DIRECTIONS TO TEACHERS
Oral Spelling
Oral spelling should always precede written spelling in the primary grades. Careful and distinct pronunciation by the child should always precede oral spelling. Children cannot be expected to spell correctly words that they cannot pronounce. It is well to emphasize the form of a word of more than one syllable by syllabication. It makes the spelling more obvious, promotes clear enunciation, and assists in creating a correct mental picture of the word. The sight words in this book are so syllabicated when first presented. A slight pause between the syllables is usually sufficient in oral spelling. In writing the words they should not be divided.
Testing
The mere “hearing” of spelling lessons is happily a thing of the past in most schools. However, teachers cannot be too strongly impressed with the worthlessness of such exercises. The primary object is to instruct, not to examine—to teach to spell correctly, not to find out how manywords may be spelled incorrectly. Review lessons should be given frequently, and these are sufficient for test purposes. All other lessons should be thoroughly taught with instruction the aim and object of the lesson.
Interest
It has been well said that “interest is nine-tenths of education.” This is true in teaching spelling. Any means which will arouse interest in mastering words is likely to be effective. So far as our forefathers succeeded in securing results in this subject they did so by interest in the old-fashioned “spelling-bee.” Spelling matches of various sorts are desirable for creating interest. The review lists and special lists will be found admirable for this purpose. It should be remembered, however, that this is testing what is already learned and is not teaching something new.
Pupils’ Lists
Each pupil has his own difficulties in spelling. Teach him to make private lists of the words which he finds especially hard to spell and have him use extra effort to conquer these trouble-makers. These may be listed in the back of his textbook or in his individual note book. Occasional lessons may be devoted entirely to this kind of exercise and they should be individual and painstaking. Such words should be watched for in the other written work and misspellingprevented rather than corrected. Besides making the misspelled words the basis of a lesson they may well be correctly and carefully written on the board with the difficulty shown in colored crayon. If possible leave them in sight for several days.
Homophones
Words spelled differently but pronounced alike should be kept apart until the spelling of each has become fixed and the ability to use correctly in sentences reasonably sure. Then only may they safely be brought together for comparison. When this is done much care must be used that no confusion may exist in the child’s mind as to the proper use of each.
Order of Presentation
All children do not learn spelling equally well in the same way. Some are sense organ learners while others are largely motor organ learners. Most children are both. In all cases the order of seeing words, hearing them pronounced, pronouncing them, spelling them aloud, and then writing them, will be found to be most effective. Appeal is thus made successively to the eye, the ear, the memory, and the hand.
Enunciation
Poor enunciation is a common source of incorrect spelling. Occasionally test your pupils on sounding words. See to it that they learn to give the right value to the vowelsounds and do not omit any that should be sounded. Do not permit “in” for “ing,” final “ed” to be sounded like “t,” or “body” to be sounded “buddy.” Remember that “A word correctly pronounced is half spelled.”
Proper Names
No place has been given in this book to proper names since the needs of different classrooms vary so widely. They must be thoroughly taught, however, and it is the teacher’s duty to teach such proper names as her pupils need to use. Strongly emphasize the fact that these proper names always begin with a capital letter.
Phonetic Words
Many of the words in this book are grouped into phonetic lists. The object of this is strongly to impress the common part of these words upon the child. The repeated sight, sound, and spelling of this common combination of letters make it possible to learn the words in a list easily and in a short time. This common part ispronouncedthe same andspelledthe same in all the words of a list. Have the childrenfindthis common part,pronounceit distinctly, andspellit. Then have each word in the list spelled orally, emphasizing the part that is not common. For example, in lesson 6, page2, is a list of phonetic words.
1. Have the children give the part that is common to every word in the list—ever.
2. Have the children point to and pronounce this common part.
3. Have this common part spelled orally.
4. Have the children pronounce each word in the list, slightly separating and emphasizing the part that is different, asn—e-v-e-r,c-l—e-v-e-r.
5. Have each word spelled orally, emphasizing the uncommon part.
By giving or having the children give sentences using the words correctly, make sure that the meaning of every word is understood by the pupils.
Much of the spelling of phonetic lists may be done orally. After several groups have been studied, dictate words from them to be written by the children. For example, after lessons 5, 6, and 7 have been studied and spelled orally, dictate ten or twelve words selected from these groups for the children to write. Several groups may be studied and spelled orally in one spelling period, and words from these groups dictated and written during another period. The writing of a spelling lesson only tests the pupil’s power. Put most of your time and effort into teaching, into helping the pupils to acquire the power.
Words that are not Phonetic
Most so called non-phonetic words contain some particular letter, or combination of letters, that makes the spellingdifficult. If this difficulty is clearly pointed out, it is half overcome. Find, with the pupils, the “catch” in each word; emphasize it by underlining, or by writing it in colored chalk, or by focusing the children’s attention on it in some way. Then have them concentrate their energy in mastering it.
Read with the children the story addressed to them at the beginning of their book, “The King’s Rules.” Refer to the story frequently and encourage them to follow the rules daily. Study the notes on the spelling of difficult words throughout the book. See that the children not only apply the notes on the pages on which they occur, but look for other words that contain the same problems.
For seat work, after every word in a lesson has been correctly and distinctly pronounced, have the children decide what in each word calls for special attention. This they may do by copying the word and indicating in some way the difficulty as by underlining. Or they may make little notes based on those in their book.
Make your children keen to detect and overcome these special difficulties, and their interest will secure excellent results.
Review Words
From time to time pages of review words are given. These lists are made up of commonly used, often misspelled, words. Call the children’s attention over and over againto the difficulties in these words. Use some of them daily. Hold the children to the correct spelling of them in all written work. Make opportunities to use them. Keep a record in plain sight, showing the children’s progress in the mastery of these words. Make the mastery of these words a personal matter to yourself, even to the extent of considering your teaching a failure if every child in the third year does not form the habit of spelling correctly the words on page30, and every child in the fourth year those on page75. Call attention to these pages at the beginning of the year, and arouse the children’s interest and ambition to master the words as early as possible.
Quotations
The sentences, proverbs, poems, myths, and various quotations are carefully selected for certain definite purposes:
1. They review the words that have been taught.
2. They give new words in their natural context—a much better way of fixing their meaning and making them a part of the child’s vocabulary than the use of definitions or short, unrelated sentences.
3. They are examples of good English and may serve as models for the children’s attempts at composition.
These quotations may be used in different ways:
1.Copying.Read the selection with the children that they may have an idea of the whole. Do not allow them to copy letter by letter, glancing from the book to thepaper. At first they may study and copy single words, later they should read and copy phrases, clauses, and sentences.
The child’s copy should always be compared with the book and corrected. A special mark or word of praise should be given to the child who makes an exact copy.
2.Dictation.In dictating, read a complete sentence once for the children. Do not use the poems for dictation, as dictating them line by line often destroys the sense, and always the beauty, of the rhythm.
3.Memory.Children often spell words correctly when they are dictated and misspell the same words when they are trying to express their own thought. For this reason it is well to have the children write some of the selections from memory. It is a step between taking dictation and writing original compositions. The proverbs and rhymes are especially well adapted for memory work.
Reproduction
The short stories may be rewritten, using different words in place of certain indicated words, as suggested in lesson 99, page64, or a free reproduction may be made.
Original Sentences
The words in each lesson have been grouped about a central thought. Have the children write original sentencesor stories, using the words in a lesson, as in lesson 31, page51.
Authors
The authors of the different selections, or their sources, are given in the child’s book. It is hoped he will thus become somewhat acquainted with their origin. But he should not be required or expected to memorize these names or sources.
Pictures
For seat work have the children make lists of words suggested by the pictures in their book.
The Vocabulary
The vocabulary, alphabetically arranged, will be found on pages33and74. Encourage the children to use this vocabulary to check up the words that they are positive they can spell correctly, and for reference to find any word they may wish to use in their written work. These lists of words may also be used for oral spelling matches or written reviews. Regularly and systematically test the pupils. Keep records, to which the children have ready access, showing their progress and efficiency. Have each child keep a list of the words he misspells, and keep on urging him and testing him, until he has mastered his particular “word demons.”
Summary
To sum up: Arouse a spelling interest; develop a spelling sense; teach the children how to study intelligently; review constantly; keep definite records of progress.
To the Girls and Boys:THE KING’S RULES(Said to be a true story)Late one summer afternoon a boy sat at his desk trying to learn a spelling lesson. It was warm in the schoolroom and the boy’s head ached. His teacher had gone out for a moment and he was alone.A shadow fell across his desk. The boy looked up and saw a stranger standing before him. He thought he had seen this man before. He felt that he was a great man.“Why are you not out of doors playing with the other children?” asked the stranger.“I am studying my spelling lesson,” answered the boy. “I have to stay in every night because I just can’t learn how to spell. I hate it!”“Nonsense!” said the man. “I can tell you in one minute how to learn to spell.”The boy laughed. “You must be a magician,” he said.“No,” said the man, “I am not a magician, but I am the king. Boy, do you think your king would tell you anything that is not true?”“No, Sire,” answered the boy, springing to his feet, for now he recognized the king from pictures he had seen.“Then listen, my lad. Any one can become a good speller who follows these three rules:“1.Listencarefully when the word is spoken.“2.Sayit correctly when you speak it.“3.Lookat the word thoughtfully to get an exact picture of it in your mind.“If you will study every word in your lesson in this way, you will never again have to stay after school to learn your spelling lesson.”“Thank you, Sire,” said the boy. “I will follow your three rules.”Twenty-two years later the king received a present of a wonderful book. When he opened it, he found the following words written on the first page:“This book is gratefully dedicated toThe KingBy the boy whom he taught to spell.”Yes, the boy followed the king’s rules. He learned how to spell and how to write, and now he was one of the greatest writers in the land.
To the Girls and Boys:
THE KING’S RULES
(Said to be a true story)
Late one summer afternoon a boy sat at his desk trying to learn a spelling lesson. It was warm in the schoolroom and the boy’s head ached. His teacher had gone out for a moment and he was alone.
A shadow fell across his desk. The boy looked up and saw a stranger standing before him. He thought he had seen this man before. He felt that he was a great man.
“Why are you not out of doors playing with the other children?” asked the stranger.
“I am studying my spelling lesson,” answered the boy. “I have to stay in every night because I just can’t learn how to spell. I hate it!”
“Nonsense!” said the man. “I can tell you in one minute how to learn to spell.”
The boy laughed. “You must be a magician,” he said.
“No,” said the man, “I am not a magician, but I am the king. Boy, do you think your king would tell you anything that is not true?”
“No, Sire,” answered the boy, springing to his feet, for now he recognized the king from pictures he had seen.
“Then listen, my lad. Any one can become a good speller who follows these three rules:
“1.Listencarefully when the word is spoken.
“2.Sayit correctly when you speak it.
“3.Lookat the word thoughtfully to get an exact picture of it in your mind.
“If you will study every word in your lesson in this way, you will never again have to stay after school to learn your spelling lesson.”
“Thank you, Sire,” said the boy. “I will follow your three rules.”
Twenty-two years later the king received a present of a wonderful book. When he opened it, he found the following words written on the first page:
“This book is gratefully dedicated toThe KingBy the boy whom he taught to spell.”
Yes, the boy followed the king’s rules. He learned how to spell and how to write, and now he was one of the greatest writers in the land.
Doyou listencarefully while your teacher pronounces each word, or do you write what youthinkshe says?
Doyou sayeach word correctly, or do you sayjestwhen you meanjust, orcomin’when you meancoming?
Doyou lookcarefully at each word until you have an exact picture of it in your mind?
Will you try to follow the king’s rules in the study of the spelling words in this book?
They will surely make your work better and easier.