TEACHERS MANUAL 37/.Sa T%% THE METHOD USED IN THE NEW BARNES READERS BOOK TWO SECOND YEAR NEW YORK AND CHICAGO THE A. S. BARNES COMPANY TEACHEES MANUAL I * THE METHOD USED IN THE NEW BARNES READERS BOOK TWO SECOND YEAR NEW YORK AND CHICAGO THE A. S. BARNES COMPANY COPYRIGHT 1918, BY THE A. S. BARNES COMPANY 3 7 /. 3 2l ru v; £ THE METHOD USED IN THE NEW BARNES READERS BOOK TWO INTRODUCTION In our search for royal roads, we have long over¬ looked the simple and natural way of reading. While considering the value of oral reading in the speech arts, we have disregarded the importance of silent reading in thought getting. Reading in the public schools has generally been thought of as reading aloud, although all schools use silent reading in their requirement that pupils study silently geography, history and other subjects, and our reading outside of school and in actual life, is mainly silent. Silent reading is susceptible of development to as great a degree of perfection as is oral reading, but in order to secure this development it must be 4 ‘ meth¬ odized.” It is a mistake to consider an occasional exercise in silent reading with now and then a test for thought, as furnishing sufficient training in this process. Nor is it enough to introduce this mode in the upper grades. The training should begin with reading. In the New Barnes Readers, which are the first outspoken exponents of the Silent Reading Method, 2 THE METHOD USED IN pupils are trained in this form of reading from the very first lesson, and this training continues daily. In every step of the early work in the Silent Read¬ ing System, this thought has been kept in mind, that we must train our pupils not only to read well orally, but first and all the time, we must train them in power to assimilate and interpret silently and rapidly, the thoughts and ideas of the printed page. When this training is emphasized we cannot calculate the saving of time or measure the increase of power in th^ study of other school subjects. The Manual for the First Year tells in detail how this training begins, and Second Year teachers should thoughtfully read every page, A brief outline of the reading for the First Year follows: The approach to silent reading is made through the kindergarten materials and activities. With these familiar objects and actions, sentences are formed which the pupil reads silently, acts, reads audibly. Then follow short 4 ‘ make believe ’’ stories in which the pupil represents a certain character in feeling and action, and reads silently, acts or tells the story, reads audibly. The stories in the primer and first reader are real literature, and are arranged in parts or chapters. THE NEW BARNES READERS Each part gives a complete setting, or one scene of the story. The pupils read the first part, tell the story and discuss it with the teacher, sometimes arranging plan for dramatiza¬ tion, read aloud, read second part, tell, and discuss with the teacher, sometimes arranging plan for dramatization, read aloud. This plan is followed till the story is finished. If the teacher wishes, it is then dramatized. Every reading lesson is a sight reading lesson in silent reading first, and an oral reading lesson only after the teacher has had the pupils’ interpretation of the thought in the lesson. This work is continued in the second year with all reading lessons. Many and varied tests are given in Book Two. These tests fix a standard by which the teacher may judge her class in the rate of read¬ ing and in the ability to grasp the thought of the text. They are fully outlined in the pages that follow. An added feature in the work of the second year is the intensified questioning by the teacher in the discussion which follows. She is thus training the pupils in the habit of thoughtful concentration on ideas in the text in order that they may be able to: First: tell in logical sequence the thought in the page they have read silently. Second: answer clearly and definitely the questions the teacher may ask about the text. 4 THE METHOD USED IN Teachers must remember that silent reading is a rapid process and that if pupils are allowed to dawdle over it, the habit of concentration will not be attained. For this reason, in outlining the second year’s work, a suggestion as to the proper rate is given. While the pupils are never urged to hurry, if the directions are followed as outlined the rapid rate becomes the usual rate. In silent sight reading as in the old plan of oral reading, it is necessary that unfamiliar words and names be developed, and their meaning discussed before the lesson, but the teacher will be surprised to find how quickly a child trained in the silent read¬ ing method will sense the meaning of an unfamiliar word through the context, thus learning to feel the function of words. PHONICS In the first year, pupils learn to feel the value of consonants First: by rhyming words, and selecting the initial sound from a series of words beginning with the same consonants. Second: by building with the set of phonetic cards. In this building the pupils simply change the initial consonant and tell the word. If they are building with. can they place m over c and say man (not m-an .,. .man.) The short and long vowels are then taught. This obviates the necessity of memorizing lists of endings. At the end of the first grade, pupils should know THE NEW BARNES READERS 5 all consonants and combinations of consonants, the short and long vowels, and the following combina¬ tions of letters: igh — i ay — a oo m moon or in horn oy in boy oi in voice ur in burn er in her ir in girl oiv in blow ow in now on in cloud en in hen ar in far The pupils who are trained by this system get new words by giving every sound. They know that every word contains at least one vowel. When a one-syllable word ends in e, the e is silent, and the other vowel is usually long. When a one-syllable word does not end in e, the vowel is short. When pupils find two vowels together in a one- syllable word, they try making the first one long, the second silent. Pupils have been taught the simplest form of a word. They will recognize the possessive form and can add s, ing , ly, est, ed (ed, d, t) to all suitable words. Words that contain unknown elements are taught as sight words, or are discovered by changing the initial consonant of a known word. In the third year manual will be found helpful groupings of vowels with key words to aid the teacher in preparing her class for the use of the dictionary. 6 THE METHOD USED IN SECOND YEAR The words for each story are given under the name of the story in the Word List at the end of this Manual. Except in the test lessons, the one-syllable, three-or- four-letter words are omitted from the word lists, unless they present peculiar difficulties in sound, spelling by letter, or meaning. It is unnecessary to give these simple words after pupils have thoroughly mastered the work of the first grade. If the pupils have difficulty with contractions, show how contractions are formed as is not, isn’t and give a brief review. The pupils in the second grade are ready for the facts that words are divided into syllables, that each syllable contains a vowel or two vowels together as ou in grouping, that sometimes a vowel alone is a syllable. Drill first with words that are easily divided into syllables as; sunshine into singing nearer visit Teach the pupils to notice the vowels in a word, to assign a vowel or two vowels coming together to a syllable, then sound and pronounce the word. Proceed with words of greater difficulty. THE NEW BARNES READERS 7 The teacher should never mark a word unless it is necessary: for example, in sunshine, the pupils will know from the first year’s training that u is short and i is long. In teaching the mark for long and short vowels and obscure vowels the teacher should consult the dictionary. Accent or emphasis, should now receive some at¬ tention. From many familiar words of more than one syl¬ lable show that one syllable is more emphatic than the others as: singing visit robin pointer basket Proceed with words of greater difficulty. Every new sound is taught from a known word. This word will serve to recall the sound, if it is not instantly known. Review short and long vowels. Teach the marking for short and long vowels. Do not mark a word that can be sounded according to facts taught in the first year. Teach a in alsk a in arm a in saw. This sound is usually found be¬ fore w or l. an in taught, sounds like aw in saw. 8 THE METHOD l/SED IN Show that are in care ei in eight air in fair u in use ere in there ew in few, sound alike. eir in their, sound alike. ew in drew 00 in foot 0 in shoe u in puss, sound alike. 00 in moon 0 in dove is like short u u in true ey in they on in group, sound alike. Review y and ly at the end of words. ph has the sound of /. Review er in her. Show ear in heard. Teach the sounding of obscure vowels and the marking. Select words in which the k and g are silent as: gnaw, know. Show words in which the b after an m is silent, as comb. Show that c is soft or like 5 before eiy as: city, cell. Show that g is soft or like j before eiy as gem, gill, gypsy. Show the silent gh in high, eight, taught and other words. When unusual sounds of letters appear in new words as: the sound of sh for c in special, the sound of sh for s in sugar, the sound of j for d in soldier THE NEW BARNES READERS 9 tell the pupil the unusual sound of the letter before he sounds the word. Teach the following suffixes: -ful -ion -tion -sion -cion -ous -cious -ble " -die -pie >■ -tie -gle > Show silent e Preparation for Reading The teacher writes on the board the words in the word list for the story. She may select other words in the lesson according to the needs of her class. She should divide the words into sight and phonetic words. As she proceeds with the phonetic work of the sec¬ ond year, fewer words will be sight words and a greatly increased number phonetic. She should note also, the words that need to be dis¬ cussed as to meaning, and have pupils give sentences containing such words. Words peculiar in spelling should also be noted. The words for The Helpful Engine should be placed on the blackboard. The words indicated by m should be discussed as 10 THE METHOD USED IN to meaning. In the words marked s the spelling should be specially noticed. Phonetic Words Sight Words choo worn-out m and s freight -< after ei has been taught and the silent gh, words similar to this be- c o m e phonetic words. (pony 1 engine (tell pupils the i is short) m and s station^ after tion has been taught, this word becomes phonetic. m and s engineer train city drifting slower waiting m eve s stopped s Christmas (tell pupils the h is silent) helpful m sturdy m cheerful m roundhouse The pupil sounds a word as tr ai n THE NEW BARNES READERS 11 The teacher says, “What would it be if it began with br?” Pupil says “brain” and spells it. Teacher—“If it began with rt" Pupil tells and spells. Teacher—“If it began with dr ? 99 Pupil tells and spells. The teacher gives other words. She then shows, ain and ane and indicates on the board the consonants to be used with each ending. The teacher is urged to call attention every day to endings that sound alike but are spelled differently. Pupil sounds st ur d y The pupils discuss its meaning. Pupils use it in sentences. Pupil sounds city. (Note the soft c.) Pupil sounds drift ing Teacher says, “What will it be if I place ed after drift?” Pupil tells and spells. Teacher—What will drift become if dr is changed to l? Pupil tells and spells. After a word is sounded and pronounced as slower, use the word slow with other endings as; slowly slowest Sound all the phonetic words in the lesson, using 12 THE METHOD USED IN at least four each day, to build other words, and spell, and change endings, wherever it is possible. Teach the sight words. This preparation for reading should be given a definite place in the school program. It should not he given in the reading period. After a little drill in changing suffixes, it is help¬ ful to use prefixes to change the word. Thus, con¬ tent may be made into discontent and discontent into discontented; happy into unhappy , into happiest , hap¬ piness and happily, Beading the story THE HELPFUL ENGINE Section One Pupils read the first section silently. The teacher questions the class for vital points and details in logical order. The pupils read the section orally. Section Two Pupils read the second section silently. Pupils reproduce. If details are omitted in the reproduction, the teacher should skilfully question for them. The pupils read orally. Do not allow too much time for silent reading. The aim of the method is to train pupils to get the thought from the first intensive silent reading of the text. It is suggested that the test for thought be tnade sometimes through the teacher's questions, sometimes THE NEW BARNES READERS 13 by a complete reproduction of the section by a pupil or pupils, and if the story is to be dramatized, by arranging the plan for dramatization after the silent reading of each section. The dramatization follows the completion of the story. The plan for dramatiza¬ tion should be outlined after the silent reading of each section. It is also suggested that at least one lesson a week be dramatized. The plan given above should apply in principle to all the stories in Book Two except the Test Lessons. Every story is a lesson in silent reading before it becomes a lesson in oral reading. The pupils do not study the reading lesson. The silent reading is the first and only time the pupils read the text before they read it orally, THE YOUNG ROBIN Rate of silent reading: Eighty per cent of the class will read the story silently in less than 75 sec¬ onds. A few pupils will finish in 45 seconds or less, several may take longer than the indicated maximum. For this test the pupils should be supplied with pencils and paper. At a signal from the teacher, the pupils, having been directed to find the page, begin the reading to¬ gether. The teacher will quietly note the rate of the most rapid readers and the slower ones. When all pupils have finished the reading, as indicated by closed books, the teacher proceeds to ask questions and di¬ rects the pupils to write the answers. Ample time must be allowed for writing the answers. 14 THE METHOD USED IN Questions 1. Write the name of the bird you have read about. 2. Write the words that tell where he lived. 3. Write the words that tell where he wanted to go. 4. Write the first word his mother said to him about it. 5. Write the three words the young robin answered. 6 . Write the words that tell what the young robin did then. 7. Write the name of the animal that caught him. 8 . Write the sentence that tells why he didn’t mind his mother. After the papers are collected, a few pupils will read the selection to the class. By keeping a record of the time required for each pupil to read the lesson silently, the teacher may obtain the average speed of her class in silent read¬ ing. By rating her class on the answers to the questions, she may obtain some idea of the ability of each child to interpret thought from silent reading. The score of the individual pupil as well as the class score may thus be obtained if the teacher desires either. These may be of value in noting the progress of the class from time to time in rapidity and accuracy. Some of the stories in Book Two cover ten or more pages. The teacher’s judgment will dictate the por¬ tion of the story required for a lesson. She will find that this plan leaves the pupils eager to continue the story the next day. THE NEW BARNES READERS 15 BED IN SUMMER Preparatory period. Preparation of words Phonetically pro¬ nounced Spelled Meaning discussed See outline of ^ words on page 10 Reading period. Silent reading. Skilful questioning by teacher to bring out poetic thought. Oral reading. THE TURKEY'S NEST Preparatory period. r Phonetically pro- Preparation nounced of words 1 Spelled Meaning discussed See outline of words on page 10 It is suggested that this story be dramatized. Reading period. Part I Pupils read silently. Reproduce. Teacher questions children for a plan for drama¬ tization. Place—“On the way home." Barnyard. Characters—Turkey, White Duck, Gray Goose, Brown Hen. Action. Conversation. Oral Reading. 16 THE METHOD USED IN Part II Pupils read silently. Reproduce. Teacher questions pupils for Characters—Turkey, Cook, Cousin Pen, Brother Fred, Little Ben, Gray Goose, White Duck. What they did—Looked for nest. Where they looked—Barnyard and around the house. In the hollow. In the field. By Goose Pond. Action. Conversation. Oral Reading. Part III Pupils read silently. Reproduce. Teacher questions pupils for Characters—Mother, Father, Children, Gray Goose, White Duck, Brown Hen, Turkey hen and twelve little turkeys. What they did—Mother and Father hunt for nest. Children go down the lane to meet Father. THE NEW BARNES READERS 17 Turkey hen at first on her nest. Later walks into the yard with twelve little turkeys. Conversation. Oral Reading of Part III and the complete story. Dramatization. GUESS ITS NAME Test Lesson Directions. Paper and pencil for each pupil. The teacher should explain to the pupils that after reading the page they are to write one word that tells what they have been reading about. Pupils open books and begin to read silently when the teacher directs. They close books when the story is finished and write the name. The teacher scores the class in the rate of silent reading and rates the pupil and class in ability to interpret thought. THE FAIRIES’ SECRET Preparatory period. Pronounced Preparation of words pho¬ netically Spelled Meaning discussed See outline on page 10 Reading period. Pupils read silently. Teacher questions for thought. The questioning should impress the ethical beauty of the story upon the child’s mind. Urge pupils to express their own opinions about the story. 18 THE METHOD USED IN THE MOUSE DIDN'T THINK Test Lesson Bate of silent reading: Eighty per cent of the class will read the story silently in less than 90 seconds. Conduct the lesson as directed in “The Young Robin.” The teacher may plan her questions. THE ELVES POINTED SLIPPERS Preparatory period. Preparation of words as outlined. Reading period. Read each section silently. Discuss thought before the oral reading. Allow pupils to ask questions concerning the text. Socialize the recitation. In the discussion of the thought, before the oral reading, it will be helpful to allow a pupil to tell the facts embodied in a complete section of the text. Reproduction tests his ability to express the thought in logical sequence. Questions on the facts of a sec¬ tion will bring out the pupil's ability to answer con¬ cisely and clearly the impressions he has gained from the printed page. THE SNOW MAN Test Lesson Eighty per cent of the pupils should read this page silently in less than 75 seconds. Directions. Paper and pencil for each pupil. THE NEW BARNES READERS 19 Teacher explains that after the silent reading pupils are to draw a picture showing what they have read. Pupils open books and begin to read when the teacher directs, closing books when they have finished. They then draw the picture. With this test the teacher may rate her class on thought and speed. The drawing should interpret the thought of the text. Rate with this in mind rather than for clever sketching. THE GRAY MOUSE AND THE ELF MEN Preparatory period. Preparation of words as in outline. This lesson contains a strong appeal to the pupils instinct to dramatize and to their love for the magical and the element of surprise. Talk over the arrange¬ ment of the Elf Men's home, etc., and arrange plan for dramatization after silent reading. BEE SONG Test Lesson for Dramatization Do not attempt to measure speed in this lesson. Directions. Pupils read first stanza silently. Dramatize with as little help from teacher as pos¬ sible. Let the children interpret. Read second stanza. Dramatize with as little help from teacher as pos¬ sible. Let the children interpret. Read aloud. 20 THE METHOD USED IN WHICH LOVED BEST This lesson should be used as a regular reading les¬ son with Silent reading, Telling of thought, Oral reading. The poem may then be memorized. THE LITTLE BRASS KETTLE Preparatory period. Preparation of words. Part I Pupils read silently. Pupils reproduce. Oral reading. Part II Pupils read silently. Teacher questions pupils to bring out thought in this section. Oral reading. Part III Pupils read silently. Pupils reproduce. Oral reading. Continue with parts IV, V, VI and VII, alternating the reproduction by pupils and questioning by the teacher. Ask pupils to express opinions and judgments fre¬ quently. After all the parts have been read, pupils read the complete story. This is a good story for dramatiza¬ tion. THE NEW BARNES READERS 21 A FOOLISH TURKEY Test Lesson Eighty per cent of the class will read this lesson silently in less than 75 seconds. Directions. Each pnpil should have pencil and paper on the desk. Pupils open books. All pupils begin to read silently at the same time, and close the books when they have finished. The teacher tells the pupils she will ask questions, and they may answer them by writing one word. Teacher allows time after each question for pupils to write the answer Books remain closed. With the questions for “The Young Robin” as a guide, the teacher should plan her questions for this lesson, THE CHRISTMAS TREE OF LONG AGO Preparatory period. Preparation of words as outlined. Special preparation on the meanings of glistened, wand, twig, branch mav be needed. Reading period. Pupils read silently. Teacher questions to bring out logical development of the story. Pupils may ask questions. Socialize the lesson as much as possible. Oral reading by the pupils. 22 THE METHOD USED IN GUESS WHAT IT IS Test Lesson The class will read this lesson silently in less than 75 seconds. Directions. Supply each pupil with a pencil and paper. The teacher tells the pupils that when they have finished the silent reading, they are to write the name of the thing the story described. Pupils open books. Begin silent reading together. Close books and write the word when they have finished silent reading. A few pupils read the lesson to the class. The teacher will rate both speed and interpreta¬ tion of thought from this test, THE WIND The teacher should read this poem to the class, then question to bring out the beautiful imagery or word pictures. Pupils memorize the poem by repeating the lines and phrases after the teacher. THE SLOW LITTLE MUD TURTLE Preparatory period. Preparation of words as outlined. Reading period. Part 1 Pupils read silently. Pupils reproduce. THE NEW BARNES READERS 23 Teacher questions for plan for dramatization, the questions to include: Characters—The mother turtle and some friends. Twenty little turtles. Snail. Place—The warm sand. An old log. Time—A hot summer day. Action. Conversation. Oral Reading. Part II Pupils read silently. Pupils reproduce. Teacher questions for Characters—Mother turtle. Young turtles. Place—The old log. Time—The same day. Action. Conversation. Oral Reading. Part III Pupils read silently. Pupils reproduce. Teacher questions for Characters—Mother and her friends. Little turtles. Boys. Tree frog. Place—The pond. Little turtles on one log and mother turtles and friends on another. The pond where the turtles lived. 24 THE METHOD USED IN Time—One beautiful afternoon and evening. Action. Conversation. Oral Reading. Part TV Pupils read silently. Pupils reproduce. Teacher questions for Characters—Mother turtle. Slow little turtle and his brothers and sisters. A strange turtle. Place—At the edge of the pond where the turtles lived. Time—That evening. In the morning. One day later. Action. Conversation. Special emphasis in questioning should be given to the change in the habits of the Slow Little Turtle and the pupils should be encouraged to comment on the story. Oral reading of complete story. Dramatization. THE DOVE AND THE BEE Test' Lesson A few pupils will finish the silent reading of this story in less than a minute. Three-fourths of the class will require from one to one and one-half min¬ utes. THE NEW BARNES READERS 25 Directions. Supply each pupil with pencil and paper. Pupils open books. Pupils all read silently when the teacher tells them to begin, and close the books when they have finished. They then write the answers to the following ques¬ tions. Encourage children to give answers for this and all future test lessons in complete sentences, but the teacher must remember that in rating the ability of her class to interpret thought she is not marking lan¬ guage papers. Questions 1. Write the name of the bird and the name of the insect spoken of in the story. 2. What happened to the bee? 3. Why was it so bad for the bee to fall into the water ? 4. Who saw the bee ? 5. What did the dove take in his beak? 6. What did the dove do with the leaf? 7. How did the bee use the leaf ? 8. Tell what the dove was doing one day? 9. Who saw her at work? 10. What did the boy think he would do? 11. Who kept the boy from throwing the stone ? 12. How did the bee keep the boy from throwing the stone ? The teacher asks one question at a time, giving the pupils time to write the answer before asking the next question. She may then rate her class on speed and interpretation of thought. 26 THE METHOD USED IN IRMGARD’S COW Preparatory period. Preparation of words as outlined. Words and phrases for special discussion: Swiss guide print butter Switzerland highlands chewed her cud sleek greet herdsman dairymaid churn Pupils read each section silently. Pupils reproduce or answer questions given by teacher. If the teacher wishes to dramatize the story, she may prepare an outline for the questioning as in “The Slow Little Mud Turtle.” After a part is read silently and discussed, it is read orally. After the last part is read silently and discussed, the complete story is read orally. Dramatized if the teacher wishes to do so. THE ROCK-A-BY LADY The teacher should read this poem to the class, then question to bring out the beautiful imagery or word pictures. Pupils memorize the poem by repeating the lines and phrases after the teacher. THE CAT, THE MONKEY, AND THE CHESTNUTS Test Lesson The teacher should prepare questions and conduct the lesson as directed under “The Dove and the Bee.” THE NEW BARNES READERS 27 THE TALE OF PETER RABBIT There are a number of unfamiliar words in this story which the teacher will need to discuss with her class. Preparatory period. Preparation of words as outlined. Reading period. Part I Pupils read silently. Pupils reproduce. Teacher questions for Characters—Flopsy, Mopsy, Cotton-tail, Peter, Their mother, Mr. McGregor. Time—One morning. Place—The sand-bank. Mr. McGregor’s garden. Action. Conversation. Oral Reading. Part II Pupils read silently. Pupils reproduce. Teacher questions for Characters—Peter, Mr. McGregor, Sparrows. Place—The same. Time—The same. Action. Conversation. Oral Reading. 28 THE METHOD USED IN Part III Pupils read silently. Reproduce. Teacher questions for Characters—Peter, Mr. McGregor, Mouse, Cat. Time and Place—The same. Action. Conversation. Oral reading by the pupils. Part TV Pupils read silently. Reproduce. Teacher questions for Characters—Peter, His mother, Flopsy, Mopsy, Cottontail. Place—Peter’s home. Time—Late afternoon and early evening. Action and conversation. Oral reading of Part IV and the complete story. Dramatization. THE MAGPIE’S CLASS Preparatory period. Preparation of words as outlined. Pupils read each part silently. Reproduction by pupils and questioning by teacher, followed by oral reading. This is a good story for dramatization. THE NEW BARNES READERS 29 THE CAT AND THE BIRDS Test Lesson The teacher should prepare questions and conduct the lesson as directed under “The Dove and the Bee.” MICKIE LONG-TAIL This is a beautiful story of an animal's love and devotion. The words should be carefully prepared and the regular order of reading followed: Silent reading. Reproduction and discussion. Oral reading of each part. Oral reading of entire story. THE ALLIGATOR AND THE JACKAL Preparatory period. Preparation of words. A number of the words in the list need special preparation as to meaning. Reading period. Parti Pupils read silently. Pupils reproduce. Teacher questions for Characters—Jackal, Alligator. Place—Down by the river. Time—Dinner time. Action. Conversation. Oral Reading. 30 THE METHOD USED IN Part 11 Pupils read silently. Characters, Time and Place—The same. Action. Conversation. Oral Reading. Part Ill The outline for Part III is the same as that for Part II. Part IV Pupils read silently. Pupils reproduce. Teacher questions for Characters and Time—The same. Place—The jungle. Surroundings—Fig trees. Action. Conversation. Oral reading by the pupils. Part V Pupils read silently. Pupils reproduce. Teacher questions for Characters—The same. Place—The Jackal’s den and surroundings. Time—The next morning. Action. Conversation. Oral reading of Part V and of the complete story. Dramatization. THE NEW BARNES READERS 31 THE DOG AND THE WOLF Test Lesson The teacher should prepare questions and conduct this lesson as directed under “The Dove and the Bee.” I SAW A SHIP A-SAILING Preparatory period. Preparation of words as outlined. Beading period. Pupils read first stanza silently. Tell about the picture they saw while reading it. Take each stanza in the same way. Pupils tell the whole story. Oral Beading. A STAB STOEY Follow the usual order for preparation and for reading. The teacher needs to be filled with the beauty of the story and the lesson it teaches, in order that she may bring this beauty to the minds of the pupils. THE ENCHANTED FBOG Prepare the story in the usual way. If the teacher wishes to dramatize it she should pre¬ pare an outline and proceed as usual with the read¬ ing. THE HOLLY BEBBIES The directions for this story are the same as for “The Enchanted Frog.” 32 THE METHOD USED IN THE GOOSE THAT LAID GOLDEN EGGS Test Lesson The teacher should prepare questions and give this lesson as directed under “The Dove and the Bee.” HOW THE OAK TREE BECAME KING Preparatory period. Preparation words as outlined. Reading period. Pupils read silently. Pupils reproduce and discuss. Pupils read orally. »Each part. The teacher should plan her questions for this les¬ son very carefully. BILLY BLACKBIRD Preparatory period. Preparation of words as outlined. Reading period. Part 1 Pupils read silently. Pupils reproduce. Teacher questions for Characters—J ohn, Rachel, Bird. Time—Beautiful day in October. Place—The woods and the way home. Action. Conversation. Oral Reading. THE NEW BARNES READERS 33 Part II Pupils read silently. Pupils reproduce. Teacher questions for Characters—Rachel, John, Mother, Blackbird. Place—The children’s home. Time—Same day. Action. Conversation. Oral Reading. Part III Pupils read silently. Pupils reproduce. Teacher questions for Characters—The same. Time—Day after day and two weeks later. Place—The same. Action. Conversation. Oral Reading. Part IV Pupils read silently. Pupils reproduce. Teacher questions for Characters and Place—The same. Time—One bright sunny day. Action. Conversation. Oral Reading. 34 THE METHOD USED IN Part V Pupils read silently. Pupils reproduce. Teacher questions for Characters—Billy and his brothers and sisters. Place—Over hill and valley. The South. Time—Day after day. Action. Conversation. Oral reading of Part V and of the complete story by the pupils. Dramatization. A PLEDGE Careful preparation of the words. Silent reading. Discuss the meaning of every sentence of “The Pledge." Have pupils read it, then memorize it. THE NEW BARNES READERS 35 WORD LIST The Helpful Engine Four Pages worn-out city stopped helpful freight Christmas engine drifting sturdy engineer slower pony roundhouse waiting cheerful train eve station The Young Robin One Page don’t sorry fling care Bed in Summer wink One Page summer candle street winter grown strange dress people clear yellow The Turkey’s Nest should Ten Pages air visit early barnyard hollow awake gray stumps started always wood-pile anybody health bonnet scarcely agree wood-lot wherever family quiet surprised idea neither twelve haystack wood hatched queen followed added children hidden gathered cousin 36 THE METHOD USED IN Guess Its Name One Page without springs insects color sweet write rivers clean fish lakes The Fairies 9 Secret Seven Pages skate fairies dreamed poppies secret fairyland crystal Jane velvet bottom limb meadow silver sunny tiny flashed June skipped twinkled afternoon taught twinkling flowers buttercup pool bloomed which sheen butterflies unkind wakened flitted fairy poppy fireflies The Mouse Didn’t Think One Page trap smelled nibble sniffed boldly snap The Elves’ Pointed Slippers Eight Pages elves piece finished pointed leather ready slippers enough pity evening shoes repay shoemaker moment kindness THE NEW BARNES READERS 37 closet torch glee midnight waved button clock clothes toes struck suit glows danced match starry naked instead elf carrying The Snow Man One Page yard body picture The Gray Mouse and the Elf Men Eight Pages Jack throne lazy chestnuts jacket napped cellar trimmed unlocked floor gold key crept trembled pocket, broken palace chance queer prisoner drawers slipped bacon dishes doorkeeper polish search scampered third clapper reach except loose belongs trusted missed prince The Bee Song chain One Page busy diving honey roaming clover wax humming 38 THE METHOD USED IN Which Loved Best Three Pages forgetting tongue school leaving teased babe swing pouted stepping bring half dusted rosy Fan child Nell really The Little Brass Kettle Sixteen Pages brass spare kitchen kettle sum dumplings great town sugar grain stranger leap pasture dollars middle servants worth minute hundred handle threshing years luck shovels greedy true counting among supper owed penny joke stood saving scour rubbing acres wonderful arms dozen touched greed feeble ought The Foolish Turkey One Page mind alone pass THE NEW BARNES READERS 39 The Christmas Tree ago Four Pages course smiled valley creeping raised trimmings crawled wand few branch glistened paper spread shone spiders twig purred wejbs slender joy delighted darkness happiest bushes Guess What It Is One Page shells inside covered squirrel hammer The Wind Pupils may memorize this poem. The Slow Little Mud Turtle turtle Eleven Pages even sharp twenty patient marks poked unless moonlight sunning happens frog drying edge ahead stubbed often else front splash toward snail turned leaned row drew fact hurrying kept quickest rude carried change lags laughed overcome fault 40 THE METHOD USED IN’ The Dove and the Bee One Page dove throw danger dropped aim stung floated Irmgard 9 $ Cow hand Ten Pages Swiss promised smile Irmgard Switzerland wrong guide highlands perhaps herdsman deal roadside dairymaid chewed tingle present cud meant uncle switched sleek across wore nodded mountain marched neighbor Peter ribbons path message prettiest greet learn whole loving churn good-by breath print chief close expect surprised trotted pound to-morrow frisky gift mouth baby imagine secret calf Rose The Rock-a-by Lady Pupils may memorize this poem The Gat, the Monkey, and the Chestnuts Two Pages monkey paw burnt roast pussy pains THE NEW BARNES READERS 41 The Tale of Peter Ten Pages Babbit Flopsy parsley sneezed Mopsy cucumber Kerchoo Cotton-tail frame wander sand-bank knee lippity underneath cabbage puzzled fir-tree thief staring McGregor dreadfully twitched accident potato Benjamin mischief escaped Bun: basket unfortunately suddenly umbrella gooseberry scritch currant sparrow scuttered bunnies excitement wheelbarrow blackberries implored onions squeeze exert beyond lettuce sieve scare-crow French intended flopped beans wriggled fortnight radish tool-shed camomile rather presently tablespoonful The Magpie’s Class Eight Pages magpie starling loosely class whistle satisfied built arrive untidy pretty dove straw cosy chirp weave consent circle notice flapped easy lesson thrush haste smoothing trill since none tir-a-lee shape content chee believed 42 THE METHOD USED IN ill doctor The Cat and the Birds Two Pages medicine cure Mickie Long-Tail Twelve Pages sighed money scarlet Mickie temper worried companion counted cradle menagerie tucked treasure together serious jealous palm matter carrots cocoanuts shivered collecting hairy organ pennies homesick Moses motor seek donkey racing tip-toppest quarrel screamed rubbed bottom heed fists tickling tugged blinked Sunday reins indeed plainly burst exploring hour gutter Chitter-Chatter heart grinder wooden pity aunts suppose hoofs welcome whispered funny chattering south anger aching hunger bound gazing between pressed sea spirit cheek messages jolt sentry wistful jerk shoulder trailed master disappeared THE NEW BARNES READERS 43 The Alligator and the Jackal Eleven Pages alligator popped beast jackal snout shook fond gobble second crabs lashed rage mistake bank allow clever bubbles cunning bulrush pretend firewood juicy jungle dreadful tender dragged smoke buried appear breathe jaws heap advice The Dog and the Two Pages Wolf meal case weeks 1 Saw a Ship A-Sailing Two Pages sailing cabin decks laden silk captain thee masts packet comfits A Star Story move 4 Seven Pages story wilted hurried famine dusty faint months chirped bleat narrower fevers poured trickled thirsty nurse springs dipper knock grasses brim ragged % 44 THE METHOD USED IN pale hastened searched stretched lapped vain less stream lad vanished bathed glittering gushed northern The Enchanted Frog enchanted Nine Pages dived witch daughter marble marry royal giant bride princess yesterday kingdom beside hoarse chariot ngly napkin drawn tears enjoy horses jewels instantly harness crown handsome plumes playmate truly rule plate evil gentle holly The Holly Berries Five Pages dusk size berries snores talons number thunder soared guarded storm arrows band magic wounded invisible eagle blood dawn battle healed sunbeams unselfish The Goose That Laid Golden Eggs Two Pages eager THE NEW BARNES READERS 45 How the Oak Tree Became King Eight Pages quivered arose woodpecker firelight shrill wove store glossy traveler patterns numb faded perish clothed shrieked blossomed flames behold echoed oak forgotten plain simple coarse acorns kindly shade sift blossoms Billy November Rachel decided shuffling fluttered unable forward trembling gently hunter injured pledge citizen United States America hereby glory Billy Blackbird Nine Pages doubt flock fellow journey pasteboard comfortable perch tacked enter fresh livelier A Pledge One Page country truth liar coward idle fingers although rasping harsh lawn paused directly alighted settled steadily joyous idler prove nation industry wisdom opportunity ) #ifa 3 0112 05664913 THE NEW BARNES READERS BY MAY ROBBINS PRIMARY SUPERINTENDENT, KEARNY, N.J. HERMAN DRESSEL SUPERINTENDENT OF SCHOOLS, KEARNY, N.J. AND ELLIS U. GRAFF SUPERINTENDENT OP SCHOOLS, INDIANAPOLIS ILLUSTRATIONS BY MABEL B. HILL PRIMER. First Year—First Half. 96 pages. Cloth. Price 36 cents. BOOK ONE. First Year—Second Half. 96 pages. Cloth. Price 36 cents. BOOK TWO. Second Year. 192 pages. Cloth. Price 48 cents. In Preparation Books Three To Six Inclusive DEVELOPMENT CARDS For use in connection with THE NEW BARNES READERS A Self-Teaching Set of Word Building Cards Developing 1000 Words. These Cards Simplify the Teaching of Phonics. Price Per Set $ 4.00 THE A. S. BARNES COMPANY PUBLISHERS New York Chicago