SUGGESTIONS FOR SECOND YEAR
The work of the second grade is a continuation of the work begun in the first grade. It will be well, therefore, for the second grade teacher to read carefully the suggestions given for the work of the first grade. Although some of the words that have already been taught in the first grade occur in the second grade, the first work of the second grade teacher will be to carefully review the phonograms and sight words already taught. This will help to sift out the words which need special emphasis and will form the beginning of the word lists which the children are urged to keep.
The phonograms are continued in the second grade and the same emphasis on the common part as outlined in the suggestions for the first grade should be continued. (See page 28.)
Lesson 23, Page 29
Lesson 23, Page 29
Lesson 23, Page 29
Have the children copy these sentences, telling them that the quotation marks are put around “Where are my baby stars?” because these are the words of the moon. Ifomitted in dictation lessons, have the children open the book and put them in, but do not count the omission as an error.
Lesson 50, Page 38
Lesson 50, Page 38
Lesson 50, Page 38
In addition to teaching the use of a capital at the beginning of a sentence, the names of five of the months of the year are given in Lesson 50, and a proper name is introduced into Lesson 56. Here is a chance to emphasize that the names of the months, and the names of people, always begin with a capital letter no matter where they occur in the sentence.
1. The order of the letters should be thoroughly familiar at this time. If not, it must be made so. (See suggestions for drill on page27.)
2. Have the pupils read clearly and distinctly the words in any lesson,—as, for example, Lesson 1, page 25,—telling the first letter in each, saying, “The first letter inmoonism; the first letter insooniss; the first letter innoonisn; the first letter inspooniss.”
3. Have the pupils group words that begin with the same letter, as, Lessons 1, 2, and 3. Teacher says, “Find all the words in these three lessons that begin withs.”
Teacher: Find the words that begin withb.
Pupils:Bidandbarbegin withb.
Later the pupils may make a list of all the words on a page beginning with the same letter.
4. Have the pupils copy in a column all the words in alesson, or in several lessons, or on a page, that begin with the same letter. This should be done under definite direction of the teacher, as, “Make a list of all the words on page 25 that begin withb; withc; withd; withf.” Pupils write as follows:
5. Turn to the vocabulary of second year words (page 63). Have the pupils observe that they are arranged in alphabetical order.
(a) Pupils find the place in the list of words beginning with any given letter, thus:
Teacher: Where must we look for words beginning witha?
Pupils: At the beginning, forais the first letter in the alphabet.
Teacher: Where must we look for words beginning withw?
Pupils: Near the end, forwis near the end of the alphabet.
Teacher: Where must we look for words beginning withm?
Pupils: Near the middle, formis near the middle of the alphabet.
(b) Pupils find any word called for in the list. Teacher asks, “Where shall I findbarn?”
Pupils answer, “With words beginning withb, near the beginning.” Pupils find the word and touch it. In the same way the teacher calls for other words. In each case the pupils decide where in the list to look for it according to the initial letter, then find and touch it.
(c) Let the pupils go through the list to see if every letter in the alphabet has been used as an initial letter. They will find that there are no words listed beginning withq,x, andz.
(d) Have the pupils write the alphabet in vertical columns omittingq,x, andz, and opposite each letter copy a word beginning with that letter from their lists on pages 63 and 64, thus:
a—afterb—babyc—childrend—dog
a—afterb—babyc—childrend—dog
a—afterb—babyc—childrend—dog
a—after
b—baby
c—children
d—dog
On pages 61 and 62, the teacher will find a list of initial words of the phonetic series that have been taught in the first two grades in the order in which they have been taught. This list will provide a means for the teacher to learn whether a series has been taught, and the relative position of the series in the work of the first two grades.
The vocabulary on pages 63 and 64 gives a complete list of all the sight words which have been taught in the first and second grades. It will furnish the teacher the means:
1. For finding if any given word is to be found in the text of the first two grades.
2. For excellent drill in preparation for the use of the dictionary.
3. For a review list at the end of the year’s work.
The phonic series used in this book are presented first in the text as short lists. On page 65, Part I, will be found more complete lists for supplementary drill, if desired. These are numbered in the same order and are similar to those found on the Aldine Phonic Chart. If one of these charts is available, it will be found of great assistance in the teaching of spelling in these early grades. Drills on these complete series may well be given whenever a review or an additional lesson is possible. The pupil may study from his book, quick drills may be given from the chart, and then a selected list may be dictated by the teacher. Too muchintelligentdrill on these phonic series cannot be given.