PHONIC LESSONS.(Time, about twenty weeks.)
PHONIC LESSONS.(Time, about twenty weeks.)
Directions.1. In Phonic Lessons, First Half Year, Second Step, the child learned the consonant sounds and some of the common phonograms. In the second half year phonograms are analyzed for the purpose of recognizing the vowel sounds as elements. There are twenty elementary vowel sounds. The purpose of the phonic lessons is to associate these vowels with the symbols representing them. See page 113 for a scientific arrangement of the vowel sounds.
I.
a(short).
1. Separateatinto the sound elementsaandt. (Give the sound, not the name.)
2. Associate the sound with the letter.
3. Combinea(short) with the consonantsn,m,t,p,d, to form the phonogramsan,am,at,ap,ad.
4. Analyze short words containing the sound ofa(short) into phonic elements. (A knowledge of the elementary sounds is the foundation upon which rests the power to recognize new words.)
5. Analyze the following words, making prominenta(short):rat,Sam,pat,had,sat,thank,sang,ash,splash.
II.
a(long).
Finalecauses the preceding vowel to take itsnameinstead of itssound. Do not teach the rule, but its application. No diacritical marks are necessary to indicate the short and long vowel sounds. (Children quickly discover that the finalechanges the preceding vowel from the sound to the name. This is true of almost all words. When there is a phonetic exception it should be taught as a sight word.)
1. Writeaton the blackboard and have it pronounced. Writeatebeside it and have it pronounced. (The teacher may do this first and have the children learn the force ofeby observation and imitation.)Ex.:at ate.
2. Combine different consonants and phonograms to illustrate this principle.
There are a few exceptions to this rule.Ex.:have. Teach this word to the child just as the name of any new sight word is told him.
3. Analyze the following words, making prominenta(long):came,name,take,same,taste,bake,cake,wake,spade.
III.
ay=a(long).
1.ayis an equivalent symbol fora(long).
2. Analyze the following words:hay,jay,say,stay,may,way,day,lay,gray,play.
IV.
ai=a(long).
1.aiis an equivalent symbol fora(long).
2. Combineaiwith consonants to form the phonogramsail, ain, ait, aid.
3. Word List for analysis:
V.
c(hard);cr;cl.
c(hard) andkhave the same sound. It is interesting to note thatcis oftener found to begin words andkto end them.
1.cincan,come,cat,cow,corn,coo,cold.
2.crincradle,cream.
3.clinclip-clap,climbs,clock,cluck.
4. Phonograms:ow,own,old.
5. Phonic Series:
6. Word List:
VI.
e(short).
1. Separateredinto the sound elementsranded.
2. Separateedinto the sound elementseandd. (Give sound, not name.)
The teacher should pronounce it first, and let the children learn by imitation. Be careful to give the correct vowel sound.
3. Combinee(short) with consonants to form the phonogramsen,em,et,ell,eg,elf,elt,esh.
4. Word List:
VII.
e(long); ee.
Finaletakes its name when it is the only vowel in the word.Ex.:he,she,we,me,be.
The sound ofeeis the same as the name ofe. It is not necessary to connect double letters artificially with a bar or mark of any kind. Children soon learn that one sound is used for both letters.
Combineeewith the consonants used both as initials and finals to build words.
Phonic Series:
Word List.
VIII.
ea=e(long).
1.eais an equivalent symbol fore(long).
2. Combineeawith consonants to form the phonogramseal,ean,eam,ear,eap,eat,eave.
3. Word List:
IX.
ed=d(final).
ed=dwhen added to a word ending in avocalconsonant.
ed=twhen added to a word ending in abreathconsonant.
Write the simple form of the word on the blackboard, and have it pronounced. Write it again with theedadded, and have it pronounced a second time. Do not teach it as a separate sound. Call attention to the difference in form and the corresponding difference in sound.
REVIEW.
X.
x.
1.x=ksas inmilks.xis not one of the simple elementary sounds.
2.xinax,fox,six,next,Foxy,Loxy,wax.
XI.
i(short).
1. Separateitinto the sound elementsiandt. (Give sound, not name.)
2. Combinei(short) with consonants to form the phonogramsin,im,ip,id,ib,it,ig,ill,iss,ish,ick.
3. Word List:
Give a short drill each day at the close of the lesson upon the phonic list.
XII.
i(long).
1. Teachi(long) in the same manner in whicha(long) was taught. (See page 81, paragraph II.)
2. Combine different consonants and phonograms to illustrate this principle.
3. Word List:
XIII.
y, vowel (short and long).
1.y(short) has almost always the sound ofi(short). It is the last sound heard inMary,baby,pretty,frosty,lady.
y(long) is the same asi(long). It is the last sound heard inmy,fly,sky,by,dry,try,cry.
2. Word List:
XIV.
igh.
1.ighis an equivalent symbol fori(long).
2.ighinhigh,higher,flight,thigh,night,fight,sight,bright,light,right,might,lightning.
XV.
v, initial; final; medial.
1.vinviolet,very,visit,love,weave,voice,every.
2. Phonogram:ave.
3. Word List: gave, cave, pave, wave.
XVI.
o(short).
1. Separateoninto the elementso(short) andn.
2. Combineo(short) with the final consonantsn,m,p,t,b,d,ss,g, to form phonograms, and with initial consonants to form words.
ot ob opc ot r ob h op
3. Word List: (Let the children find other words in the Reader.)
XVII.
o(long).
1. Teacho(long) in the same manner in whicha(long) was taught. (See page 81, paragraph II.)
2. Combine different consonants and phonograms to illustrate this principle:
3. Word List:
XVIII.
o(final);oa.
1. -o,oaare equivalent symbols foro(long).
2.oingo,so,no.
3. Combineoawith consonants, initial and final, to form phonograms and words:t,d,m,n,ch,k,r,l,f.
4.oainboat,load,loam,loaf,moan,coat,oak,oats,roaming,coal,toad,road,loads,loan,roar,oar,boards.
XIX.
z.
zinbuzz,fuzz,fuzzy,lazy,dizzy,zish,size,sized,buzzing,buzzed.
XX.
u(short).
1. Separateupinto the elementsu(short) andp.
2. Combinei(short) with consonants to form the phonogramsut,ud,ub,um,un,urr,uff,uss,uzz.
3. Word List:
XXI.
u(long).
1. Teachu(long) in the same manner thata(long) was taught.
2. Combine different consonants and phonograms to illustrate this principle:
3. Phonic List:cure,pure,mute,amuse,use,used,tune,tube.
XXII.
ew=u(long).
1.ewis an equivalent symbol foru(long).
2.ewinnew,blew,few,view,dew.
XXIII.
ur=er,ir.
rfollowingu,e,i, usually gives the sound heard infur,her,sir.
Word List:
XXIV.
er;ers(as a syllable).
Write the simple form on the blackboard, and have it pronounced. Write it again witheradded, and have it pronounced. Write it again withersadded, and have it pronounced.
Identifyerin
XXV.
ng(the ringing sound).
1.ngis one of the elementary sounds.
2. Combinengwith the vowelsa,e,i,o,u, to form the phonogramsang,eng,ing,ong,ung.
3. Word List:
XXVI.
qu=kwh.
qis not one of the elementary sounds.
quinquack,queer,queen,quite,quail,squeeze,squash.
XXVII.
oo(short);oo(long).
1.oo(short) as incook.
Word List:
2.oo(long) as incoo.
Word List:
XXVIII.
aw=all,or.
1.awincaw,draw,saw,claw,paw,straw.
2.allinball,hall,wall,fall.
3.orincorn,horn,morn,morning,torn.
XXIX.
a(r), Italian.
XXX.
ow=ou.
1.owandouare equivalent symbols for the same sound.
2.ouat the beginning or in the middle of a word becomesowfinal.
XXXI.
oy=oi.
1.oyandoiare equivalent symbols for the same sound.
2.oiat the beginning or in the middle of a word becomesoyfinal.
3.oiin
4.oyinboy,toy,joy,Roy,Troy,ahoy.
XXXII.
j;ge;dge(final).
1.-ge,dge, are equivalent symbols forj.
2.-geinage,hinge,cage,page,sponge,fringe.
3. -dge inedge,bridge,judge,Madge.
XXXIII.
SUMMARY.
Phonic Lessons.Third Step contains:
1. 17 vowel sounds:
a, e, i, o, u (short)a, e, i, o, u (long)oo (short), oo (long), a (r), (Italian)aw, ow, oy, ur.
2. Nine of these sounds have fifteen common equivalent symbols, making a total of thirty-two vowel symbols. (See Table of Vowel Sounds, page 113.)
The three vowel sounds heard inask,air, andoremay be omitted. Teach as sight words those used in the Summers Readers; or if preferred, give a series drill.
Two of these sounds have equivalent spellings.
airinchair,care,wear.oreas inmore,four,floor,torn.
The soundaskhas the simple spellinga. In this Manualais the symbol fora(short) as inatunless changed by some modifier asfinal,r, or another vowel. Ex.:at,aw,oa,ea.
Ex.: The following list gives the most common of these words:
I.
II.
III.