PHONIC LESSONS.(Time, about twelve weeks.)
Directions.1. There are twenty-five elementary consonant sounds. The purpose of the phonic lessons is to associate these consonant sounds with the letters representing them, and to become accustomed to the use of phonograms based upon words in the Primer. Word recognition should become automatic. See page 112 for a scientific arrangement of the consonant sounds.
2. All of the blackboard work should be written, not printed. The child reproduces by a more or less unconscious imitation the written forms which he sees upon the blackboard.
3. The lessons indicate the order; the time will vary with the ability of the children and must be determined by the teacher.
I.
r un.
Begin with the wordrun. This is a part of the child's vocabulary, having been learned in the early reading lessons. Appeal is made first to the ear, then to the eye. The teacher conducts the lesson as follows:
The Ear.
1. Pronounceruneasily and naturally.2. Give the sounds separately, thus:r-un.3. Again pronounce the word. Call upon the children collectively and individually to do the same.
1. Pronounceruneasily and naturally.
2. Give the sounds separately, thus:r-un.
3. Again pronounce the word. Call upon the children collectively and individually to do the same.
The Eye.
1. Write the wordrunon the blackboard.2. Cover theunand have thersounded.3. Cover therand have theunsounded.4. Uncover the whole word and ask the children to put the two sounds together to make the word,run.
1. Write the wordrunon the blackboard.
2. Cover theunand have thersounded.
3. Cover therand have theunsounded.
4. Uncover the whole word and ask the children to put the two sounds together to make the word,run.
If the children cannot do this the teacher may do it for them, making the soundrprominent. The ability to blend one sound with another should not be a difficult phase of the work. The teacher's attitude toward blending is the influence which makes it hard or easy for the child.
To associate the soundrwith its written symbol the following method is suggested:
The teacher writesrupon the blackboard, giving the sound, not the name. She then calls upon the children collectively and individually to give the sound.
Teacher: Close your eyes, children. Can you see howrlooks? (Give the sound, not the name.) Watch me make it again.
Teacher writesrslowly several times, then erases the work. Children observe, image, and then writerupon the blackboard or upon paper. If a mistake is made have the child erase, again observe the teacher as she makes the letter, then write it a second time.
II.
f.
Teach the wordfunin the same manner thatrunwas taught in Lesson I. Write on the blackboard:
r unf un
Cover first one part and then the other, sounding each element.
Writef,r,un, on the blackboard a number of times, arranged irregularly. Review daily, adding new consonants and phonograms as they are taught.
III.
s ing.
1. Separate both the spoken and the written wordsinginto the phonic elements:
(a)sconsonant sound.(b)ingphonogram or sound group.
(a)sconsonant sound.
(b)ingphonogram or sound group.
2. Associate each sound element with its written symbol.
3. Combine the consonantsr,f,s, and the phonogramsun,ing, to form new words:
IV.
Phonic Drill.Phonic Drill upon words from the Primer will each day follow two lines:
I. A list of words to be separated into sounds (Phonic Analysis).II. A list of familiar sounds to be combined in new relations to form words (Phonic Synthesis).
I. A list of words to be separated into sounds (Phonic Analysis).
II. A list of familiar sounds to be combined in new relations to form words (Phonic Synthesis).
Phonic Drill upon phonograms and the consonant sounds may be given in two ways:
1. Combine different consonant sounds with the same phonogram.2. Combine different phonograms with the same consonant sound.
1. Combine different consonant sounds with the same phonogram.
2. Combine different phonograms with the same consonant sound.
For convenience the first is called aPhonic Series; the second is called aWord List.
Phonic Series.Combinef,r,s, withatto form this phonic series. Review theunseries of words.
Develop the blend as follows:
(a) Writeaton the blackboard and pronounce it. (The children will recognize the word, having seen it many times in the reading lessons.)
(b) Select a consonant,rfor example, and write it in front ofat.
(c) Combine the two elements into a whole word without making more of a separation than is necessary to explain the blending of the sounds.
Prefixfandsin the same way.
Write theatand theunseries on the blackboard.
Children pronounce the words. Cover first one part and then the other, sounding each element. Review daily, adding new sound elements as they are taught. As soon as possible refrain from assisting the children by covering the parts.
Word List.Write upon the blackboard in a vertical row the words beginning withr, from the Primer, pages 5-26.Ex.:Rover,roll,rock. Have the children pronounce them. Then eraseover,oll,ock, leaving onlyr, and let children make the sound. Continue with words beginning withfandsin the same way.
Again, write several words on the blackboard containing the phonogramat. Erasef,s,r, leaving onlyat.
Continue in the same way with theunseries and theingseries.
Word List No. I.
Retain this list on the blackboard for daily drill, rearranging the order from time to time and adding new words as they are taught. The lists for word drill are not final. Let use be the guide in deciding the number of words to be taught. The analysis of these words into their sound elements will determine the number of phonograms to be taught. Proper drill upon both the phonic series and the word lists leads to sight recognition of words, by means of their sound elements. This is the purpose of phonic work.
Phonic Cards.All drill work should train the mind to observe accurately, to image vividly, and to express quickly. In every exercise aim to secure, first, clear images; second, rapid work. It interferes with normal growth and development to reverse this order. To accomplish these ends, prepare a set of phonic cards each one representing a separate sound or phonogram, and use for rapid sight work after the board work has been given. Cut cards to a uniform size of eight by six inches, out of heavy paper, and write with India ink and a camel's hair brush. Stand in front of the class and call upon the children in order. If the child cannot give the sound instantly, call upon another. Children will work rapidly if they are trained to do so. Review frequently and as the need arises prepare new cards. It is quite possible to have repetition with a constant variety of new material.
V.
h op.
1. Writehopon the blackboard and teach the sound elementshandop.
2. Associate each sound with its symbol.
3. Identify the soundhin the sight wordshave,has,here,hill. (Proceed as in Lesson IV.)
4. Addhopto Word List No. 1, and review daily, for a few moments, at the close of each lesson.
VI.
j.
1. Separate the sight wordsJack,Jill,jump, into their sound elements.
(a) If any of the children in the class have names beginning withJadd these to the list, as: John, Julia, Jones.(b) Use capital letters for proper names, small letters for common ones. Meet each need by teaching that for which there is a demand.
(a) If any of the children in the class have names beginning withJadd these to the list, as: John, Julia, Jones.
(b) Use capital letters for proper names, small letters for common ones. Meet each need by teaching that for which there is a demand.
2. Associate the soundjwith the letter.
3. Combineill,ack,ump, with the known consonant sounds to form the phonic series:
VII.
m.
1. Writemayon the blackboard and teach the sound elementsmanday.
2. Associate each sound with its symbol.
3. Identifymin the sight wordsMary,my,me,mother.
4. Combineaywith familiar consonant sounds to form the phonic series:
5. Combine the soundmwith the phonogramsill,op,at, previously taught. Add these to Word List No. 1 for review.
VIII.
p, initial; final.
1. Initialp—the first sound heard inpussy,play,pretty.
2. Finalp—the last sound heard inhop,up,jump,sleep.
3. Associate the soundpwith the letter.
4. Combinepwith familiar phonograms to form the wordspat,pack,pill,pop,pump,pay.
5. Add these words to Word List No. 1 and drill daily. Cultivate rapid sight recognition of the sound elements.
IX.
in, am, an, and.
It is assumed that the children know these phonograms, having learned them as sight words in the reading lessons. If they fail to recognize them, usein,am,an,and, in sentences and teach them again as sight words.
Blend familiar consonant sounds with these phonograms to form the new phonic series.
X.
SUMMARY.
Consonants:r,f,s,h,j,m,p.
Phonograms:at,ack,am,an,and,ay,ing,ill,in,op,un,ump.
Phonic Series.
Word List No. II.
Note.—
(a) As soon as the children can read the words arranged in a series, take them irregularly. When they have power quickly to perceive and blend the sound elements, refrain from covering the parts. The goal is instant sight recognition.(b) Secure individual recitations. Concert work has its place, but the object is individual power.(c) Note the words over which the children hesitate and make these the basis of the next arrangement.(d) Frequently rearrange the phonic list. The object is not to memorize the words, but to give the children the power to read them by their sound elements.(e) Add the names of children in the class to the word lists and analyze these into their sound elements.
(a) As soon as the children can read the words arranged in a series, take them irregularly. When they have power quickly to perceive and blend the sound elements, refrain from covering the parts. The goal is instant sight recognition.
(b) Secure individual recitations. Concert work has its place, but the object is individual power.
(c) Note the words over which the children hesitate and make these the basis of the next arrangement.
(d) Frequently rearrange the phonic list. The object is not to memorize the words, but to give the children the power to read them by their sound elements.
(e) Add the names of children in the class to the word lists and analyze these into their sound elements.
XI.
Finals.
Addsto all the words in Word Lists Nos. I and II, where its use will form a word.
Write the simple form of the word on the blackboard and have it pronounced. Write it again with thesadded, and have it pronounced a second time.
Ex.:
It will be found helpful to have a card seven by nine inches, with answritten upon it. Hold this beside the words in the phoniclists and have both the simple and thesforms pronounced. Train the children to observe quickly and to be mentally alert.
XII.
t, initial; final; medial.
1. Initialt—the first sound heard intop,tell.
2. Finalt—the last sound heard init,at.
3. Medialt—inKitty,pretty,little.
4. Associate the soundtwith the letter.
5. Identifytin the following sight words from the Primer, pages 9-39:to,town,tick-tock,tune,nest,not,nut,cat.
6. Combine familiar consonant sounds withit, ot, to form the phonic series:
7. Review theatseries, making prominent the soundtfinal.
XIII.
k,ck, initial; final.
1.Kinkitty,kite,keep,shook,look,bake,Kate.
2.ckintick-tock,cluck,Jack,black,clock,rock.
3. Phonograms:ick,ock.
4. Phonic Series:
5. Addking,kill, also words in the phonic series to Word List No. II, and review daily.
XIV.
l, initial; final; medial.
1. Initiallinlike,look.
2. Finallinball,hill.
3. Associate the soundlwith the letter.
4. Identify soundlin the following sight words from the Primer:like,little,ball,all,fall,doll,hill,Jill,will,mill,roll,yellow.
5. Include the names of children in the room.Ex.:Lucy,Nellie,Lilly,Paul.
6. Phonogram:all.
7. Phonic Series:
8. Review theillseries, making prominent finall.
XV.
n, initial; final; medial.
1. Analyzenotinto the sound elementsn,ot.
2. Identify the soundnin the sight wordsno,nut,nest,name,an,can,ran,in,on,run,hen.
3. Include names of children in the room: Ned, John, Anna, Nan.
4. Analyzeheninto the sound elementsh,en.
5. Phonogram:en.
6. Phonic Series:
7. Review thean,in,unseries, making prominent finaln.
XVI.
d, initial; final.
1. Identify sounddin the sight wordsdog,do,doll,down,dear,red,send.
2. Separateredinto the sound elementsr,ed.
3. Adddto the phonogramentaught in Lesson XV.
4. Phonograms:ed,end.
5. Phonic Series:
6. Word List: Add these words to Word List No. II. Arrange irregularly and review daily.
XVII.
pl;fr;tr;ee.
Blended consonantspl,fr,tr. (Blended consonants are made as nearly as possible with one impulse of the voice.)
1. Identify the soundspl,fr,tr,eein the words:
2. Combineeewith finalp,d,m,n, to form phonograms.
3. Phonic Series:
XVIII.
ing.
Write the simple form of the word upon the blackboard and have it pronounced. Write it again with the syllableingadded, and have it pronounced a second time.Ex.:
XIX.
Apostrophes('s)
Teach the apostrophe ('s) by adding it to the names of children in the room. Place upon the blackboard a group of sentences which the children have given orally.Ex.:
Let the children read the sentences. As the children watch, eraseThis is,I see,I have, etc., leaving the possessive form. Add these words to Word List No. II. Rearrange the order and drill daily.
XX.
SUMMARY.
1. Consonants:r,f,s,h,j,m,p,t,k,ck,l,n,d.
2. Blended consonants:pl,fr,tr.
3. Finals, apostrophes,ing(syllable).
4. Phonograms:at,ack,am,an,and,ay,all.en,ed,end,ee,eep,eed,eem,een.ing,ill,in,it,ick.op,ot,ock.un,ump.
5. Word List No. III.
XXI.
b;bl;br.
1.binboy,big,bird,baby,ball,by,be,back,but,baa,bake,bow.
2.blinblue,black,blows.
3.brinbreaks,brown,breast,bread,broom,umbrellas.
4. Phonogram:ake.
5. Phonic Series:
6. Combineb,br,blwith familiar phonograms to make the word listbun,bat,band,bin,ball,bee,bring,blot,bump,block.
XXII.
g;gr.
1.gingo,girl,egg,pig,gave,get,good.
2.gringreen,grass,grow,grunt,grandma,grandpa,grind.
3. Phonograms:ig,og.
4. Phonic Series:
Note.—In pronouncing the vocal consonantsb,d,g, the voice should be placedwell forward. The vibrations forbarein the lips; fordin thepoint of the tongue; forgin theback of the tongue.
XXIII.
y(consonant).
Consonantyis always initial.
yinyou,your,yes,yellow.
Note.—y(vowel) is given in the Manual, Part IV, page 88.
XXIV.
w.
1.wthe wind sound; it resemblesooinboot.
2.winwe,way,wind,will,went,waves,wash,window,water,wool,weave,west.
3. Phonogram:est.
4. Phonic Series:
5. Word List:
XXV.
wh.
1.whthe blowing sound.
wis vocal, whilewhis breath.
2.whinwhat,when,wheat,where,why,white.
3. Phonogram:ite.
4. Phonic Series:white,kite,bite.
XXVI.
th(vocal).
The soft sound ofthis vocal; the hard sound is breath.
th(soft) inthat,this,there,they,them.
th(soft) inthat,this,there,they,them.
Note.—It is not wise to teach two sounds for one symbol in the early lessons. Vocalthis taught first because it is the one more frequently used in the Primer. Seeth(breath) Part V, page 112.
XXVII.
ch, initial and final;tch, final.
1.chinchurch,chick,chicken,chop,churn,rich,such,much.
2.tchincatch,match,hatch.
XXVIII.
sh, initial; final.
1.shinshe,ship,sheep,shook,wish,push.
2. Phonograms:ook,ush.
3. Phonic Series:
XXIX.
REVIEW.
1. Consonants:r,f,s,h,j,m,p,t.k-ck,l,n,d,b,g.y,w,wh,th (soft),ch,sh.
2. Blended consonants:pl,fr,tr,bl,br,gr,tch.
3. Phonograms:at,ack,am,an,and,ay,all,ake.en,ed,end,ee,eep,eed,eem,een,est.ing,ill,in,it,ick,ig,ite.op,ot,ock,og,ook.un,ump,ush.
4. Word List No. IV.