:^ €.1 1 LB Class _!___ Book L -i-t Gop}7ig]itN?_ aj'? COPYRIGHT DEPOSm PLAN OF WORK FOR THE PROGRESSIVE ROAD TO READING BY GEORGINE BURCHILL Teacher, New York City WILLIAM L. ETTINGER . City Superintendent, New York City EDGAR DUBS SHIMER District Superintendent, New York City SILVER, BURDETT AND COMPANY NEW YORK BOSTON CHICAGO rX^ 5 -^*jA THE PROGRESSIVE ROAD TO READING STORY STEPS. 96 pages. BOOK ONE. 128 pages. BOOK TWO. 160 pages. INTRODUCTORY BOOK THREE. 176 pages. BOOK THREE. 192 pages. INTRODUCTORY BOOK FOUR. 240 pages. BOOK FOUR. 272 pages. BOOK FIVE. 288 pages. BOOK SIX. 320 pages. PLAN OF WORK. 115 pages. Copyright, 1009, 11)10, 1914, 1917, 1919, ky SILVER, BURDETT AND COMPANY M(\R 31 1919 )CI.A5i5i>58 CONTENTS PAGE Introduction iv CHAPTER I. How TO Teach Story Steps 1 11. Phonetic Development 19 III. Suggested Phonetic Drill 26 IV. Written Language — Words 76 V. Written Language — Sentences .... 90 VL Seat Work . 100 INTRODUCTION OUTLINE I. THE CRITERION OF READING II. THE PROGRESSIVE ROAD TO READING METHOD (rt) Stimulus: Interest in a story. (6) Pure phonics: Ear training, (c) Phonetics: Eye training, (c^) Manual expression, (e) Recapitulation. IV INTEODUCTION I. THE CRITERION OF READING The only criterion acceptable to-day for the soundness of any method of teaching reading to a beginner is this : 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 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? Is a flow of association maintained among the words as parts of 'the original whole from which they have been disentangled, or. as parts of a dif- ferent whole created anew out of the same words set in other relations ? It is this relation idea that makes for true read- ing, as opposed to mere word calling with little or no consciousness of a higher unity. Does the method 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 ? vi INTRODUCTION II. THE PROGRESSIVE ROAD TO READING METHOD (a) Stimulus In the Progressive Road to Reading method vital interest in a story is the stimukis. The surest way to catch a child's attention and to hold it is to arouse his imagination and give it ample room for play. Wlien this has been successfully accomplished, the strongest possible motive for learning to read will have been created. (6) Pure Phonics In the beginning only the ear and the tongue are involved. Somid 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, clean articula- tion, and full, rich, deep tones of voice. The children will pay the price, if the teacher insists. Correct habits of speech will follow. Clear enun- ciation and articulation must be insisted upon even to the point of dra-mat-ic ex-ag-ger-a-tion. Let the t be plainly heard in went; the d in and and found; in short, never slight the final consonant. Careful work in phonics during the teaching of the first group of stories must precede any attempt at phonetics. Not until the ear has been taught to discriminate nicely and the tongue to execute accurately should the eye he called upon to ana- INTRODUCTION vii lyze sight words into their phonetic parts. Train the ear before the eye. Always let phonics (ear- and-tongue exercise such as even a blind pupil can follow) precede phonetics (work involving the eye). (c) Phonetics In the second place the visual relations between the thought and the printed, or the written, sen- tence are established, 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 sepa- rable sounds, or phonic elements, of a spoken word, and the visual relations between the let- ters, or phonetic elements, used to represent these sounds to the eye. Suppose we take the present order in the Plan of Work. Write cow. Cover ow and sound c. Then cover c and pronounce ow. Soon the ear will perceive the sound that is attached to the particular part. This is the process in phonetics : Tear sight words to pieces and find smaller parts, with which (1) to rebuild the original word and so get a firmer grasp on it and (2) to build new word wholes. viii INTRODUCTION (f?) Manual Expression Accompanymg 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 illumi- nating center of the entire circle of sensory-motor activities that should constitute 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 writ- ten 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 results. (e) Recapitulation Delight in a story will sustain interest. Care- ful attention to enunciation and articulation, or pure phonics, must attend all oral work. In establishing visual relations begin with a sen- tence, sustaining glowing interest. Go to phrases, then to words and back again to the same sen- tence; then to similar sentences from the same INTRODUCTION ix phrases and 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, insisted upon all the time from the beginning, you will have laid a good phonic basis for analyzing 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 Imows, but now sees for the first time. What a gurgle of joy attends this discovery ! 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 mas- tery of the phonetic symbol comes into possession of his real inheritance. He has the key to unlock the treasures of literature awaiting appropriation. CHAPTER I HOW TO TEACH STORY STEPS OUTLINE I. ORAL WORK : Development of Content (a) Telling of the story by the teacher. (h) Conversation on the subject-matter of the story and manual training. (c) Oral reproduction of the story by the pupil. (d) Dramat zation. II. BLACKBOARD WORK : Establishing of Relations (a) Presentat'on of the first sentence as a whole. (b) Recognition of phrases and words by position. (c) Recognition by comparison. (r/) Independent recognition of words. (e) Drill in rearrangement of words. (/) Class grouping. (g) Silent drill for third group. III. BOOK WORK : Reading of the Story as a Whole (a) The first and the second story to have entire blackboard presentation. (h) The remaining stories to have blackboard pres- entation of new words only. IV. REVIEW WORK : Vocabulary of each story for daily drill. CHAPTER I HOW TO TEACH STORY STEPS First Step I. ORAL WORK: Development of Content (a) Telling of the Story Before the actual work of reading 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 In order to lay the basis for full oral reproduction on the part of the child, the teacher must develop understanding by combining with conversation all forms of manual activity, nature study, and drama- tization. Pupils should become familiar with the calls of the different animals appearing in the story. They should reproduce the calls dramatically and realistically. Nothing will make the first story of Story Steps more fiat and lifeless than to allow pupils to reproduce the calls in a careless, unimitative manner. 1 2 THE PROGRESSIVE ROAD TO READING (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 been read. Therefore have abun- dant 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 few characters. Rewrite the story, cutting out all description and all sentences containing difficult idiomatic phrases. It is to be rememl^ered that l^efore a child can ex- press what he has heard, he must have command of the necessaiy words. Some children at the age of six have a vocalmlaiy which en allies them to re- produce in their own way any simple story ; others seem to have almost no vocabulaiy. These children will not be aljle to reproduce at all ; they will have to acquire a vocal^ulary, before any reproduction is required. The reading will teach new words, and the daily stoiy-telling will give facility in using them. (d) Dramatization Let the children dramatize the stories. Spon- taneous dramatization should be encouraged in order to gain freedom of expression. Let this dramatiza- HOW TO TEACH STORY STEPS 3 tion be entirely informal and always acceptable, however crude. The vivid imagination of the child will cover all crudity. Second Step II. BLACKBOARD WORK : Establishing Relations The content of the first story in Story Steps is so simple, so within the experience of every child, that the introductory oral work may be covered in a minimum of time and the blackboard work may begin. (a) Reading of the First Sentence The teacher reminds the children of the first event in the story of " Dicky Dare." She prints, or writes, it on the blackboard, reading aloud as she does so. aiTL gOlTl .0 schi As the children know what has been written, they will be able to read it as a whole. Have several children read it. (6) Recognition by Position Now the teacher underlines the phrases ; as, am going; to school; and pointing to them has 4 THE PROGRESSIVE ROAD TO READING them read. After this she calls the phrase and has the pupil point it. Next the teacher underlines words. At first she points and the pupils name what is pointed out ; after that, the teacher names the words and the pupils point. Some child will be able to point to /, going, school. Underline these words, and have the children point to them several times am cKoo In teaching the slow pupils 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. (r) Recognition by Comparison With the sentence still on the blackboard, print the underlined words 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 HOW TO TEACH STORY STEPS 5 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 recog- nition by direct comparison has been thoroughly accomplished. The slowest children will need more time for this step than for any other in this series. (d) Independent Recognition When the teacher is reasonably sure that the children know the words without reference to their position, she should erase the sentence. The words to be taught should now be printed in columns. This time the children should be required to recog- nize them instantly. Keep on printing column after column in order to make entirely new presen- tations of old words. Teach the remaining words of the sentence in the same way. THE PROGRESSIVE ROAD TO READING (e) Drill in Rearrangement 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. The latter is far more than the mere words give sign of. It is a contribution from the mind of the child and e\ddences not mere memory, but a relating power, the art of thinking. When all the words in a sentence have been learned, they should be rearranged, if possible, and the children required to read the rearranged sentences. Then they should l^e coml^ined m new rearrangements with the words from previous sentences. The following drill deals with the first story in Story Steps, ''Dicky Dare." The first line in each set is the original sentence. HOW TO TEACH STORY STEPS " I am going to school," Am I going to school? I am. I am, I am going. I am going to school. said Dicky Dare. Dicky said, " I am going." I am Dicky Dare. On the way he met the cow. Dicky met the cow. He met the cow on the way. On the way to school he met the cow. " Good morning, Cow," said Dicky Dare. Dicky Dare said, " Good morning. Cow. I am on the way to school." " I am going to school," said he to the cow. " Moo ! Moo ! " said the cow. Dicky Dare met the cow on the way. The cow said, " Moo ! " to Dicky. The cow met Dicky Dare on the way. " Moo ! " said the cow to Dicky. He walked until he met the sheep. Dicky Dare walked to school. He walked until he met the cow. The cow met Dicky on the way. Dicky walked until he met the sheep. On the way the sheep met Dicky. THE PROGRESSIVE ROAD TO READING " Baa ! Baa ! " said the sheep. Dicky met the sheep on the way. The sheep said, " Baa ! " to Dicky Dare. The sheep walked until he met Dicky Dare on the way to school. " Baa ! Baa ! " said the sheep to Dicky Dare. " Oof ! Oof ! " said the pig. On the way to school 1 )icky Dare met the pig. The pig said, " Oof ! " to Dicky. The pig walked until he met the sheep. " Baa ! " said the sheep to the pig. " Oof ! " said the pig to the sheep. " S-S-S ! " said the goose. Dicky walked to school. He walked until he met the cow, the sheep, the pig. On the way he met the goose. The goose said, " S-S-S ! " Said Dicky Dare, " Good morning, Goose." " S-S-S ! " said the goose. And Dicky Dare went to school. Dicky went to school. He walked on the way until he met the cow, and the sheep, and the pig, and the goose. To the cow he said, " Good morning, Cow. I am going to school." And the cow said, " Moo! Moo! " to Dicky Dare. Dicky went to the sheep and said, " Good morning, sheep." And the sheep said, " Baa! " HOW TO TEACH STORY STEPS 9 " Good morning," said Dickji Dare to the pig and to the goose. "Oof! Oof!" said the pig. The goose said, " S-S-S," and Dicky walked and walked. He said, " I am going to school," and he went to school. This drill should hy no means he omitted or slighted, as it is the principal means of guarding against rote work, which, if allowed to creep in, will destroy real progress. In giving the rearranged sentences remember that 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. 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. Do 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 the sentences will be halting. 10 THE PROGRESSIVE ROAD TO READING 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 in them. The best guard against this meaningless reading is a firm drill in independent recognition of individual words. Drill at least two days on the words of a new sen- tence, l^efore attempting to rearrange the words. An experienced teacher may allow herself a little hberty m this direction, but not the beginner. (/) 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. 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 rec- ognizing words without reference to their position in the sentence. Foreign children will take a long time to get the HOW TO TEACH STORY STEPS 11 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 necessarily 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 he 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 surromidings, and where they will develop naturally, than to place them in the second group, and drag them up to the level of the others. 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. This will prevent arrested development, and allow nat- ural progress. Often the lowest group disappears 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. 12 THE PROGRESSIVE ROAD TO READING (g) Silent Drill for Third Group 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 sentence, "I am going to school," 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 individual work and enables the teacher to detect weak spots. The necessity of requiring all the work from each indi- vidual in the group cannot be too strongly impressed upon the teacher. The ]3lackboard work must be tid}^ ; that is, the words must be printed neatly, and the printing must be carefully done. An untidy l^lackboai'd results in visual confusion ; and visual confusion in a child of six means mental confusion. 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 remembered in this kind of work is, not to let the children tire ; have two short periods, rather than one long one. HOW TO TEACH STORY STEPS 13 Third Step III. BOOK WORK : Reading of the Story as a Whole When the children have gone over the enth^e story, sentence by sentence, m the manner indicated in the two foregoing 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. Ob- serve proper grouping, and help the slow ones. In oral readmg when the book is first used, let each child read only a single sentence. When some degree of power is attained he may be trusted to read a paragraph ; later, several paragraphs ; and finally, a page or the entire story. Let the same practice be pursued with regard to the second story, "The Sheep, the Pig, the Cow, and the Goose." The preliminary blackboard drill must not be sKghted. The remaining stories require only that the new phrases and words be presented on the blackboard previous to the reading of the stories from the book. The primary teacher shows her power by the number and variety of the devices which she uses for clinching the results of her teaching. She will never neglect the preHmmary oral and blackboard work prescribed as absolutely necessary before the book may be put into the hands of the children. 14 THE PROGRESSIVE ROAD TO READING "Therefore her pupils soon find it possible to read silently an entire story, and they do it repeatedly for very pleasure. This silent reading is the direct road to power. The child gradually learns from the context to deter- mine for himself new words without having had them presented on the blackboard. IV. REVIEW WORK Before the phonetic work is begun all words must be learned as sight words ; and, that the child may recognize them instantly, they must be frec^uently and thoroughly reviewed. But from the l^egiiming it is well to keep separate the unphonetic words, and to review them daily. The teacher will find that she can facilitate review work by using "perception cards." Printed per- ception cards may be purchased from the pul)lishers, or the teacher can easily make a set with stiff card- board and good black ink. They impress the words readily on the child's mind and save the teacher's time. The following list of sight words, some of which, though phonetic, seem to present difficulties to chil- dren, is suggestive and may be extended at the dis- cretion of the teacher. This list should be made up as the words occur in the reading lessons, and be used on the perception cards : HOW TO TEACH STORY STEPS 15 to said went one build they are you come here what doing would why your then flew had four two eyes saw many heard girl put who once was every some could their have off give this but should only again pigeon were iron woman The teacher should not drill on sight words that in a few weeks will be included in the phonetic key. The following is an analysis of the vocabulary used in Story Steps, arranged to show the new words for each story. Dicky going on met Moo Baa S-S-S (i) Dicky Dare (pp. 7-1 1) Dare I am to school said the way . he cow good morning walked until sheep pig Oof goose and went (2) The Sheep, the Pig, the Cow, and the Goose (pp. 12-17) one out build a house they we are will too you help may come so by here all 16 THE PROGRESSIVE ROAD TO READING (3) The Bear (pp. iS-22) bear day woods look for chestnuts not is in afraid of started Gr-r-r what doing my ran back little (4) Dicky Dare and His Sheep (pp. 23-30) his play wanted home would can because began cry rabbit came why away make your after then fox cries bee flew laughed buzz sting thank .. (5) Little Pig (PP- 31-38) lived with mother foimd had four feet cried wall big shall funny must run round barnyard two eyes saw ma un- things ears hear heard mouth eat nose smell just girl she pail milk hat coming put ground sniff drank it up HOW TO TEACH STORY STEPS 17 (6) The Kitten "Who Forgot (pp. 39-47) kitten who forgot once there was dog every when woke very hungry ask some could say bow wow hen try tall cluck that talks duck matter quack turkey gobble cat walking meow sand ( J) Three Little Kittens (pp. 48-54) three lost their mittens dear much feet our have bad no pie mew see purr soiled washed mouse w^ear hush (S) The Cat and the Mouse (pp. 55-6 2) bit ofi tail please give me if get hay farmer bread baker flour miller gave took did (9) The Lion and the Mouse (pp. 63-^ 'I) lion seek this next loud still told fell hid but roar set sharp asleep behind let old free teeth mice under should tied again cut hide paw only rope be lay 18 THE PROGRESSIVE ROAD TO READING (lo) The Little Pigeon (pp. 72-83) pigeon door growly grizzly sweet voice terrible stand new garden like down coo called loudly rather than child boy ball shouted were shouting sound from singing baby life (11) The Little Gray Pony (pp. 84-96) gray ride clang coal sad miner rap pony as shoe iron an made man rode blacksmith heat woman new jump fall without storekeeper told tap CHAPTER II PHONETIC DEVELOPMENT OUTLINE I. TEACHING THE BLEND (a) Presentation of the word as a whole ; as cow. (6) Analysis of the word into its phonic (sound) and phonetic (sight) elements ; as c and ow. (c) Blending the elements to form the word. (d) Building new words by changing the initial con- sonant. II. TEACHING VOWEL SOUNDS (a) Discovering vowel sounds. (b) Use of diacritical marks. ' (c) Crossing off letters. III. DEVELOPMENT OF PHONETIC RAPIDITY (a) Meaning and practice. (b) Perception card drill. (c) Drill on miscellaneous words. 19 CHAPTER II PHONETIC DEVELOPMENT I. TEACHING THE BLEND The vocabulary of the first few stories serves as a foundation for sound-work. The phonetic de- velopment beghis after the completion of the first story. Cow is a good word with which to com- mence, because it forms part of the child's vocabu- lary, and because it is readily visuahzed and easily pronounced. In teaching the blend there are four steps : (a) Presentation of the Word Print the word on the blackboard. Do not under- line or distinguish the phonogram or the initial con- sonant in any way. (6) Analysis Pronounce the word slowly. While sounding c, cover the phonogram ow; while pronouncing the phonogram ow, cover the consonant c. (In teach- ing a sound or a phonogram, take it from a known sight word, always having the children discover for themselves the sound of the letter or the phonogram.) 20 PHONETIC DEVELOPMENT 21 (c) Blending the Elements Be sure that the children not only perceive that the word is made up of two parts, c and ow, but that they understand how these parts are blended. (d) Building New Words Take consonants from sight words which occur in the first stories, for example, c from cow, h from by, h from he, etc. Then give the words cow, how, how, etc. 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 attack- ing a word to voice separate phonetic symbols, but always have him sound them in the full and perfect blend of the word. 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 particularly careful in the case of phono- grams that are not words in themselves, as ing. 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 22 THE PROGRESSIVE ROAD TO READING word so on the blackboard. The children pronounce it. Then she covers the s and pronounces the o. Wlien the children have discovered that o says o, mark the letter and drill on new words. When the phonetic study has somewhat advanced, the reading will go veiy quickly, because only those words contaming the modified sounds of the vowels will be outside the key. (6) Use of Diacritical Marks Discontinue the markings a, e, i, o, u when the children know the effect of final e. This long mark is not again used except in case of words Mke how, 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 hag, heg, big, hog, hug. Discontinue the use of this mark as soon as possible. The marks are to l^e used in the blackboard work because such preliminaiy blackboard drill smooths out most difficulties. After a time these marks in blackboard work may be discontinued. (c) Crossing Off Letters As soon as the work in phonetics is begun, cross off: 1. The e before d, as in the word walk/id. 2. All other silent letters, as in hiliild afraj^d he^ir co'jd PHONETIC DEVELOPMENT 23 Note. — Ea (hear), ai (afraid), oa (coal), are taught later as phonograms, 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. 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 twelve months. But rapidity m 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 blackboard work has been gained, more time may be given to reading from the book to in- sure fluency in phrasing. The blackboard drills, however, must not be neg- 24 THE PROGRESSIVE ROAD TO READING lected for a day. As the children acqun-e power, the drills may be made shorter, but they must not be dropped altogether. Since the phonetic key is the most important feature of the method, it is es- sential that the work be done with the utmost thor- oughness. Children who do not appear to acquire rapidity naturally must be taught to do so. For this pur- pose 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, what- ever you put on the blackboard. Until some degree of phonetic rapiditj^ is acquired, a child will not read for pleasure. Therefore, give him this power as c{uickly 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 pronounce a new word only after slowly, and often audibly, putting the different parts of it together. From the beginning teach him to do this silently, and quickly. Drill until a mei'e glance brings the word as a whole to the lips without hesitation, (6) Perception Card Drill Every phonogram, consonant and vowel sound should be reviewed daily by means of perception cards. The teacher may obtain these cards from the pubHshers or she may make them herself, print- PHONETIC DEVELOPMENT 25 ing each sound as it is taught, on cardboard in letters large enough to be read at the back of the room. 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. (c) Drill on Miscellaneous Words A drill on miscellaneous words is a pleasant way of reviewing what the children know. It uses the same knowledge in ever-varying form, and is the principal means of increasing phonetic rapidity. The idea is not to teach a certain number of words, but to give the children facility in dealing with new reading matter. The blending of words in series only will not give the necessary phonetic strength to attack new material. Pupils must have daily experience in blending words from varying lists. The words used in these drills must contain phonetic elements with which the children are familiar. As each point in the phonetic work is taken up, words representing that point should appear in the mis- cellaneous drill. CHAPTER III SUGGESTED PHONETIC DRILL OUTLINE I. DRILL IN CONNECTION WITH STORY STEPS (a) First Set of Stories, pp. 7-30. (6) Second Set of Stories, pp. 31-62. (c) Third Set of Stories, pp. 63-9(3. II. DRILL IN CONNECTION WITH BOOK ONE (a) First and Second Sets of Stories, pp. 5-31. (b) Third Set of Stories, pp. 32-42. (c) Fourth Set of Stories, pp. 43-55. (d) The Remaining Stories, pp. 56-128. III. DRILL IN CONNECTION WITH BOOK TWO (a) Stories, pp. 5-41. (6) Stories, pp. 42-79. (c) Stories, pp. 80-122. (d) Stories, pp. 123-160. IV. DRILL IN CONNECTION WITH INTRODUC- TORY BOOK THREE (a) Stories, pp. 7-38. (b) Stories, pp. 39-84. (c) Stories, pp. 85-122. (d) Stories, pp. 123-176. V. REVIEW IN CONNECTION WITH HIGHER BOOKS 26 CHAPTER III SUGGESTED PHONETIC DRILL I. DRILL IN CONNECTION WITH STORY STEPS (a) First Set of Stories, pp. 7-30 Begin phonetics when pupils know perfectly the vocabulary of the first two stories, not before. This is an important point because all of the phonetic elements introduced here are taken progressively from the first two stories. (i) Basal Phonograms ow taken from cow ill taken from ivill ar taken from are all taken from all an taken from and (2) Consonants taken with Basal Phonograms The consonants are best taught by taking them from sight words which are already known to the children, and using them with basal phonograms. 27 28 THE PROGRESSIVE ROAD TO READING c from cow m from may s from so h from he f from oof t from to g from goose y from pig h from by r from ran w from w/// / from little d from awe? Now the return may be made from the parts to the original wholes and also to new combinations. ow cow how bow mow sow owl iU fowl howl dill fill gill bill will mill sill hill till ill ar are car mar tart bar far tar cart bard hard aU lard card fall gall wall mall ball hall tall call an all an Dan fan ran ban man tan can SUGGESTED PHONETIC DRILL 29 (3) Long Sounds of Vowels a taken from may e taken from he taken from so y taken from hy i taken from cries After these long vowels have been thoroughly taught, proceed to new combinations using first the double blend, then the triple blend. The terms '' double blend" and "triple blend" are used for convenience in connection with the drills to fix consonant and vowel values, e.g. Double Blend: so = s—o ; he = h — e ; way = w — ay. Triple Blend: old = — / — d ; fowl = / — oiD—l ; roll = r — — II. {A) Long Vowels in Double Blend pay day fay gay bay way say may hay ray lay be bee see fee we wee me he tee lee go so ho lo 30 THE PROGRESSIVE ROAD TO READING y by my I dye rye pie die fie hie tie lie (fi) Long Vowels in Triple Blend pate date fate gate game same tame lame fade wade made grade peel 1 feel heel reel deed feed weed seed pole dole 5 sole mole hole home old roll dime time t rime lime bide wide side hide fire wire mire tire (b) Second Set of Stories, pp. 31-62 (i) Initial Consonants In addition to the initial consonants already taken, the teacher may now introduce new sounds analyzed from known sight words. Take k from kiiten n from nose SUGGESTED PHONETIC DRILL k kill kitten key kite n 31 no nay Nan name This is also the time to teach the children to com- bine the single consonants already learned into double initials; e.g., f — r = fr; f — I = ft. Develop all useful combinations : pr pi dr fr fl gr gl br bl sp sw sm St sc si tw tr or cl sk sn Use these combinations with (^4) phonograms and (B) vowels previously learned. prow plow brow scow drill frill grill spill swill still twill trill skill spar spark smart star start startle scar scarf snarl small stall plan plant grant bran span scan scant clan B frame flame blame stay play dray fray pray gray bray spray flay 32 THE PROGRESSIVE ROAD TO READING stay slay sway tray clay free flee fleet green greet breed spleen sweep sweet street sleep sleet tree creek creep prone prose drone droll fro froze grow gross glow globe broke blow spoke smoke stole stone stow slow crow snow pry ply dry fry fly spy sty sly slyly try cry sky pride prime prize bribe bride bridle blind blithe blight spike spine spite swine smile smite twine (2) Basal Phonograms ing taken from sting ring king wing swing sting fling string spring sling snig bring cling The phonogram ing should also be used as a ter- mination, adding it first to words which have already occurred in the stories read, and second to phonetic words which have already occurred in the blend lists ; for example : build help look play building helping looking playing SUGGESTED PHONETIC DRILL 33 cry sling hear eat crying slinging hearing eating smell milk say fill smelling milking saying filling fall call pay hay falling calling paying haying lay . go peel feel laying going peeling feeling heel reel seed roll heeling reeling seeding rolling kill drill spill swill killing drilling spilling swilling pray flay bray spray praying flaying braying spraying sway stay slay free swaying staying slaying freeing flee greet breed sweep fleeing greeting breeding sweeping sleep creep grow glow sleeping creeping growing glowing blow stow dry fry blowing stowing drying frying fly spy try cry • flying spying trying crying 34 THE PROGRESSIVE ROAD TO READING sing ring fling bring singing ringing flinging bringing swing sting sling cling swinging stinging slinging clinging {c) Third Set of Stories, pp. 63-96 (i) Short Sound of Vowels a taken from am e taken from met i taken from pig taken from on. u taken from uj) y taken from Dicky am pan a lad tat cam ran mad brat dam tan pad flat ham bran sad slat ram clan brad spat clam plan clad cap cram scan glad gap dram span at hap tram and bat lap slam bad cat map swam cad fat nap an dad hat pap ban fad mat rap can gad pat sap fan had rat tap SUGGESTED PHONETIC DRILL 35 snag stag swag snap trap has back sack rack step bet get let met net pet set wet blet fret tret deck if cliff tiff sniff bis: clap slab lag flap crab nag slap drab rag cab scab tag dab stab wag gab bag brag nab fag crag tab gag drag blab hag flag web peg e stem bed bell den fed dell fen led fell hen red pell ken ted sell men wed tell pen bled well ten sled smell wen sped spell glen beg swell end keg hem rep leg neck peck bib bid I lid fib did mid nib fid rid crib hid skid glib kid slid 36 THE PROGRESSIVE ROAD TO READING dig slim lip pit fig swim rip sit gig imp sip wit nig in tip brit P'g bin clip grit wig din flip flit brig fin slip slit grig kin skip split prig pin drip spit trig sin grip twit twig tin trip Dick dim win snip lick him grin his tick rim skin bit click brim spin fit slick grim twin hit crick prim dip k:t trick trim hip lit stick skim kip mitt bob cod scoff frog cob God bog grog fob hod cog doll gob nod dog loH hob rod fog poll lob pod hog Tom mob sod log from rob clod nog on sob plod clog con snob prod flog don SUGGESTED PHONETIC DRILL 37 cop stop pot hock fop foss rot lock hop loss sot mock lop moss tot rock mop toss b'ot sock pop cross c'ot block sop bot plot clock crop cot S^-Ot flock drop dot spot crock prop hot trot frock flop lot cock smock slop not dock cub huff u cull slum dub luff dull scum hub muff gull stum rub puff hull bun club ruff lull dun drub scuff mull fun grub snuff scull gun snub bug skull nun stub dug trull pun bud hug gum run cud lug hum sun dud pug mum tun mud rug rum spun scud drug drum stun spud plug crumb up cuff slug glum cup gruff smug plum pup 38 THE PROGRESSIVE ROAD TO READING sup cut smut suck crup hut buck tuck scup nut duck pluck us rut luck truck plus tut muck rung but glut ruck crust i Short y is more easilj^ taught if presented first a a termination, giving the noun and then the adjec tive formed fi-om it, as : sand hand wind silk sandy handy windy silky milk must hill stick milky musty hilly sticky rock dust bulk lump rocky dusty bulky lumpy pluck trick trust crust plucky tricky trusty crusty hard weed seed show hardy weedy seedy showy sleep sleet string creep sleepy sleety stringy creepy floss gloss fuss need flossy glossy fussy needy SUGGESTED PHONETIC DRILL 39 m i (2) Consonants s from is pill fall cow fan pills falls cows fans pie day see side pies days sees sides game seed roll kill games seeds rolls kills twigs drills stalls spots plans flames smiles plays skates sleeps grows snows wings sings strings builds looks stings hears eats smells milks fills calls pays lays peels feels heels reels seeds drills spills swills prays creeps brings clings springs (3) Phonograms ou from out loud pout snout pound cloud rout sprout round proud clout trout sound mouse flout bound wound out scout found ground gout spout hound count lout stout mound fount 40 THE PROGRESSIVE ROAD TO READING Summary of Phonetic Elements taught in cunnection with STORY STEPS Phonograms : ow, ill, ar, all, an ing ou Consonants : c, s, f, g, b, w, m, h, t, p, r, 1, d k, n ; consonant combinations s (as in is) Vowels: Long : a, e, o, y, i Shor! : a, e, i, 6, u, y Terminations : ing, y, s SUGGESTED PHONETIC DRILL 41 n. DRILL IN CONNECTION WITH BOOK ONE (a) First and Second Sets of Stories, pp. 5-31 Before beginning the phonetic work in connec- tion with Book One, the teacher should see that the child is absolute master of the elements presented during the period of Story Steps (see page 25) and that he is able to blend silently and rapidly words in- volving these elements. If a great degree of pro- ficiency on the part of the pupil is hoped for during the period of Book One, the teacher must use Story Steps phonetic perception cards daily to review all the sounds previously taught. In other words, the class should not be allowed to forget these sound ele- ments. As new sounds for the Book One period are taught they should be added to the list for daily reviews. Do not forget that clear enunciation and clean articulation are quite as important in the work for the Book One period as they were in the period of Story Steps. (i) Basal Phonograms ake taken from 7nake it taken from it eat taken from eat at taken from rat 42 THE PROGRESSIVE ROAD TO READING (2) Initial Consonants taken with Basal Phonograms ake make take lake sake bake rake wake fake cake shake bit wit pit hit Ht sit fit whit eat meat seat feat neat beat peat heat at wheat mat cat sat fat bat rat pat hat (3) Long Sounds of Vowels Reviewed These vowel lists are intended for review and ad-. vance. They have been built around type words taken from the text, and they should be extended and varied in blackboard drill. Wliile the silent letters have not l^een marked in the phonetic lists, they may be crossed off in black- board drill as directed on pages 22 and 23. (A) Long Vowels in Double Blend may lay pay gay bay way day hay ray say fay nay SUGGESTED PHONETIC DRILL 43 me lee see he be we pea she tea wee fee mow low doe hoe bow woe foe no tow so go show row y whoa my buy lye shy by rye dye why tie . sigh i die high lie pie fie nigh (B) Long Vowels in Triple Blend fade dame tame gate made fame shame hate wade game (ate) late shade lame bate mate safe name date pate came same fate rate deed need e feel deep feed reed heel peep heed seed peel weep meed weed reel sheep 44 THE PROGRESSIVE ROAD TO READING hole sole home fore mole roll bore more ' pole old core wore bide tide i time mine hide wide dine nine ride dime fine shine side lime line . whine (h) Third Set of Stories, pp. 32-42 (i) Initial Consonants sh from fhe ch fn om each wh from whe7i sh ih fr om then shake show wh shy shade whit wheat why whine ch chit chill cheat chat th thee though thy that This is the time to review the lists of the single consonants and consonant combinations with {A) phonograms and (5) vowels previously learned. SUGGESTED PHONETIC DRILL A brake crake drake flake shake snake spake stake 45 bleat cleat pleat treat brit grit skit split flit slit spit sprit twit brat flat scat spat drat plat slat blind clime B like swipe blithe crime shine tribe bribe cried smite tried bride china spite tripe brine fried spire trite chime grime , stile twine climb gripe strike white blade grade scale state blain grain scathe stray brake grape skate swain chase grate slake swathe crape haste slate taste crate plane snake tray drake plate spade trade drape play stake waste glade prate stale 46 THE PROGRESSIVE ROAD TO READING bleach dream pleat spear bleed flea preen spree bleak gleam screen steed blear glean sleek steel breech greed sleep steal bream green smear steam breathe keen sneak steep cheat keep sneer steer clean plea speech treat clear plead speed tweed creak please speak tweak cream bloat flow prone snore choke glome prose stoke cloak gloam scold store close gloat score strow crone growth slope woke floe probe smote ply pry spry sty (c) Fourth Set of Stories, pp. 43-55 (i) Short Sounds of Vowels Reviewed add brash crack gas as camp crash gash ash cash daft grand back catch damp hand batch clack dash hash black clash flash hatch SUGGESTED PHONETIC DRILL 47 lamp plant sash smash land plash scamp splash lash rack scant stack latch rant shad stand mash rash slack tack match sack slash track pack sand smack trash patch belt dress e peck smelt bend felt pelf speck bent fend pelt spelt best fleck pent spend blend held press spent blest help prest tent chess kelp reck test chest kept rend trend cleft left rent weld crept lend rest welt crest lent self wend deck lest send went deft melt sent wept delf mend shed west dent neck shell when desk nest shelf brick dint fish flint chick dish fist frisk chip drift flick frisks 48 THE PROGRESSIVE ROAD TO READING gift limp risk tiptoe gild lint sick this gilt lisp sift trick gimp list silk twist glint milk silt wick glints milt ship wind hilt mint spick window hint mist spilt wish hist nick stilt wist kick pick stint with kilt print strip which lick rick swish whim lift rich tilt whip lilt rift tint bomb < chop golf robin bond docket hollow rocket blond follow locket romp cock fond loft socket cost font lost soft crock front pocket shock croft frost pond shop bulb 1 brunt crust gulp bulk brusk dump gust bump cult dusk grunt bunt cusk dust hulk bust cusp fund hump blunt clump gulf hunt SUGGESTED PHONETIC DRILL 49 husk must runt stump lump pulp rusk stunt lust pump rust tusk mump punt skulk trump musk plump slump trust silly weedy y reedy seedy greedy speedy sleepy sleety creepy snowy stringy pity lady shady tidy glory story candy fatty craggy clammy snappy ashy trashy flashy catchy patchy webby gritty snippy snappy foggy mossy Tommy Dicky groggy sloppy huffy funny gummy mucky muddy p ucky smutty stubby stocky pulpy dusky gusty lusty copy snuffy filmy risky frisky crispy skimpy witty skinny spotty nutty slushy fishy filthy (2) Terminations Id ed, er kill call show play killed called showed played fill name tire open filled named tired opened 50 THE PROGRESSIVE ROAD TO READING climb climbed roll rolled snarl snarled follow followed chase chased AH- peep peeped like liked choke choked stamp stamped help helped lick licked puff puffed scratch scratched talk talked pick picked jump jumped taste tasted ed waste start wasted started want wanted plant planted end ended rest rested shout shouted plant planter er mill play miller player farm farmer tall taller small smaller old older slow slower (d) The Remaining Stories, pp. (i) Consonants j from Jack g from change V from very c from city tJi from thank 56-128 SUGGESTED PHONETIC DRILL 51 Jack jade jam ace face lace mace pace race brace jar jelly jest jet jig job jog Jill joke g as in change grace place space trace ice dice mice mce rice vice price slice spice trice twice cell cent center cider cinder icing ]ug jump just gem stage wedge nudge plunge gin range dredge drudge magic gill change pledge fudge fidget gist grange sledge grudge midget age strange midge smudge danger cage badge ridge hinge manger page edge bridge singe oblige rage hedge dodge tinge ginger sage ledge lodge fringe stingy wage sedge budge lunge porridge vale cave V brave van even vane gave grave vat over vase pave shave have ever vile rave slave very never vine save grove give every vote wave stove live river c as in city fence hence whence since wince prince force 52 THE PROGRESSIVE ROAD TO READING th as in thank thing thin throw throne tenth thigh thumb thral teeth fifth thatch thump thrill both thimble thick three thrash ninth thunder (2) Phonograms or from for ught from brought ither from other ight from night * for fork or born scorn torch nor stork corn thorn scorch cord form horn sort north lord storm morn short border cork stormy morning ought snort corner ought bought fought o'her sought thought mother brother another ight smother smothered fight night tight flight slight light right blight fright delight might sight bright plight lightning SUGGESTED PHONETIC DRILL 53 ' (3) Vowel Drills (A) Long Sound of u u taken from used cue dude dune fuse duel due nude tune muse fuel hue huge cure cute puny cube mule lure lute duty tube fume pure mute music (B) Review of Long and Short Vowels a e I u day dee die doe due fay fee fie foe hay he high hoe hue lay lee lie lo say see sigh so sue male — mile mole mule pale peel pile pole pule tale teel tile stale steel stile stole dame deem dime dome tame teem time tome Dane dene dine dune mate mete mite mote mute a e X u bag beg big bog bug Dan den din don dun rack reck rick rock ruck bad bed bid bud 54 THE PROGRESSIVE ROAD TO READING pan sap bat hat pat sack clack fallow batter e pen bet pet fellow better pin sip bit hit pit sick click bitter sop hot pot sock clock follow pun sup but hut suck cluck butter (C) Dull on glad glade mad made man mane can cap tap at hat rat slat Dan shad mat fat pan Sam fad tam bat cane cape tape ate hate rate slate Dane shade mate fate pane same fade tame bate Vowels to Show the pat pate cam came sham shame scrap scrape plat plate met mete rid ride fin fine shin shine spin spine tin tine win wine rip ripe din dine chin chine Tim time sprit sprite grip gripe bid bide Effect of Final e strip stripe hid hide trip tripe pin pine sit site dim dime spit spite grim grime twin twine bit bite prim prime whit white hop hope not note mop mope cub cube tub us cut tube use cute SUGGESTED PHONETIC DRILL . 55 Summary of Phonetic Elements taught in connection with BOOK ONE Phonograms ; ake, it, eat, at or, ought, other, ight Consonants : sh, wh ch, th (as in then) ; consonant combinations j, g (as in change), v (as in very), e (as in city), th (as in thank) Vowels : Long : u and review Short : review Terminations : /d, /'d (= t), ed, er 56 THE PROGRESSIVE ROAD TO READING III. DRILL IN CONNECTION WITH BOOK TWO Before beginning the phonetic work in connec- tion with Book Two the teacher should see that the child is absolute master of the elements presented during the period of Story Steps and of Book One and that he is able to l^lend silently and rapidly. If a great degree of proficiency is hoped for during the period of Book Two, the teacher must use Stoiy Steps and Book One phonetic perception cards daily to review all the sounds previously taught. In other words, the class should not be allowed to forget these sound elements. As new sounds for the Book Two period are taught they should be added to the list for daily reviews. Do not forget that clear enunciation and clean articulation are quite as important in the work for the Book Two period as they were in the period of Story Steps and Book One. In drilling upon the following word lists, see to it that the pupils make a swift, smooth and perfect blend. Make sure always that the final consonant is sounded. (a) Stories, pp. 5-41 (i) Vowel Values ai as in fail ea as in tease ea as in bread oa as in road SUGGESTED PHONETIC DRILL 57 ai aid jail snail brain faint laid mail trail chain paint maid nail aim drain painter paid pail maim grain saint raid rail claim plain taint braid railing fain slain plaint staid sail gain Spain waist waif tail main stain bait ail wail pain swain gait bail flail rain train wait fail frail vain twain trait hail grail wain ea as in tease strain strait each peak steal clean shear beach teak beam glean smear peach weak ream heap spear reach creak seam leap ease teach freak team reap peas breach sneak cream cheap tease preach speak dream ear please bead streak gleam dear heave lead deal steam fear leave read heal stream gear weave plead meal bean hear cleave leaf peal dean near breathe sheaf seal lean rear eager beak veal mean tear eagle leak weal wean clear dreary 58 THE PROGRESSIVE ROAD TO READING ea as in bread dead tread breatli stealth weather head thread realm cleanse heaven lead stead health meadow leaven read sweat healthy steady heavy bread threat wealth feather bedstead dread death wealthy oa leather instead oaf road roam hoary coach loaf toad loan oat poach oak coal moan boat oath soak goal groan coat boast croak shoal soap goat coast goad foam oar moat roast load loam boar throat toast (2) Consonants a; as in fox y as in yes z as in dizzy qu as in quack ax flax X fix sixty coax axle sex mix ox hoax lax vex six oxen index tax next sixth box vixen wax text sixteen foxes betwixt SUGGESTED PHONETIC DRILL sg ye yeast y. yell yet yard yoke yak yellow yon yarn year yam yes yonder yesterday daze graze z size buzz puzzle gaze baize prize fuzz lazy haze maize doze dazzle zero maze breeze froze sizzle capsize blaze freeze fez drizzle dizzy craze sneeze fizz grizzly zig-zag glaze wheeze bronze qu muzzle lozenge quake squeal quench quit acquaint quail squeeze quest quiz acquire quaint quite quick squint inquire queen quire quill squall require queer quack quilt quiet request squeak quell quince quiver acquit (3) Terminations : , ly, Jul, est «, k safe late queen sad lone safely lately queenly sadly lonely slowly nearly gayly quickly evenly willingly proudly tightly gladly suddenly GO THE PROGRESSIVE ROAD TO READING ful play spite hope doubt will playful spiteful hopeful doubtful willful playfully spitefully hopefully doubtfully ' willfull: delight scorn tear faith dread delightful scornful tearful faithful dreadfii delightfully scornfully tearfully est faithfully dreadfi tall loud light sweet sly tallest loudest lightest sweetest slyest small proud bright kind cold smallest proudest brightest kindest coldest {h) Stories, pp. 42 !-79 (i) Vowel Values 00 as in moon u as in r7ile ew 1 as in grew 00 as in moon coop coo pool broom hoot too tool gloom sloop root woo spool groom stoop soot food stool boon troop toot brood boom loon boor shoot hoof doom moon poor boost proof loom noon goose roost cool room soon loose tooth fool bloom spoon boot smooth SUGGESTED PHONETIC DRILL u as in rule 61 rue crude brute ruby ruin true prude jute cruel bruin rude prunes truth gruel ruler ew as in greio Jew chew drew screw shrewd blew clew flew strew jewel brew crew slew threw jewelry (2) Consonant Values n as in sang bang twang slung mangle bungle fang sprang stung tangle jungle gang gong strung spangle finger hang bung length strangle linger rang hung strength jingle angry sang sung bangle mingle hungry clang clung dangle single ding-dong slang flung jangle shingle ping-pong bank flank mink slink uncle hank frank pink think Yankee lank plank rink shrink blanket rank prank sink honk tinkle sank shank wink bunk crinkle tank spank blink sunk twinkle blank ink brink drunk sprinkle crank kink chink trunk trinket drank link drink shrunk donkey 62 THE PROGRESSIVE ROAD TO READING (3) Phonograms er as in her ear as in heard ir as in girl or as in word ur as in hum ar as in cellar er as in her were germ nerve mercy service verb term serve ermine deserve jerk fern swerve kernel dessert clerk stern perch ear as in serpent heard Germany earl earn yearn search dearth pearl learn hearse ir as in earth girl early fir third whirl skirt firth sir dirk firm squirt girth shirr shirk chirp birch mirth stir smirk dirt first thirteen bird quirk dirty thirst thirty gird swirl flirt thirsty birthday girdle twirl shirt or as in birth word firkin word work worm wormy worse worst worth worthy world worship SUGGESTED PHONETIC DRILL 63 ur as in hum bur lurk curse burst turnip cur curl nurse urchin furnish fur furl purse gurgle purple pur urn curt murky further spur turn hurt turkey turtle curb churn lurch murmur disturb curds spurn church furnace suburb ar as in cellar liar friar awe caw daw jaw law paw raw beggar cellar pillar collar pedlar poplar {c) Stories, pp. 80-122 (i) Vowel Values a as in saio ew as in new oi as in voice oy as in hoy 00 as in wood u as in yut a as m saw saw claw draw flaw slaw thaw straw hawk awl bawl brawl crawl drawl shawl scrawl dawn fawn lawn pawn brawn drawn orchard coward tawdry awful gawky lawful lawyer awning tawny 64 THE PROGRESSIVE ROAD TO READING daub cause caught August saucy haul pause naught autumn daughter maul fault taught author haughty sauce aught auger saucer naughty balk talk walk chalk stalk bald halt alder halter always scald malt alter almost already false salt falter also Almighty war warn dwarf quart swarthy ward warp wharf quarter warble warm wart swarm warden wardrobe few eiv as in new ewe mew skew stew dew hew pew skewer pewter roil oi as in ■ voice choice join point toilet void soil loin foist noisy oil toil groin hoist cloister boil broil noise joist rejoice coil spoil poise moist sirloin foil coin joint 01/ as in doily hoy tinfoil coy toy annoy employ loyal joy cloy destroy oyster royal SUGGESTED PHONETIC DRILL 00 as in toood 65 good hood stood foot book cook hook look nook 71 as in rook took brook put crook shook wool bull full pull puss push cuckoo bullet pullet bully pulley pulpit bushel butcher bullfrog bulrush (2) Consonant Values kn as in 1 knoiv gn as in t lor as in 1 ■jnome write kn knave knee kneel knead knife knives knight knoll known knack knap knell gn knit knob knock knot kneecap knuckle knapsack knickknack gnarl gnash gnat wr gnaw gnu wreak wreath Wright writhe wrote wry wrap wreck wren wrench wrest wretch wring wrist writ wrong wrung wrangle wrinkle written m THE PROGRESSIVE ROAD TO READING (3) Terminations : less, ness less shame shameless dream dreamless life lifeless cloud cloudless harm harmless pain painless thorn thornless ness bottom bottomless good goodness bright brightness strange strangeness faint faintness dark darkness fresh freshness harsh harshness wicked wickedness (d) Stories, pp. 123-160 (i) Vowel Values a as in swan a as in half a as in ask o as in come a as m sicati wad wasp squab waffle wigwam wand watch squash walnut quarrel wash swamp squat a as in wander half swallow calf calm aunt flaunt calves palm haunt launch salve qualm taunt laundry mamma papa hurrah SUGGESTED PHONETIC DRILL 67 a as in ask chaff Taft trance gasp bath staff waft ant hasp path bass craft pant rasp branch lass draft chant clasp stanch mass graft grant grasp after pass shaft slant cast rafter brass dance bask fast answer class France cask last basket grass lance mask mast caster aft chance task past master haft glance flask vast plaster raft prance asp as in come blast rather some done none son ton won tongue sponge front month dove love glove shove shovel blood flood color comfort compass honey money Monday monkey wonder nothing oven cover covet worry (2) Phonograms ail' as in cJiair are as in care ear as in bear air fair hair lair air pair stair fairy impair repair despair G8 THE PROGRESSIVE ROAD TO READING are bare mare flare snare scarce dare pare glare spare barefoot fare rare scare stare beware hare ware share square prepare ear as in hea r pear tear wear swear bugbear Summary of Phonetic Elements taught in cnnnedion with BOOK TWO Phonograms : er, ear (as in heard), ir, or (as in word), ur, ar (as in cellar) air, are (as in care), ear (as in bear) Consonant Values : X, y, z, qu i = kw) n (= 7ig) kn, gn, wr Vowel Values : ai (as in tail), ea (as in tease), ea (as in bread), oa (as in road) 00, u (= do), ew (= do) a (as in saw), ew (as in 7iew) ; oi, oy ; oo (as in tvood) ; u (as in put) a (as in swan), a (as in half), a (as in ask), o (as in come) Terminations : ly, ful, est less, ness SUGGESTED PHONETIC DRILL 69 IV. DRILL IN CONNECTION WITH INTRODUCTORY BOOK THREE (t i) Stories, (i) Vowel ei as in ey as in ei PP- 7-38 Values weigh they neigh veil skein eight freight weigh rein feign eighth reindeer sleigh vein reign ey weight neighbor bey grey whey disobey survey dey prey obey convey greyhound (2: ) Consonant Values ex as in excuse ex as in e 'xact ex excel exhale expense export extra except exile expert expose extract exchange exit explain express extreme excite expect explode extend exercise exclaim expel explore extol experience ex ( = egs) exact exempt exist examine exotic exalt exert exult example exaggerate 70 THE PROGRESSIVE ROAD TO READING (3) Terminal Phonograms : ure, ous lire failure fracture measure fissure adventure feature capture pleasure culture indenture creature rapture treasure rupture procedure future pressure figure pasture embrasure stature venture picture torture enclosure ous famous pompous barbarous prosperous various jealous ravenous boisterous clamorous curious nervous ruinous generous riotous furious laugh laughter (b) Stories, pp. 39-84 Consonant Values ph = / h ci si gh = sh si ( = zh) draught cough phase phantom phlox pheasant phrase phial sphere phonic it ■ trough sough slough rough tough enough ph physic photograph cipher phonetic telegraph hyphen phonogram telephone nephew phonograph camphor orphan SUGGESTED PHONETIC DRILL ti 71 nation fraction auction direction promotion ration traction caution protection relation station mention addition attention vacation motion c|uestion condition invention vexation notion fiction position convention congregation action friction affection prevention conversation fractious captious ambitious fictitious vexatious martial partial initial palatial influential ci gracious vicious capacious delicious suspicious spacious conscious loquacious judicious ferocious precious luscious vivacious malicious glacier facial racial glacial magician musician optician ancient efficient deficient social special physician politician proficient sufficient SI mansion session extension succession submission pension mission accession admission intermission passion expansion procession permission transient si (= zh) vision revision persuasion conclusion excursion division fusion explosion decision artesian provision occasion confusion conversion Persian 72 THE PROGRESSIVE ROAD TO READING trio police (c) Stories, pp. 85-122 (i) Vowel Values valise marine benzine fatigue machine gasoline magazme Philippine ch qn (2) Consonant Values = k i i~ consonant y) ch (=A0 chord Christ school monarch architect choral chromo scholar monarchy character chorus chronic anchor schedule cholera chemist ache echo schooner mechanic chloride scheme epoch fjii ( = anarchy Id orchestra queue pique antique opaque conquer claque clique oblique coquette liquor placque unique physique croquette lacquer i (== consonant j/) filial pannier onion senior companion poniard billion stallion warrior dominion Spaniard bullion trillion familiar opinion spaniel bunion union peculiar pavilion clothier million savior battalion vermilion SUGGESTED PHONETIC DRILL 73 (3) Terminal Phonograms ten {= n) tle(= I) ten (= n) hasten often fasten glisten moister chasten soften fastening glistening tle{=l) moister nestle trestle thistle bustle jostle pestle wrestle whistle hustle apostle (d) Stories, pp. 123-176 At this period practically all the sounds of the letters have been taught. The teacher must now see that the children make daily application of their phonetic power in pronouncing the more diffi- cult words occurring in the Progressive Road to Reading text as well as that of the supplementary readers. Words may also be given in lists to drill on some specific termination, prefix or suffix ; e.g. ance entrance, distance, assistance, attendance. ence absence, presence, patience, excellence, impudence. fy satisfy, testify, fortify, mortify, terrify. ive native, motive, positive, passive, explosive. He agile, fragile, docile, fertile, mobile. ine engine, heroine, genuine, masculine, feminine. able readable, lovable, reasonable, seasonable, miserable. un unfair, unknown, untrue, unable, unpleasant. im impair, implore, improve, impress, impoverish. 74 THE PROGRESSIVE ROAD TO READING de delight, declare, decide, deter, deserve. re rely, remain, release, reward, respect. dis disturb, disgust, discover, discourage, disappear. con consent, consult, contain, control, convert. It is also advisable to pay particular attention to any consonant or vowel value which may be some- what difficult. For example : gu guard, guess, guide, disguise, rogue, dialogue. Summary of Phonetic Elements taught in connection with INTRODUCTORY BOOK THREE Consonant Values *■ = . qu ■ ex, ex (= cgs) ti ci ■ = sh si (= zh) SI. i ( = consonant y) Vowel Values : ei (as in loeigh), ey (as in they) i(=^) Terminal Phonograms : lire, ous ten (= n), tie (= J) Drill on all common terminations, prefixes, and suflixes. SUGGESTED PHONETIC DRILL 75 V, REVIEW IN CONNECTION WITH HIGHER BOOKS The work in connection with Book Three and the higher books of the series is chiefly review. The new work consists in taking up exceptions to the phonetic key which occur in words commonly used. (a) Daily re\dew drill on lists of miscellaneous words containing phonograms or phonetic elements which have been taught in former grades. (6) Daily review drill on contrasting lists showing the effect of ed on the final consonant ; as fitted, dropped, created, received, etc. (c) Occasional review on lists showing change of final y on addition of suffixes ed, er, est, ly, ness; as carry, carried, carrier; happy, happier, happiest, happily, happiness. (d) Whenever exceptional phonetic difficulties appear, give a blackboard drill, showing the ordinary value of the phonetic element involved, and at the same time noting the exception ; as, gave .... hare hive .... give creak .... break treat .... great road .... broad maid .... said (e) Drill on derivatives obtained by the addition of the suffixes taken in former grades, and new suffixes and prefixes; as, ment, sub, ab, ap, in, en, ac, ob, com. CHAPTER IV WRITTEN LANGUAGE Part I : Words — Spelling OUTLINE I. FIRST YEAR, FIRST HALF (a) Visualizing and writing words. (b) Writing words built from phonetic elements. II. FIRST YEAR, SECOND HALF (a) Writing words built from basal phonograms. (6) Writing sets of phonetic words from dictation. III. SECOND YEAR, FIRST HALF (a) Visualizing and writing unphonetic words. (h) Writing words V)uilt from basal phonograms. (c ) Writing sets of phonetic words from dictation. (d) F'ormal spelling begun. IV. SECOND YEAR, SECOND HALF (a) Writing unphonetic words. (h) Writing in groups words built from phonograms. (c ) Writing sets of phonetic words from dictation. ((/) Formal spelling. 76 CHAPTER IV WRITTEN LANGUAGE Part I : Words — Spelling I. FIRST YEAR, FIRST HALF (a) Visualizing and Writing Words The recognition of script forms and the writing of a word constitute the first step in the mastering of written language. The object of this work is to train the eye, and to teach the mechanical side of writing. The words to be visuahzed are those that have become a part of the child's oral vocabulary through the story-telling. A good material for the children to use in these first writing exercises is unruled nianila paper, 12x15 inches, folded the long way into something less than inch spaces. Later, lines may be used as a guide to the proper height of the letters. Before this the lines tend to confuse the child. (i) The Word Presented The teacher writes on the blackboard the word it. She then pronounces the word, and having given the children an opportunity to look at it, erases it, and again pronounces the word slowly. 77 78 THE PROGRESSIVE ROAD TO READING (2) Writing from Memory She then allows the class to write. Not all the children will write the word correctly. The teacher again writes the word on the blackboard, the children writing after she has erased the word. She repeats the process, having the children practice in this way a few minutes each day, until they can write am correctly. List for First Five Weeks First week — am Fourth week — are Second week — so Fifth week — will Third week — cow (b) Writing Words built from Phonetic Elements The ol^ject of this work is not only to teach the children to write from dictation words which have been previously visualized, l:)ut to teach them to recognize by ear single and double consonants and phonograms in dictation. This greatly strengthens the work in ]ihonetics. Up to this point the child has l)een taught to say and to write what he sees; now he is to be taught to write what he hears. The recognition of con- sonants and vowels has heretofore l^een chiefly visual, and the expression of that recognition largely oral. In the writing of words from dictation the recog- nition is auditoiy and the expression manual. WRITTEN LANGUAGE 79 The first step is the teaching of (1) the single and (2) the double consonants, as in the words ham, ram; fly, cry; etc. This work is taken up at the same time the blend is taught. To teach the consonant r, write the word ram on the blackboard and pronounce it slowly. The word am is taken from the vocabulary of the first stoiy. Draw the attention of the class to the fact that the word consists of two parts, r and am. Erase the word and pronounce slowly. Let the children write. Finally, have the r and the am written from dictation alone. Change the initial consonant and develop the exercise gradually into the writing of words from pure dictation as each new consonant is learned. Suggestive List ill pill, dill, fill, gill, bill, will, sill, mill, hill, till, rill, kill ; drill, frill, grill, spill, swill, still, twill, skill. all pall, fall, gall, ball, wall, mall, hall, tall, call, small, stall. an pail, fan, ban, man, tan, can, ran ; plan, bran, span, scan, clan. pay day, fay, gay, bay, way, say, may, hay, nay ; pray, play, dray, fray, gray, bray, sway, stay, slay, tray, clay. cow bow, sow, mow, how, row, now ; prow, plow, brow, scow. ar arm, ark, art, bar, car, mar, far, par, tar ; scar, spar, star. 80 THE PROGRESSIVE ROAD TO READING my by, cry, dry, fly, fry, ply, pry, sky, sly, spy, sty, try. he me, he, be, we ; see, fee, free, tree. ing wing, sing, ring, king; fling, bring, swing, sting, sling, cling- Note. — When the children have learned a certain consonant and can write it in words from dictation, it is not necessary to visualize that consonant when using it in connection with a new phonogram. For instance, about the tenth week the word all is built upon. The children have been taught all the consonants to be used. In this case it is necessary to visualize only the phonogram. But if 71 g is the phonogram to be built upon, a word, as sing, must be visualized, and the children allowed to separate for themselves the phonogram and the initial consonant. In review, the teacher may fill out the foregoing groups of words as the consonants are reached. II. FIRST YEAR, SECOND HALF In the second half of the first year the work in written language is continued as in the preceding grade. The child's vocabulary must be carefully visual- ized and then be immediately written from memoiy image. The next step is to train the ear to discriminate single and double consonants by dictation of words previously visualized and written. There should be constant review of fundamental processes. WRITTEN LANGUAGE 81 (a) Writing Words built from Basal Phonograms Suggestive List out bout, gout, pout, rout ; clout, flout, scout, shout, snout, spout, stout, trout. for nor ; cord, lord ; cork, fork, stork ; form, storm ; born, corn, horn, morn, scorn, thorn. other mother, brother, smother. night fight, light, might, right, sight, tight; blightj bright, flight, plight, slight. (6) Writing Sets of Phonetic Words from Dictation The object of this exercise is to secure manual expression for the auditory recognition of long and short vowels ; that is, to have children learn to write any phonetic word from dictation. The new work consists in the presentation of vowel values in writing sets of phonetic words from dictation : First, with triple blend, long and short vowels, varying the initial consonant; as, lime, time, dime; net, set, pet. This first step in the presentation of vowel values for auditory recognition should begin with the first month of the second term. The first word in each set is visualized, the others are dictated. 82 THE PROGRESSIVE ROAD TO READING Suggestive List Long ]^oweJs came, dame, fame, game, lame, name, same, tame ; blame, flame, frame, shame, ate, date, fate, gate, hate, late, mate, pate, rate; crate^ grate, plate, skate, slate, state, dine, fine, kine, line, mine, nine, pine, tine, vine, wine; brine, chine, shine, spine, swine, thine, twine, whine, bore, core, fore, lore, more, wore ; chore, shore, snore, store, swore, deep, keep, peep, weep ; creep, sheep, sleep, steep, sweep. Short Vowels bag, fag, gag, hag, lag, nag, rag, sag, tag, wag ; brag, crag, drag, flag, slag, snag, stag. bed, fed, led, red, wed ; bled, bred, fled, shed, sled, sped, dip, hip, lip, nip, ri]), sip, tip ; chip, clip, drip, flip, grip, ship, skip, slip, snip, trip, whip, cot, dot, got, hot, lot, not, pot, rot ; blot, clot, plot, slot, spot, trot, bun, fun, gun, nun, pun, run, sun, tun ; shun, spun, stun. Second, with triple blend, varying the vowels; as, bag, heg, big, bog, bug; lack, lick, lock, luck; pane, pine; tone, tune. These exercises for the further fixing of the vowels should begin with the second month of the second term, when the children can write from dictation most of the single and double consonants. WRITTEN LANGUAGE 83 a male pale tale stale dame tame Dane mate peel teel steel deem teem dene mete Suggestive Lists Long Vowels i u mile mole mule pile pole pule tile stile stole dime dome time tome dine dune mite mote mute a bag Dan rack bad fan pan tan sap bat hat pat lack sack clack bland e beg den reck bed fen pen ten bet pet blend Short Vowels big din rick bid fin pin tin sip bit hit pit lick sick click bog don rock sop hot pot lock sock clock blond u bug dun ruck bud fun pun tun sup but hut luck suck cluck blunder 84 THE PROGRESSIVE ROAD TO READING Blackboard Drill (to be followed by written and oral spelling) fad fade slat slate kit kite glad glade den dene sit site mad made met mete spit spite shad shade bid bide whit white rag rage hid hide rod rode sag sage rid ride con cone stag stage prim prime hop hope wag wage slim sHme mop mope sham shame din dine slop slope can cane fin fine dot dote man mane pin pine not note pan pane shin shine rot rote van vane spin spine cub cube cap cape tin tine tub tube tap tape win wine hug huge scrap scrape twin twune dun dune at ate trip tripe tun tune hat hate strip stripe us use rat rate bit bite cut cute III. SECOND YEAR, FIRST HALF Note. — Formal Spelling is begun in this Grade. (a) Visualizing and Writing Unphonetic Words All unphonetic words are taught under this head. The following hst, and that given at the end of WRITTEN LANGUAGE 85 Chapter One under Review Work (page 18), are suggested, because in these Ksts may be found most of the Httle words needed in dictation and composi- tion. Continued and conscientious drill on these words will show immediate results in all the chil- dren's written work. of always two there said head four one says they laugh once bread know both come when buy six some them chair five do these floor you could away gone who would pretty what whose his grew again here eye road brought read been give work eight does live other off every don't put shall very talk seven any were walk sure many have (6) Writing Words built from Basal Phonograms Group-words, as fur, pur, are taught under this head. Do not teach any word that the children would not be likely to use. 86 THE PROGRESSIVE ROAD TO READING (c) Writing Sets of Phonetic Words from Dictation Partial Plan of Work (with drills on long and short vowels) The children are aljle to write from dictation all simple words of the triple blend, as cut and heg. The work of this grade will include those words beginning or ending with double consonants. Drill especially on words taken from the reading book. band bend bond drag dreg drug flap flip flop fleck flick flock flash flesh flush span spin spun spake spike spoke stack stick stock stuck stale steel stile stole swam swim swum {d) Formal Spelling Begun Terminations — ing, y, ed, er, est, Jul, ly, less, ness. Dictate a word that admits of the addition of a termination without a change in the vowel value of the primitive word, as clear. Then dictate clearing, clearer, clearest. If a mistake is made, correct by- means of visualization. WRITTEN LANGUAGE 87 IV. SECOND YEAR, SECOND HALF The work continues along the lines laid down in the first half of the second year. (a) Writing Unphonetic Words This list the teacher will supply. It is suggested that it be made up from the familiar words contained in the reading vocabularies of the second half of the first year. (6) Writing in Groups Words built from Phonograms Group words are taught wherever necessary. (c) Writing Sets of Phonetic Words from Dictation These drills will contain those words that begin and end with double and triple consonants. Then syllabic terminations may be used. u drank shrank thrash bland stacking batter patter Fanny barrow fallow thresh blend better fellow drink drunk shrink shrunk thrush blond blunder sticking stocking bitter' butter potter putter finny funny borrow burrow follow This list should be made as full as possible. THE PROGRESSIVE ROAD TO READING (d) Formal Spelling (i) Using Suffixes and Prefixes Use here not only the terminations already drilled upon, but add new suffixes, as ish, ment, and ance. Introduce the use of prefixes, as, com, con, de, dis, en, im, in, re, sub, un. In the following illustrative exercise, the basal word joy \& visualized ; all others are- dictated. joy joyfully annoying enjoy boy annoyed enjoyed boyish royal enjoying boyishly royalty enjo\Tnent annoy royally joyful annoyance royalist Note. — Careful articulation is necessary in this exercise. (2) Doubling the Final Consonant Read across : pad padded padding beg begged begging slam slammed slamming sun sunned sunning drop dropped dropping big bigger biggest hot hotter hottest Follow the blackboard drill with oral and written spelling. WRITTEN LANGUAGE 89 (3) Y Changing to / Final ij changes to i when es, er, est, or ed is added to the word. Read across : cry try crazy funny happy merry Fohow the blackboard drill with oral and written spelling. These lists should be amplified according to need. cries cried tries tried crazier craziest funnier funniest happier happiest merrier merriest CHAPTER V WRITTEN LANGUAGE Part II : Sentences OUTLINE I. WRITING VISUALIZED SENTENCES (a) First year, first half. (6) First year, second half. (c) Second year, first half. (d) Second year, second half. II. WRITING DICTATED SENTENCES (a) New work in punctuation. III. WRITTEN REPRODUCTION IV. FORMAL COMPOSITION 90 CHAPTER V WRITTEN LANGUAGE Part II : Sentences I. WRITING VISUALIZED SENTENCES The writing of visualized sentences should begin in the fifth month of the first term. The material for the work is. to be taken from review reading matter, either directly or in rearrangement. As to punctuation, lay main stress on the capital at the beginning of a sentence and the period at the end. (a) First Year, First Half DICKY DARE " I am going to school," said Dicky Dare. On the way to school he met the cow. " Good morning, cow," said Dicky Dare. " Moo ! moo ! " said the cow. " Baa ! baa ! " said the sheep. " Oof ! oof ! " said the pig. " S-s-s ! " said the goose. And Dicky Dare went to school. 91 02 THE PROGJIESSIVE ROAD TO READING THE BEAR One day the pig said, " I am going to the woods." " I will go too," said the sheep. " So will I," said the goose. " I will not go," said the cow. By and by they met the bear. " Gr-r-r," said the bear. " What are you doing in the woods ? The woods are my woods." The sheep ran. The pig ran. The goose ran. They ran all the way back. (6) First Year, Second Half BLACK RAT One day Black Rat met the King in the kitchen. " Please give me something to eat," said Black Rat. " I will not," said the King. Black Rat would not go away. So the King called Big Cat. " Black Rat is in the kitchen, Big Cat. Go and eat him up," said the King. But Black Rat ran away. He was afraid of Big Cat. THE MOUSE AND THE CHEESE Once there was a little mouse. She lived with her mother in a big house. One day the mice were in the cellar. The little mouse said, " I see some cheese." " It is a trap," said the mother. The cheese smelt good. The little mouse took a bit. Snap went the trap. The little mouse was held fast in it. WRITTEN LANGUAGE 93 LITTLE LARK "The sun is shining," said Little Lark. "I will fly away to the King, and sing him a song." On the way he met Brown Fox. " Where are you going, Little Lark? " asked Brown Fox. " I am going to the King, to sing him a song," said Little Lark. Brown Fox said, " I will go with you, Little Lark." Little Lark said, " No, you would only eat me up." So Little Lark flew away till he came to the King's house. THE HEN AND HER BREAD The Hen found a bag of flour. She wished to carry it home. So she asked the Duck to help her. The Duck said, "No." The Hen went to the Turkey. " Please help me to carry home the bag," said the Hen. "No, I .will not,' said the Turkey. So the Hen carried it home herself. The Hen wished to bake the bread. She asked the Duck to help her. The Duck said, " No." Then the Hen went to the Turkey. " Please help me to bake my bread," said the Hen. The Turkey said, " No, I will not." So the Hen asked the Goose to help her. But the Goose said, "No." The Hen baked the bread herself. The Duck, the Turkey, and the Goose saw the bread. They said, " Give us some." The Hen said, " No, I shall eat it myself." * 94 THE PROGRESSIVE ROAD TO READING (c) Second Year, First Half THE THREE BEARS Once upon a time there were three bears. One was named Big Bear. One was named Middling Bear. One was named Little Bear. These bears lived in a little house in the woods. In the kitchen there were three bowls. In the parlor there were three chairs. In the bedroom there were three beds. One day the bears went out for a walk. While they were gone, a little old woman came along. She knocked at the door. Nobody said, "Come in." She knocked again. Nobody said, " Come in." The little old woman opened the door and went in. And this is what she did. First she ate the soup in Little Bear's bowl. Then she went into the parlor. She sat down in Little Bear's chair, and broke it to pieces. Then she went into the bedroom. She lay down on Little Bear's bed, and fell fast asleep. By and by the bears came home. They went into the kitchen. "My soup is all gone," said Little Bear. They went into the parlor. "My chair is all broken," said Little Bear. "Somebody is in the house," said Big Bear. They went into the bedroom. " Here she is in my bed," said Little Bear. "Let us hang her," said Big Bear. "Let us drown her," said Middling Bear. WRITTEN LANGUAGE 95 "Let us throw her out of the window," said Little Bear. "Gr! Gr ! Gr!" said all the bears. This woke up the little old woman. She jumped out of the window, and never went back to the woods again. (d) Second Year, Second Half THE LORD OF THE FOREST A man once had a cat who was very bad. So one day he put the cat into a bag. He carried the bag into the forest and left it there. "Here I am in this forest," said the cat. "I will build myself a little house." So the cat built a little house and lived there very happily. One day when he was out walking he met a fox. The fox had never seen a cat. "Who are you?" said the fox. "I am the lord of this forest," said the cat. The fox bowed low. "You are very beautiful," said the fox. "Let me be your servant." "Very well," said the cat. "I will stay at home. You go and bring me a good dinner." Away went the fox. On the way he met a wolf and a bear. "How do you do?" said the wolf. "I have not seen you for a long time." "I have been working," said the fox. "Who is your master?" asked the wolf. "My master is the lord of this forest," said the fox. 96 THE PROGRESSIVE ROAD TO READING "Tell your master I will come to see him," said the wolf. "I will come too," said the bear. "Very well," said the fox, "But when you come, be sure to bring a sheep or a goat. If you do not, my master will eat you up." The wolf promised to bring a sheep. The bear prom- ised to bring a goat. The fox ran home to his master. That night the wolf caught a goat. The bear caught a sheep. They carried them to the cat's house. They knocked at the door. The cat came to the door. "Is this my dinner?" said the cat. "This is not enough." "I am the lord of this forest. Bring me dinner every day, or I will eat you up." The wolf and the bear promised, and ran away as fast as they could. They were very much afraid. That night the bear and the wolf told the story to all the other animals of the forest. They were all very much afraid. But the cat and the fox were happy. They had plenty to eat. 11. WRITING DICTATED SENTENCES The writing of dictated sentences is to begin in the middle of the first year, second half. The material is to be taken from review reading matter. Writing visualized sentences has given practice in the use of a capital at the beginning and a period at the end of a sentence. WRITTEN LANGUAGE 97 (a) For new work in punctuation take up : 1. Capital for proper names. 2. Quotation marks. 3. Capital for the first word of a quotation. 4. Comma. To teach the use of quotation marks, the following method may prove suggestive. First Step The teacher writes on the blackboard the sen- tence, The swn is shining said Little Lark. She then asks questions to determine the placing of the quotation marks : What did Little Lark say ? What is the first word he said ? What is the last word he said ? The. teacher places the quotation marks thus, "The swn is shining^' said Little Lark. Now she proceeds to the placing of the comma. What part of the sentence was not said by Little Lark ? The teacher underlines said Little Lark. Then she asks several children to state what Little Lark did say. The teacher then states that the part spoken is always separated from the rest by a comma; as, "The sun is shining/' said Little Lark. The exercise may be varied by reversing the order of the clauses; as, Little Lark said, "The sun is shining.'^ 98 THE PROGRESSIVE ROAD TO READING Second Step The teacher gives the clauses one at a time ; for instance, The man said, — It is a fine day, — and the children are recjuired to answer these questions : What did the man say ? What is the first word he said ? What is the last word he said ? Where will you place the quotation marks? Where will you i)lace the comma? This drill is absolutely necessary in the ease of the third group, and it is well to make sure of the first and second groups also. Third Step When the children can go through the above drill fairly well, begin to dictate sentences. All mistakes in each sentence should be corrected l^efore further dictation. III. WRITTEN REPRODUCTION At the end of the first term the children shoidd iDCgin to reproduce simple stories as seat work. This should be entirety free, but should be criticized l3y the teacher in punctuation and capitalization, IV. FORMAL COMPOSITION Formal composition should begin in the middle of the second year. Success in composition depends WRITTEN LANGUAGE 99 largely upon the teacher's method m the oral de- velopment of the thought to be expressed in writmg. Naturally, variety of expression will arise, and should be encouraged, but the main thing is to have the child see a topical analysis grow on the black- board as the oral work of the class progresses. The necessary vocabulary should be developed on the blackboard at the same time. . CHAPTER VI SUGGESTED SEAT WORK OUTLINE I. FIRST YEAR, FIRST HALF (a) Hand work. (6) Silent reading. (c ) Writing : visualizing sentences. (f/) Number : counting, addition, subtraction. II. FIRST YEAR, SECOND HALF (a) Hand work. (6) Silent reading. (c ) Writing : free reproduction. (d) Number : notation. III. SECOND YEAR, FIRST HALF (a) Hand work. (b) Silent reading. (c ) Writing : formal spelling by copy ; stories. (d) Number : problems. IV. SECOND YEAR, SECOND HALF (a) Hand work. (6) Silent reading. (c ) Writing : formal spelling by copy ; stories. (d) Number : measurements ; multiplication tables. V. GENERAL STATEMENT 100 CHAPTER VII SUGGESTED SEAT WORK I. FIRST YEAR, FIRST HALF If the class is taught in groups, as is recom- mended, the teacher will have to provide for profit- able seat work. For the first month or two the various forms of hand work, such as weaving, sewing, raffia and bead work, will predominate. Gradually, however, the silent reading of the supplementary stories, the exercises in writing, and the study of number will take the place of much of the manual training. At the end of two months it will be found that only the hand work regularly prescribed in the course of study -will be necessary. The written reproduc- tion of simple stories may begin at the end of the first term. Particular attention is called to the fact that if the number work is carefully ari^anged for silent study, the pupils will make surer and more rapid progress than if all the time spent in number had been used in oral recitation. 1 This chapter does not attempt a full exposition of the fore- going outline. It aims only at suggestive explanation. 101 102 THE PROGRESSIVE ROAD TO READING Before the teacher can begin work in number, a child must have a conception of number. No one can give a child his notion of number; he must get it for himself. However, he may be helped to acquire it, and to that end the seat work in number must be carefully arranged. For a while he must work with objects. Blocks are better than anything else, l3ecause they are easily seen, easily handled, and not easily lost. Moreover, if the child has had kindergarten train- ing, he will be familiar with blocks. The child needs to round out his conception of number ])y having the same facts presented in many different forms. Exercises in counting should be given eveiy day. II. FIRST YEAR, SECOND HALF By the middle of the second term the first and second sections will he alile to read well. Then the teacher may take several large sheets of oak tag, and write on each as many numbers as it will hold ; thus : six eight fourteen forty-six twenty-three On other sheets the hundreds are written, one hundred on one sheet, two hundred on another, etc. SUGGESTED SEAT WORK 103 The hundreds' sheet is hung on the wall, and the other sheet beside it, in this way : one hundred forty-eight six eighty-five thirteen two When the child has finished his work, his paper will read : 148 106 185 113 102 Or the teacher may place on the blackboard : 45 ' 137 106 59 and direct the children to write the numbers in words. This combines silent reading of words, number work, writing of figures, and writing of words. 104 THE PROGRESSIVE ROAD TO READING III. SECOND YEAR, FIRST HALF Let the children build up words out of given phonetic elements already mastei'ed. Children should here be encouraged to write stories. Simple problems may be set on chart or blackboard in words the children can surely read. Addition of like numbers and continued subtrac- tion of the same number will prepare for multiplica- tion and division. IV. SECOND YEAR, SECOND HALF Continue the copying and the free reproduction of stories. Encourage free writing of stories. Build words with given initial consonants, basal phonograms, and terminations. Set columns of singulars for formation of plurals and the reverse. In general, follow the suggestions given in Chapters III, IV, and V on Phonetic Development and Drill and Written Language. Let the children work with rulers. Let them measure their desks, seats, books, pencils, paper, etc., and even the width of the boards that com- pose the flooring, and make record of the measure- ments. The multiplication tables may be learned entirely through seat work. A weekly test will show when the children are ready for the next step. Division may be taught in the same way. SUGGESTED SEAT WORK 105 V. GENERAL STATEMENT The wise teacher in any grade will quickly dis- cover whether the seat work is really profitable, and will be governed accordingly. The vital point in this whole matter is to make the children feel that the seat work is a serious and important part of the school curriculum. This will be accomplished if they know that the teacher will look over the results of the seat work carefully. 19. LDMAHY OF CONGRESS 019 823 788 7