown, brown, breakfast, brought, brother. bl — Black, black, blow. cr — cried, crooked. cl — Cluck, climbed. Use these initial consonants in combination with the phonograms already learned, and build up new words. flake Blake slake snake brake crake drake spake chill kill drill swill thill twill spill cheat bleat cleat stall small 38 PROGRESSIVE ROAD TO READING chat brat spat latch vat scat match patch that slat batch batch flat drat catch thatch snatch chit flit twit kit slit spit swound astound agroun around abound vow brown scowl prowl brow scow prow char Charles spar Lark charm chard arch chart scar ark breach bleach preach (c) Drill on long vowels, triple blend. a e ^ same seem lame lime loam tame teem time tome tale teal tile toll mate meet mite mote pate Pete rate rite rote made meed mode pane pine pone PHONETIC DEVELOPMENT AND DRILL 39 vane vine mane mean mine moan wane ween wine bate beet bite boat bane bean bone lane lean line lone male meal mile mole rail real rile role sane seen sign sown pale peel pile pole wade weed wide woad whale wheel while Dane dean dine stale steel stile stole steal style sale seal sole sail seel soul fail feel file foal hale heel • # hole hail heal dale deal dole (d) Take up terminations ing, er. morning finding planter buyer playing longing doer walker falling seeing taller finder eating scratching miller older carrying working singer backer helping asking tiller roofer willing killing stayer worker planting being grayer asker 40 PROGRESSIVE ROAD TO READING doing laying browner killer singing folding blacker layer showing reaching sweeter gayer staying teaching fielder cheater nesting showing goer teacher going flying talker howler talking saying player growler stealing paying feller fowler telling howling teller catcher knowing knower eater IV. Thirteenth Week. Short sounds of vowels. a taken from bag e taken from hen % taken from it o taken from not u taken from but y taken from carry The following sight words taken in the order of their use in the stories will furnish the basis for analysis. Teach the use of the breve as a swift means of aid to halting pupils. bag Then met King from Turkey carry went it sing Fox any had help will him duck pretty plant bread give till But only Rat When Little giving up Pussy carried them Pig not cut hungry hen yes mill Not sun PHONETIC DEVELOPMENT AND DRILL 41 a am fat and scratch apple cat that man Black quack have Jack sang cannot basket rat thanked can sat cat at Thank back feathers e fell very nest head well when tell never with lived i Sing killed In in indeed kill rings window Pigeon if Into kitchen sit hid his It little This cannot long dog on Fox tossed • upon Cluck u hungry but run us supper y shut gun hilly showy marshy chilly meaty downy floury patchy After these short vowels have been thoroughly taught, proceed to new combinations. 42 PROGRESSIVE ROAD TO READING a mad bag flag graft bad cag brag craft cad tag crag draft lad rag slag match sad lag drag batch pad wag snag catch fad sag raft latch had fag Taft patch shad gag waft hatch brad hag daft thatch clad nag haft scratch glad stag shaft snatch met whet dell deft bet fret fell heft let bell shell theft wet tell snell cleft set well spell Meg pet sell swell beg get pell Nell leg net mell smell peg left keg men pen when bed Ben den then Ted ten fen ken red wen hen glen led PHONETIC DEVELOPMENT AND DRILL 43 wed fled self tress fed bread pelf chess Ned bled shelf bless shed sled mess cress Fred dread Bess dress tread sped less press best vest spelt test blest knelt rest crest beck lest melt peck west belt deck pest welt neck nest pelt check chest felt fleck speck mitt flit i gill bib nick bit slit hill rib Nick lit twit still fib stick wit spit frill nib trick sit mill grill crib chick pit bill trill glib thick fit till chill tick kick hit rill thill rick brick nit will kill lick click whit sill twill wick slick grit pill drill sick spick chit dill spill pick flick kit fill swill Dick 44 PROGRESSIVE ROAD TO READING rim vim mid chid which limb brim bid kid wish dim slim rid slid pish him prim lid glid dish whim glim did rich fish grim swim hid niche swish trim skim limp up nip flip rift crimp sip ship clip lift primp pip whip slip sift skimp dip grip drip gift tip fip trip snip shift rip hip chip skip drift swift bog grog fop drop nod cog flog hop prop shod tog clog shop swop trod log mop stop cod plod dog top chop rod clod fog lop flop sod prod hog sop crop pod loft frog pop slop God hod soft croft cot sot not blot box tot pot shot clot pox rot dot grot scot fox lot got trot slot mock wot hot plot spot tock PHONETIC DEVELOPMENT AND DRILL 45 rock dock frock crock cost lock hock chock clock lost sock shock flock knock frost pock stock block but chut u fun muck shuck cut glut gun buck stuck tut bun Hun tuck truck rut tun nun ruck pluck gut run shun luck chuck hut sun stun suck cup nut pun spun Puck sup shut dun pucker duck huck pup scup bum thumb mud cuff mull rum crumb bud ruff cull sum scum cud luff lull dumb slum sud puff dull gum drum dud duff gull hum glum stud huff hull numb swum thud stuff scull grum lump scud gruff skull plum bump muff chuff plumb trump buff fluff chum scuff bluff snuff 46 PROGRESSIVE ROAD TO READING y any shelly chesty rocky many messy chilly stocky drafty dressy silly lucky patchy testy fishy lumpy scratchy pesty shifty When the long and the short sounds of the vowels have been learned, the daily work in phonetics will consist of five drills. These drills will be necessary as the work progresses. 1. Perception card drill. 2. Drill to fix consonants. (Blend.) 3. Drill to fix long vowels. 4. Drill to fix short vowels. 5. Drill on miscellaneous words. V. Fourteenth and Fifteenth Weeks. (a) Drill on triple blend of long and short vowels. (See III, (c), for long vowels.) Short Vowels a e i u bag beg big bog bug bad bed bid bud mad mid mud tag tog tug PHONETIC DEVELOPMENT AND DRILL 47 a u tap tip top lack lick lock luck pack peck pick pock Puck rack reck rick rock rack shack shock shuck Pat pet pit pot pan pen pm pun fan fen fin fun Dan den din don dun let lit lot sack sick sock suck bat bet bit bot but Nat net nit not nut sad sod suds crass cress criss cross crust sag leg rig log rug hap hip hop ram rim rum map met mitt mop mud check chick chock chuck sap sip sop sup (b) Terminations $d, ed, less, ness, est, Jul, ish. tried thanked liked helped howled asked lived milled sighed growled baked called willed owed reached carried walked tilled arrived sailed plowed fished 48 PROGRESSIVE ROAD TO READING ed breaded sounded cheated rested sifted planted carted waded melted drifted aided carded hefted pelted frosted bounded parted tested less lifted seated folded homeless aimless soundless restless lifeless helpless witless groundless speckless tireless featherless boundless matchless ness luckless powerless homelessness tallness littleness stillness badness helplessness slowness madness richness bigness helpfulness roundness sameness limpness coldness sweetness smallness saneness fitness illness goodness flatness sadness swiftness kindness fatness tameness gladness dumbness lateness thankfulness lameness redness dullness likeness est tallest longest roundest slowest brownest stillest soundest dullest grayest neatest tartest sickest blackest lowest smallest dryest sweetest gayest richest softest oldest highest swiftest hardest PHONETIC DEVELOPMENT AND DRILL fid 49 helpful charmful shameful roomful willful wishful skillful gleeful playful wakeful handful hopeful thankful hateful cupful sinful ish brownish sweetish sickish wolfish greyish selfish oldish roundish blackish lumpish youngish owlish VI. Sixteenth, Seventeenth, Eighteenth, and Nineteenth Weeks, (a) Basal phonograms i am taken from am other taken from brother ing taken from sing end taken from end an taken from ran ear taken from hear or taken from for up taken from up ail taken from tail ow taken from brown ight taken from night Review Combine with phonetic elements already learned, am tarn Sam sham cram dram ram dam gram clam dramful lamb ham tram slam swam 50 PROGRESSIVE ROAD TO READING mg ting wingless stinging flinging slinging ring sing stinger bring slinger ringing singing thing bringing swing ringer singer king cling swinging wing ding kingly clinging swinger winging dinging kingdom dinger string winged sting fling clingy stringing an man banishing pan plan bran manly banisher panful planless brandish manful can Dan van clan ban tan ran vanish scan banish ran Nan than span or for shorn shorter sportish stormful nor scorn shortness form cord morn scorning shortest forming cording morning scornful snort former corder born sworn snorting formed corded torn sort snorter formless lord worn sorting sport storm lordly horn port sporting storming lorded horny fort sporty stormy ford hornless short sportful stormed fording PHONETIC DEVELOPMENT AND DRILL 51 forded corker pork fork forked cork corky porker forking forkless corking corked porky ail forky stork mail tail wailed failed frailness mailing tailless sail hail trail mailed rail sailing hailing trailing mailman railing sailed hailed trailer bail railer pail nail trailed bailing railed pailful nailing vail bailer wail fail nailed flail bailed wailing failing ight frail snail might Tightness sight fright brightly mighty rightful sighted frightful brightness bight light sightless plight brightest tight lighting sightlessly plighting blight tightly lightning fight plighted blighting tightish lighter fighting plightless blighted right lighted fighter flight slight righting lightness hight flighty slighting righted wight night bright slightly mother motherly motherless brother other brotherly smother smotherer another smothering smothered 52 PROGRESSIVE ROAD TO READING end ended bended lend pending vender endless tend lending fend vendor endlessness tending lender fending vended mend tender wend fender blend mending tended wending fended blending mender attend wender trend blended mended rend wended trending spend bend rending send trended spending bending render sending vend spender bender rended sender vending spendful ear tear seared fearful nearness clearness teary dear fearfulness nearest clearest tearless deary gear shear drear tearlessness dearly gearing shearing drearer tearful dearness geared shearer drearest tearfulness dearest hear blear dreary rear fear hearing bleary drearness rearing fearing hearer clear spear reared feared near clearing spearing sear fearless nearing clearer spearer searing fearlessness nearer clearly speared up up cupful supper pup scup cup sup supped puppy scupper PHONETIC DEVELOPMENT AND DRILL 53 These lists have been extended bylusing the terminations thus far taught. It will be profitable here to review the basal phonograms from the beginning and to extend the lists by using these terminations. For example, ow from brown. mow bow bowing bower bowery bowed cow cower cowerful row rowdy rowdyish rowdyishness wow pow-wow pow-wowing ow pow-wower power powerless powerlessness powerful powerfully now plow plowing plower plowed owl owlish cowl cowlless fowl (6) Long sound of u taken from used. muse abuseful tunelessness music cue tuneful amuse cueless tunefulness amusement tune sue abuse tuneless puny fowling fowler howl howling howler howled growl growling growler growled town townless down downed gown gowned due fuse hue hueless huelessness 54 PROGRESSIVE ROAD TO READING c) Soft sound of c taken from once. ice spice brace truce mice ace space spruce rice mace pence pincers lice race fence cell dice lace hence cellar nice pace whence cent trice dace thence center vice face force city slice grace wince cinder twice trace since thrice place prince (d) Initial consonants kn, gn, wr. kn know knolled kneeled knelt known knee knave knit knowing kneecap knife knob knowingly kneepan knight knock knower kneel knack knot knoll kneeling knapsack knuckle knolly kneeler gn knell gnarl gnashing gnu gnawed gnarly gnasher gnome gnarled gnashed gnaw gnash gnat gnawing PHONETIC DEVELOPMENT AND DRILL 55 wr wry wreck wretchedly wrist wryly wrecking wretchedness wrong awry wren wriggle wrongful wrap wrench wring wrongfully wrack wrest wringing write wrath wretch wringer writer wrathful wretched wrinkle wrote (e) Drill on vowels to illustrate effect of final e; as, fan, fane; pan, pane; din, dine; hop, hope. mat mate can cane grip gripe rat rate pin pine trip tripe pat pate pan pane snip snipe fat fate Dan Dane cot cote hat hate fan fane tot tote plat plate van vane rot rote slat slate met mete dot dote bit bite pet Pete not note sit site tin tine shot shote whit white win wine mop mope sprit sprite pin pine lop lope kit kite din dine hop hope spit spite fin fine slop slope writ write shin shine lad lade mad made chin chine mad made cap cape twin twine tack take scrap scrape kin kine rack rake tap tape spin spine limb lime nap nape rim rime cur cure Sam same dim dime pur pure 56 PROGRESSIVE ROAD TO READING sham shame grim grime us use man mane prim prime tub tube ban bane rip ripe cub cube Note. — The time allowance is merely suggestive. The first group of pupils may take less time, the third group of pupils will take more. The teacher can arrange the drill lists to suit her immediate needs. It is wise for her to arrange the phonetic symbols in some form of outline and to use this as a scheme for control of the lists. I. (a) ake, ill, eat, all. (6) m,. b, c, t, r, 1, w, s, p, d, f , g, h, n, sh, wh : — st, fr, gr, tr, pi, etc. (c) o, e, y, a, I. II. (a) at, it, ound, ow, ar, each. (6) ch, v, th, th (soft), k: — fl, br, bl, cr, cl : — sc, si, tw, dr, pr, gl, sn, sp, sw. (d) ing, er. III. a, e, i, 6, u, y. Note that y may be a termination with ing and er. IV. (a) ^d, ed, less, ness, est, ful, ish. V. (a) am, ing, an, or, ail, ight, other, end, ear, up. Review ow, etc. (b) u. (c) v:: ;££:$ : --i' y ■y,.; ■■■■■■■':. ■