N pre se ntin g th is litt l e b o okle t t o

7 th e te a ch ers I do n t c l a i m t o b e
,
’

the o r i gin ato r of v ery much of i t .

S o me I le arn ed a t tr ainin g s ch o ol '

s ome I h av e j otted do w n a t v ari o us
times fr om oth er te a ch ers an d fr o m
le ctur es 's ome c am e thr ough te a ch
ers m a g a zine s 'som e I go t I kno w
’

no t w h ere an d a litt l e o f i t I b e
, ,

l i ev e I wo rke d o ut for myself I ts

,
.

on l y m erit i s th e ga th erin g o f i t t o
geth er b e t w e en tw o c o vers for p r a c
ti c al us e Ne ith er do I present it a s
.

a m eth o d in itself b ut b el iev e th at

any te a ch er re g ard l es s o f th e m eth
,

o d or c o mb in at ion o f m eth o ds w h i ch

she effe cts w i l l fin d it a h e l p

,
.

'AT H E R I N E S T I CH TE R .

S e c o n d E di ti o n
'
C py
o rig h te d by ' th
a e r in e S l z c h tc r , 1 91 7 )

'

P 1 683 C0 . Pr i n t , U a sh i n g to n ,
I o wa
 Elntrnh u rtinn
\Ve r d r e c o gn iti o n i s th e ess ent i a l b a s i s of all re a d in g ,

a n d th e b e st m eth o d o f t e a ch in g wo rd r e c o gn i t ion i s t he ,

o ne w h i c h m a ke s t he c hil d m o st i nd ep en den t o f th e t e a ch
er a nd give s h i m in th e sh ort e st t i m e th e p o w er of ra pid
, , ,

a n d a c cur ate w or d r e c o gniti on At t h e s am e ti m e t h e ‘

re as on in g ab il ity mu st b e d ev elo p e d t h e min d mus t b e

,

alert .

Th e ch i ef busin e ss of th e firs t ye ar re ad in g it s e ems ,

t o m e i s n o t to i mp ar t i nterestin g inform a ti on T h is sh ould

,
.

b e d on e a t ot her p eri o ds , for o p en in g ex erc i s es general ,

l e sso ns l an gu a ge ge o gr ap hy a n d h i stor y Bu t it i s t o ge t
, ,
.

th e m e c h a n i e s of re a din g ra p i d l y i n h a nd s o th a t th e chil d
,

m ay arriv e a t th e mu ch d esire d th ou gh t ge ttin g th ou ght -

,

ex press in g p eri o d .

A l l prim ary te a ch ers must gr ant th at th er e i s of n o

c e s s i ty a ph as e i n th e t e a ch in g of re a din g w h i ch i s p urel y

m e ch a n i ca l a n d e ith er b y t ota l ne g l e c t o r by over us e th is ,

me ch ani c a l ph a s e h a s b ee n m u ch abus e d .

Th ere c ou l d b e gr ea t obj e cti ons m a d e to th e e x c l u siv e

u s e o f ph oni c s or a p h on i c m e th o d a t first i n th at i t take s ,

w e eks a n d month s to ma ster al l th e soun ds an d symb o ls

th at a ch i l d must h av e in order t o i nterpr et s enten c es in
dep en de nt l y He w oul d g a in n o th in g in th ou gh t p o w er
.

a n d th e n e c e ssa r y dri l l dri l l dri l l w ou l d so on b e c o me

, ,
“
sta l e f l a t an d unpr ofi t a bl e '
, ,

l '
But w h en us e d gr a d u a l y and b y e asy sta ge s w h i le th e
,
,

ch ild i s l e arn in g t o re a d by any m e t h o d w h i c h emph as iz e s

th e fa c t th at re ad i n g i s gettin g th ou gh t from th e prin t e d
p a ge i t g i ve s h i m a key t o i n dep en den c e th at n o meth o d
,

c a n d o w hi c h d o es n o t h a ve a go od str on g ph oni c b asis

, ,
.

'
AN -
7 19 18
4
'0'A 4 7 9 80 6
0 3
 Th e chi l d must p osse ss pho ni c re c o gnit io n p o w er b e
fore h e b e c omes ind ep en dent in r e c o gni z in g n e w
w ords .

Th e use of ph on i cs ma ke s hi m h elpful fro m th e first

III Th e p h on i cs develop s an d pres erv es th e ch ild s inter ’

est fro m th e first .

IV By usin g ph on i cs th e ch i l d s w or k i s n ot a mere r ep e
’

t ition o f m e mory pro c esse s b ut a w orki n g pro ce ss of

,

a c onstru ctiv e nature .

'

‘7
Th e kno w led g e he ga ins in l e arn in g the s ounds i s a t
on c e put into use fo r the chil d fixes th e s ounds an d
,

p o w ers o f th e l etters in h is mem ory b y usin g the m ,

an d n o t b y dri ll .

VI Ph oni cs he l ps m ateri al l y in s e cur i n g distinc t a r ti c u

l ati on an d cl ear enun c i ati on .

S t e ps 'o r Ph o ni c W or k .

The e ar mus t b e tra ine d to re co gn i z e sounds .

II Th e v o i c e must b e tr a ine d to im itate sound s .

III Th e pupils le arn to gi ve sounds fro m ch a ra c t er s .

IV Th e pup ils le a rn t o s oun d w ords fro m ch ara ct ers an d

t o give th e w ord soun d ed .

V Th e pup i l s are tau gh t t o m ak e out

. n ew or unfamil iar
w ords .

5
VI Th e p upils a re t au ght to us e di a crit i c al m ar k s .

VI I T h e p up i l s ar e t au gh t s i mpl e r u les for m ark in g s an d ,

h o w t o a p p l y t h e s e rul es .

D i a c r iti c a l M a r k i ng .

1 ma rkin g i s th e us e o f a syste m o f char

D i a cri ti c a
’
.

a c te r s a n d marks t o disti n guish th e v ari ous s oun ds o f t h e

lett ers of th e a l p hab e t .

M acron Tilde
Breve . Bro ad s o und
Cir c u m fl e x . C e d ila

2 'e y to the s oun d s b ase d up on W eb st er s In t ern at ’

io n a l D i c t ionary .

V o we l s .
wh , th , ch 00 , 00 .

as in exa ct
a s in b oys
as i n ex c ep t

T i e d S oun d .

o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
o o o o o o o

0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

as in 0 11

as in o wl

B l e n d e d S oun d s .

p l, b r , cr , str S p r , ,
sm , bl ,
wo r , fl ,
sp , shr , tr , fr , gl ,
scr sw , yr s ] st th r
‘

, , .
, .

E ndi ng s .

fu l l o t ion e d e d .
, , '
t)t e en,
ly, .

S o me of th e m ore Co m m on ' e ys o r

at an a d e t ed a y
, , , , , ,
o w in g a ck o o k
, , ,

a ll en in ip a p
, , , ,
.
Th e F ir s t S t e p i n T e a c h i n g Ph o n i cs . S l ow Pr o n u n c i a tio n
of W o r ds .

B efore w e a s so ci a t e t h e s oun ds w it h the le tters t h a t

st a nd for th em t h e ch il dren must b e tra i ne d t o re c o gn i ze
t h e s e s oun ds a nd t o g iv e t h e m cle ar l y an d c orr e c t l y .

E xer c is e s f o r s l ow p r o n u n ci a tio n .

I . H ave fa m i l iar ob j e c t s on ch al k tra y a box .

W ords p r i n t e d i n b l a c k are so un de d .

T ou ch th e b a l l .

Bri n g m e th e f l o we r .

S h o w m e t h e n e st .

T ouch t h e c h a l k .

II . Ph o n e t i c n a m e s of a cti ons w hi ch c hi ldre n

perform .

S kip t o m e .

Run t o t h e Wi n d o w .

Cl a p your h a n d s .

Hop t o t h e t a b le .

S h a k e han d s w i th so me on e .

''a ter th e w h o l e sente n c e m ay b e so und e d ) .

III H av e p i cture s of fa m i l iar an i mals p a ste d

.

ch ar t .

S ho w m e th e c o w .

S h o w me th e d o g .

T ou ch the ho r s e .

T ouch the b ir d .

T ouc h th e b ab y .
 IV . Ph on eti c na m e s o f p art o f th e b o dy .

T o u c h th e , e yes .

T ouc h
'

yo u r n o se .

f T o u c h th e ar s . e .

T ou ch y our kne e .

T ouc h yo ur t o e .

V T e ll w h a t I s ay 'ist en for th e first s ou n d fo r i t

“

. .

yvil l te ll you w h at th e w ord is T e a c h er then s ay m o re .

'ui ck l y a f a iriil y of w ord s suc h as b a ll h all sm a ll t a l l

, , , , ,

etc .

VI T e l l sh ort st ory ha v in g ch i l dr en tell the word s

.
,

s ou nd ed .

O n e da y a l ittl e b o y h a d a n e w re d b a ll He r a n o u t .

d o or s as fast a s h e c ould t o se e h o w hi gh h e c ould t h r o w it , .

w
He t hre i t a s h igh as th e t op of th e old a pp l e tre e ' .

'

V II
Chi l d ch o os es p i cture 0 11 th e ch art
. .

Guess w h i ch p i cture I am thi nki n g o f

Ch i l dren—in turn—gue ss
.

'

Is it the do g '
N o i t i s n ot th e do g
,
.

The ch i l d ren c onti n ue gue ssin g unti l ri ght p i ctur e IS

nam ed .

F our or five pupi l s stan d, fac i n g c l ass , w

V I II . i th
h an ds b eh in d them O b j e cts are p l a ced in th e h ands Th e
. .

ch i l dr en te ll by feelin g it w h at th e ob j e ct i s and s ay the

, , ,

n ame s l o w l y Th e ch il dr en in th e c l as s the n pronoun c e i t

. .

T h e w o rds u se d in th i s w o rk sh oul d fo ll o w a s n e arly as

p ossib l e th e w ord s that w i l l b e first us ed in th e re a de r

9
 S e co nd S t e p .

'e t t er s
ar e m arks an d m arks i n t e res t ch i ldr en o nly a s
th e y repre s ent l i fe o r a c ti on M os t ch i ldre n le arn t o
.

kn o w t he c omm on an i m al s n o t b y t h e i r n a me b u t b y w h a t
, ,
“ ' “ '
th ey say T h e d o g i s t h e b o w w o w
.
- T h e c o w mo o .
,

e tc S o i n o rder t o a ss o c i a t e mo re re a dily t h e s o un d s w i th
.

t he l etter a v ery l i b era l u s e o f fa n c i e d re s e mb lan c e s

,

sho uld b e us e d Th i s c a n b e d o ne v er y i n t eres ti n gl y

.

t h rou gh t h e s t ory f orm e ith er b y us i n g o ne lo n g c ont i nued

,

st ory tell i n g a l itt le of it e a ch day or a c om pl e t e s h ort

, ,

s t ory fo r e a ch s oun d .

Any l iv e w i de a w a k e t e a ch er c a n e as i ly w or k ou t a
,

s t ory for h er self w h i ch w i ll su it h er o wn p ar ti cul a r n e e d s

,

a nd env i ronm ents .

T h e fo l l o w i n g i s m erely a s u g gest i o n

O nce up o n a ti m e t h ere l i v e d i n a to wn a b o y w h o s e , ,

n am e wa s Ne d E v ery ye ar wh en i t w a s j us t ab ou t t i me
.

f o r s cho ol t o b e o u t Ne d b e gan c ount i n g th e day s fo r h e ,

kn e w th at t h e v ery n ex t d ay after th e l as t d ay of s ch o o l ,

h is gra ndfathe r w ou l d c o m e i n fro m th e c oun t r y an d t a k e

h i m out to th e b i g farm w h ere h e c o ul d se e all th e ch i c k
,

ens a n d t h e p i gs a n d th e c o ws an d c o ul d h e ar th e b ir ds
, .
,
‘

s in g an d c oul d p i c k f l o w ers i n th e m e a d o w an d do w n b y
,

the br o o k a n d c oul d h av e oh '

,
s uch a goo d ti me ,
.

An d sur e en ou gh th i s ti me t h at I a m t ell i n g yo u ab ou t
, ,

the v ery d ay after s ch o o l w a s ou t gra nd p a di d c o m e an d , ,

a w ay they starte d fo r th e c ountry and Ne d w a s ab out th e ,

h app i e st b oy yo u eve r sa w .

10
 As t hey w ere r idin g alo n g Ne d h e ar d su c h a funny hum
,

h in g n o ise th at s oun de d som eth in g l ike th is l l l -l -l l Af

'
- - -
.
,

“
ter a w h i le h e sa i d ' Gran dp a w ha t i s t h a t n o i s e I h e ar
, .

w h i ch s oun ds l ike l l -l -l -l -l
- An d hi s gran dp a lau ghe d
.

an d s a i d Wh y th a t i s t h e n o ise i n th e tel eph o ne pol e

,
“
,
.

I t is m a de b y th e w in d bl o w in g throu gh th e t eleph on e
'
w ires . H o w m any o f yo u ch i l dren h av e h e ard th e sam e
s ound 'An d d o you kno w ch il d re n th at w e h ave a l et t er
, , ,

w h i ch lo oks a go o d d e al l ike a te l eph o ne p o le an d w h i ch , ,

i s almo st th e sam e thin g ' Te a ch er w rite s I upo n th e b o ard

.

and g i ve s s o u n d No w w e w ill m ake a l o t of p ole s j us t

.
,

like th e one s Ne d sa w w h en h e w a s dri vin g a l on g w ith h i s

gran dp a an d y ou may te l l m e w h at e a c h on e says )
,
.

I t wa s alm ost d ark w he n gra ndp a an d Ne d go t h o me ,

b ut gran dm a h a d supper all re a dy a nd h o w Ned di d e at ,

.

He wa s s o hun gry After supp er grandm a sai d h e c ould

.

t ake s o me o f th e fo o d w hi ch w a s le ft out t o o l d Rover

, ,
.

N o w wh o do you th i nk ol d R ov er w a s ' Y e s h e w a s a do g ,
.

Ne d pu t the p an do w n an d th en h e wh istle d for Rover

,
.

Rov er c am e b ound in g up from t h e b arn an d w h e n h e sa w

wh o it w a s th at h ad w h istle d for h i m h e w a s s o h ap p y ,

th at h e n e ver l o oke d at h is supp e r b ut b e gan b arkin g and ,

b arki n g an d j ump in g up on Ne d .

But ol d T abb y th e cat h a d see n the suppe r an d s he

, , ,

w a s h avin g su c h a go o d t ime e atin g i t w h en R ov er h ap ,

pe ne d t o se e h er a n d my ' h o w h e did gro w l a t h er ''

,
us t
l ike th i s r r -r r -r -r S h e go t a w a v fr om th ere in a h urry
,
- -
.
,

I c an te l l yo u S h e di dn t go v ery fa r th ou gh an d th en
.
’
,

sh e go t up on a p o st w h ere sh e kne w sh e w ould b e sa fe

, ,

an d sp i t at h im l i ke th i s f f f -f-f f But Rover w a s e a t in g

,
- - -
.

an d did n t p ay any a tt en ti on to h er 'e t s m ak e a p i ctur e

’
.
’

o f T abb y sittin g up on th e p o st a nd se e i f w e c an rememb e r

1]
wh a t she says an d w h at Rov er s a i d w h e n h e gr o wle d a t
,

h er .

Th e next m orn in g Ne d w a s up br i gh t an d e arly for

th ere w ere S 'm any thi n gs fo r h i m t o s e e an d s o m any ,

th in gs for h i m t o d o First h e mus t run do w n t o th e b arn

.

t o se e ol d B ess th e c o w th en a c ros s th e m e a do w to s e e
, ,

i f th e l i t tl e f i sh w ere still i n th e br o o k w h er e h e ha d ,

s e e n th e m l a st su m mer Of c ourse Rover w e nt a l o n g run .

,

ni n g a n d j ump in g an d b arki n g at e v ery thin g ,

Once .

R o ver st opp e d and k ep t b arkin g an d b ar ki n g at s em e

th in g i n t h e gra ss so Ne d Went b a ck t o se e w,
h a t it wa s .

He fo und th a t i t w a s a l ittle sn ak e an d it d i dn t s ee m to ,
’

’
lik e Ro v er s b ark i n g v ery w e l l fo r i t w a s s ayin g s s s s s s ,
- - - - -
.

N e d s a w th at i t w a s o nly a l itt l e garter s n ake an d kn e w ,

th at it w oul d d o n o h a rm s o h e c o ax e d Rov er a w ay fro m ,

i t an d th ey w e nt on Nex t h e sa w s o me o l d she ep r estin g

, .

un d er th e tre e s an d h e w a sn t go in g t o p ay any at t enti on

,
’

t o th em b ut all at on c e h e h e ar d a fai n t li t tl e s ound so me

,

“
th in g li ke t h is a a i a a a a ,
O h I kno w w h at th a t i s
- - - -
.
, ,

“
h e s ai d . Th er e a re s ame l ittl e l amb s w ith th e o l d sh e ep .

I w a n t t o s ee th em '
S o h e w e nt an d t alk ed t o t h e li t tle
.

l amb s a wh i l e a n d it s oun de d j ust like th ey w er e try i n g

,
.

t o t a l k to h i m w h e n th ey sa i d a a a -a a a
,
Th i s le tter ,
- - - -
.

w h i ch I a m w rit i n g o n th e b o a rd s ays j ust w h a t th e lit tl e ,

la mb s a i d Wh a t w a s i t '
.
~

T h e st ory c a n b e c on ti nue d an d elab or ate d a s m uch a s th e

te a ch er d es i res to intr o du c e o th er s o unds t h es e usuall y
, ,

b e in g a ss o ci a t e d in s o me such w a y as th e fo l l ow in g 'b B ess -

,

the c o w d d ov e g th e fro g s ound z - b e e hum h th e tr i e d

,
-
, , , . , ,

sound i N e d try in g to s '

.
-
ue al a s t h e lit tl e p i g d i d e -w h at ,

th e d ea f o l d l a d y k ept s a y in g u -tr yin t o l ift s om ethin g ,

cr

12
very h e avy ,
w h -b l o w
l i gh t sh -hus h so u n d o don t
o-
u t , ,
-
’

touc h m to p
,
-
spi n n in g c getti n g fish b on e o ut of thr o a t
-
,
‘

p p u ff s o u n d w w in d b lo w in g e h s ne e z e T h e use of th ese
- - -
.
,

re semb l an ce s is m erely temp o r a ry a i d I n a very sh ort .

t ime -th ey n e e d n ot b e referred to at all and th e dril l o n ,

sounds b e give n b y simply say i n g w h at do es 1 s ay 'W h at '

,

do e s m s ay' 2 et c .u sin g the n am e of th e l ette r

.
,
In th is w a y .

th e ch i l dr en l e arn th e na m es o f th e letters at the s am e .

tim e h e is givin g th e s o un d a n d i t i s one w a y o f te a ch in g

th e a l phab et w h i ch s om e fond p aren t is al w ays so afr ai d
,

w e pr imary te a che r s ne ver w i ll te a ch .

As so on a s th e v ow el a i s l e arne d w ith such cons 0 1 ,

ants a s s l m n b d f h th e te a ch er sho ul d b e gin b ui l d

, , , , , , , ,

in g th es e i nt o fa mi l i e s T h is w i ll imme dia t ely g i v e t h e

.

ch i l d a gre a tl y in cre as e d v o c ab u l ary

'
Th es e fa mi l i e s ar e g i ven a t th e c l os e of th e b o o k ) .

Th e l as t h a l f o f the fir st ye ar th e te a ch er b e g i n s us in g
d ia criti c al m arks Th e chi l dren do very l itt l e m arkin g
. .

At th e b e ginnin g o f t h e se c on d ye ar the f o l l o wm g ,

simple and m or e c o mm o n rules for m arkin g are tau gh t By .

th e en d o f th e se co nd ye ar a ch ild sh o u l d b e ab l e t o app l y
a ny o f the se ru l es an d mark th e w ord U nphon e ti c w ords .
,

in w h i ch unfortun at ely our lan gua g e ab ounds are tau g h t

, , ,

“ '
an d usu a ll y referre d to as run a w a y w ords b e c ause - -
,

they do n ot m ind th e rule The se as w e l l a s ' uite a n u m.

,

b er o f oth er commo n w ords ar e l e arne d a s s i ght w o rds , ,

w ord s to b e le arn ed b y si gh t w ith out re g ard to d ia criti c a l ,

markin gs or to ru l e s .

13
 Ru l e s 'o r M a r k in g .

I O ne v o w e l i n th e w or d an d i t i s n o t a t t h e l as t '
m ark i t sh or t —n e st
,
.

I I On e v o w e l i n th e w ord , an d i t i s a t t h e l as t 'm ar k
i t lon g —sh e
.

I I T wo o r m or e v o w els i n th e w or d 'm a r k th e fi rst

on e lo n g 't h e la st on es silen t —c ake
.

I V D oub le c on so n a nt s 'l as t i s si le n t
. .
'
Ch i ldre n s ay
si l ent 'b o th s oun d a li k e ) b ell .

V . t b e fore ch i s silen t—c a t c h .

V I E ffec t of r upon v o wels ar ar u r

.
, , , ,
ir , or ,

'C h ildren say a b efo re r a or e b e fo re r er ) , , , ,

.

VI I . i lo n —
g b efore gh gh —
silen t hi gh .

VI I I .
9 b efore e i y , , , cen t , ci t y , cycle .

IX . g b efore e i y general ginger

, , , , , gypsy .

X . a b efore 11 , w, l ,
h a u l, la wn ,
w al k .

XI . In itia l k b efore 11 s il ent kni fe , .

XI I . In iti al w b efor e r si l e n t wr i n g ,
.

'

XIII . In i ti a l y is al w a ys a c o n so n a n t .
'
No e xc e p

t i on s ) .

Y IV . 11 b efore k s o un d dr i nk ,
.

S u gge sti o n s .

I .

The p ho ni c p e ri o d i s n ot a re a din g p eri o d .

h ave it s o w n p l a c e o n th e p ro gr am .
 'n o w ph oni c s th orou gh l y yo urse l f b efore t ryin g t o
te a ch i t .

D a ily dr i ll in ph on i cs sh oul d b e g i v en i n t h e firs t fe ur

g rade s .

M a t e r i a l Fo r T e a ch i n g Ph on ic s .

F or th e suc c essfu l t e a c hin g o f pho ni cs th e te a ch er ,

sh ou l d pr ov id e h erse l f w it h som e ma ter ia l b e si de s ch alk

a n d b l a c k b oard n o t on l y as a matter of i nterest t o th e
,

c h i l dren but a s a t im e saver fo r h erself Any o f th e foll

,
.

o w in g su g gest i on s may b e c arri e d o ut w ith l ar ge sh eets

o f man i l a p ape r w h i ch i s in expe n sive l i g ht to h a ndl e
, , ,

an d du r a b l e O nc e m a d e th ey m a y b e u se d o ve r an d ov e r
.
,

a ga i n .

I . M ak e a ch art of a ll th e so u nds use d .

II . M a ke a ch art of e '
uiv alen t sounds .

5
’
 I II . M a k e a c h art of b l ende d s ounds an d en din gs

whic h a re t o b e l e arne d as s i ght p h on o gr a ms .

I V M ak e a ch ar t o f e a ch fam ily
.

H av e th e ch art h e a de d b y a n a t tra ctive su gge st iv e p i c

ture Fo r ex am ple th e P err yp i ctur e of th e r o s e b re aste d
.
,

g r o s e b e ak c o ul d b e us e d fo r t h e in g fam il y w i th th e w ord
,

s in g b el o w th e p i ctur e an d t h e o t h er w o r ds in l ists A .

w inte r s cen e for o l d w ith th e su g ge stiv e w or d co l d l e adi n g

th e l ist .

V M ake ch art w i th c i r cle on i t Hav e so un ds ar oun d

. .

th e o uts i de also in s id e th e c ir cl e T hi s c a n b e us e d a s a
,
.
.

“ ' “ ' “
m e r r y g o ro un d dr ill
-
drop t h e h an dker ch i ef
,
-
fro -
,
' “ ' “
in t h e p ond ch i l dr en sk a t in g
,
or th e ti t t a t to e
,
- -

g am e O th e r uses w il l su gge st t h emse lv e s

. .

V I Ha v e a l l s oun ds prin t e d on se p ar at e c ar ds T he s
. .
e

sh ou l d b e o n c ard s ab out 4 x 6 j ust l a r g e e nou gh t o b e ,

h and l e d e as i l y .

VI I Ha ve ab out ten s oun d s p rin te d on

.
ca rds 1 0x 1 0 .

Th e se m ay b e c a l l e d ga r dens b oxe s e tc , ,
.

VI II F or se at w ork h av e s po o l b ox e s w ith a l l th e
.

s o und s in the m on e for e a c h ch ild ,

.

IX H av e b ox es w i t h fam il i es i n
.
,
an d c ons o n ant s
ne e d e d fo r bui l d in g th ese f a m i l i e s .

X Have cha rt j ust th e s iz e o f t 0 p of des k Acro ss

. .

th e to p h av e p aste d a b ri gh t l i tt l e pi ctur e su ch a s a flo w e r ,

fish app l e et c w ith th e n am e w ri tten b en e ath an d the

, ,
.
,

key s oun d or b l en de d soun d m ark e d In en v e l op e p a s t ed .

16
o n th e b a ck h av e w ords w ith correspo n din g sounds th ,

ch i l d p l a cin g e a c h w o rd b en e a t h th e w or d h avin g th e s ame

Th es e ch a rts ar e th e b est whe n

printe d w i th a rub b er
stamp i ng outfit ' co stin g an d w el l w ort h th at p ri c e
a s it c a n b e us e d for s o m any th in gs and in so m
,

any w ays ) .

Ho w ev er a rub b er p en w ou l d d o an d ev e n b l a ck cray o l as
, ,

coul d b e use d .

S u g g e st i on s For S o u n d , G a me s a nd D r i ll s .

By me an s of g ames an d th e ga me m ay b e o f th e si m p
,

l est char a cter i m a gin ab l e ph oni c s ca n be ma d e on e of th e

,

m ost interesti n g and p l e asurab l e o f a l l th e b e ginn i n g

s ch o o l w o rk Th e ch i l d n ee ds b ut a m ere su g ge stio n to
.

turn the m ost dry and form a l dri l l into a spirit e d an d e n

th u s ia s tic g am e T he re su l t th e te a ch er i s w orkin g fo r in
.
,

ei ther c a se i s se cure d mu c h more '

,
ui ck l y thr ou gh th e
p o w erfu l me dium of th e g a m e .

A te a c h er w il l b e surpr i se d to fi nd h o w many game s

sh e c an th in k of on c e she i s st arted E very se a son o f th e .

y e ar w i ll b rin g its o w n su g g esti ons a s w e ll as every h o li ,

d ay o r sp e ci al d ay U sua l l y th e simpl est one s are th e

.

b est B ut i n g i v m g work of any kind th e te a c h e r must

.
,
.

u n ders tan d th a t i t i s no t a l w ays n e ce ss a ry t o p l a y g am e s

to dri ll on w ork w h eth er it b e ph on i cs w or ds numb e rs

, , ,

or w h a t 'e t yo u r ch i l dr e n w o rk n o w and then k n-o w in

.
,

th a t i t i s w ork a n d th a t th ey must do it n o t b e c aus e th ey

, ,

do or d o n o t l i k e i t b ut simp l y b e c ause it i s w ork and a ll

,

mu s t w ork IVo r k d ev e l ops th e fa culties as n o thi n g e l s e

.
'

can givi n g th e l i tt l e o nes en duran ce pra cti c e p ersev e r

, , ,

an c e a n d trains th em a tr if l e p erh aps for th e w ork th ey

w i l l a l l h av e to fa ce a l i tt l e la te r D evi ce s are ne c es s a r y
.

17
a nd g o o d b ut d o n o t fo r ge t th a t i t i s ex tre me l y e a sy t o
,

us e to o m any of t h e m an d th a t a fte r al l t hey ar e onl y

de v i c e s 'ee p al wa ys i n m i n d th e r e sul ts t o b e a e c o m
.

p l ish e d an d alt h ou gh y o u wi l l ne e d a go o d m any de vi c e s

,

in a ye a r b e w ar e o f ove rd o in g th e mat t er T h e s e w hi ch
, .

I a m g i v i n g w ill d oub tl es s su g ge s t m any o t h ers t o y ou .

T e a ch er h o ld s up ca r ds o n wh i ch ar e pri nte d th e c on
sonan ts v o we ls or b l en d s oun ds o r p h on o gr ams Ch il d
, ,
.

re n so un d i n c o n c er t o r i n turn .

Te a c her soun d l e tter an d ch ildre n gi v e n ame o f l etter .

T e a ch er n am e th e l et t er an d ch il dren g iv e t h e s oun d .

T e a c h er gi v e s ound ch i ld f in ds soun d o n ch ar t
, .

T e a c h er s oun d s l etter th e ch i l d finds w ord

,

l ater i n b o o k s b e ginnin g w ith tha t l ette r .

C l a ss Ra c e . T he c ar d i s gi ven to th e pup il wh o s ays

th e s oun d first .

C a rds turn e d fa c e do w n o n tab l e T w o ch i l dren ta k e

.

t urn a b ou t in turni n g t h e m over O n e w h i ch s a ys th e

.

so un d first gets th e c ar d th e o n e w i n n in g w h o h a s th e
,

m o st ca rd s .

18
 Pla c e c ard s i n c h alk tra y T wo c h i ldre n are cho s en
.
. .

T e a ch er give s s ounds 'th e ch i ldr en t ry t o s e e w h i c h on e

c an b r i n g th e s oun d t o h er first .

H old up th e ca rds G ive a c h ild a rub b er b a l l a nd l e t

.

h im b oun c e it onc e fo r ev ery c orr ect soun d giv en I f h e .

mis ses th e bal l i s g i ven t o an othe r ch il d

,
.

E a ch ch i l d 1 s g i v en the na m e of th e s ound C hildren .

all stoo p ex c ep t th e on e ch o se n t o sho w th e c ard As th e .

ch ild r e c o gn i ze s th e printe d form of h is s ound h e s ay s ,

“
Her e i s f if f h appen s to b e th e le tt er an d s t a nd s
‘
,
’
,
.

Th e on e s wh o do n o t giv e c orre c t so un d ar e t a g ge d .

Chi l dren st an d i n c irc l e A car d i s g i ven to e a ch

.

c hi l d O ne ch i l d is ch o sen wh o h as no c ard He c alls a

. .

s ound a n d th e on e h o l din g th e c ard w i th th a t soun d o n i t

runs If he i s c a u ght b efo re re a ch in g hi s p l a c e i n th e c ircl e
.

a ga in th e on e w h o w a s i t ta ke s h is card a n d h e 1 11 turn
, , ,

b e c om e s it .

Te a ch e r sket ch a house ra pi d l y 0 11 th e b o ar d W rit e the

.

“
sounds in a l on g l in e a cro ss th e b oard an d say Her e i s a ,

sch o ol h ouse an d a lot of l i tt l e children c om in g to s ch oo l .

I f y ou th ink t h a t you kn o w th em a l l y ou m ay c o me and say

19
 goo d m orn i n g to t h e m Chi ld t ake s p o i nte r a n d s ays
.

“
G o o d m o rn i n g f Go o d mornin g h e t c '
,
'
T h i s i s a l w ay s , .

a f a v o r ite gam e )
‘

XI .

T e a ch er s k et ch b e an s t alk P u t so unds o n l e ave s a nd

.

s ay ,
“
W h o wi ll b e ' a ck an d c limb up th e b ean s t a l k '
.

S o m e ti mes a h o u s e i s sketc h e d a t th e t o p w h er e t h e h ar l t

est soun ds ar e wr i t t en Ch ild must t a k e o n e of t h es e b e

.

“ '
for e c om in g do w n I f h e f a ils t h e Gi an t
. h as h im ~
.

' An oth er fav o ri t e ) .

'I I .

Rel ay r a ce Chi l dre n stan d in tw o r o w s f a c in g b o ar d

. .

Th e s o un ds are w ritten o n th e b o ar d in tw o p erp en di cul ar

l i ne s a s o un d fo r e a ch pup i l in th e l in e Th e l e a d ers a re
,
.

'
g iv e n er as ers an d a t th e w e r d go run to t h e b o ar d , ,

er as e th e first s oun d an d h an d th e er a ser s to th e next o n e

i n lin e T h e l in e w h i ch fi nish es fir s t w i ns th e r a c e
.
,
.

' W a k ens th e m up if i nc l ine d t o b e sl o w s om e days )

,
.

XI I I .

S ketc hm an h oldin g b a l l o ons T h e b a l lo o ns m ay b e .

dra w n w ith c olo re d ch a l k A s oun d i s p l a ce d in e a ch

.

b a ll o on Ch il dre n b uy b al lo on b y s ay in g th e s ound
. .

XI V .

S ke tch sma l l h ous e at t o p of b o ar d W e c a l l it the .

'
\Vo n d e r Hous e Hav e l on g f l i ght of step s le a d in g t o
.

a nd fro m th e h o us e w it h s oun d s w ritte n o n ea ch step

,
.

Ch ildren cl i mb front ste p s go thro u gh the h ous e an d

, ,

d o wn th e b a ck s tep s After w ar ds e a c h c h il d wh o w e nt
.

throu gh th e h o use tel l s w h at h e sa w th ere .

20
sayi n g th e s oun d e a ch t i me h e push es .

D ra w l a dder on th e b o ard . S e e wh o can cl imb t he lad

d er th e fa ste st .

XVII .

S ket c h tre e w ith apple s o n i t a s o u n d w r i tten on e a c h

,

a pp l e . S e e wh o can p i ck al l th e app l es .

X VIII .

S ket ch fl o w ers g r o w in g a s oun d wr it ten for th e b lo s

,

som . Se e w h o c an ga th er th e lar ge s t

S ke tch
b a ske t of a p p l es a soun d,
e a ch ap pl e .

a n ap p l e fr om th e b ask et .

S k et ch grandp a dr iv in g t o to w n i n a b i g w a go n He .

i s br i n g i n g t o to wn a lo a d of apples ' Any thin g a p p r o p

.

ri ate to th e se ason ) A h ol e i n t h e en d of th e w a gon has

.

let som e app l es fa l l ou t S e e wh o c an pi ck up th es e apples

. .

21
 S k e tc h f en c e T wo o r t hr e e r o w s o f s o un ds w r itt e n
.

o n b o a rd s Se e wh o c a n ge t o v e r th e f en c e fi rs t
. .

S ke tc h b r o o k , w it h st e p p i n g st o ne s , o n w h ic h ar e t h e
'

so un d s S e e wh o c an ge t o v e r t h e b r o ok w i t h-ou t
.

t h e i r f ee t w e t .

X X II I .

D ra w ci r c l e o n b o ar d Cal l it a p o n d a n d t h e s oun d s
.
,

c h i ldr en sk a ti n g S e e wh o c a n n am e al l t h e c h i l d ren
. .

W ri t e s o unds i n l on g l in e a cro ss t h e b o ar d a l in e ,
w it h
t o d i vi d e t h e m i n t o tw o e '
u al p ar ts Ch i l d s t a r ts a t e a c h .

en d e ra s e s s oun d a s h e g i v e s i t a n d t r i e s t o s e e w h i c h o n e
, ,

W 1 11 ge t p a st t h e d ivi di n g l i n e fi r st .

XXV .

S evera l c h il dre n a re c all e d to f ro n t o f l i n e a nd a r e ,

g i v en c ar d s t h e o t h er c h il dre n ob s e r v i n g w h i ch s oun d is
,

g i v e n t o e a c h c h i ld T h e n th e c ar d s a r e h i dd e n an d th e
-
.

c h i l dren i n t h e l i n e t e ll fr o m m e m or y wh at s o un d e a c h
‘

I w an t r ' If '
“
c h i l d h as b y s ay i n g
, ,
ohn ohn h as t h i s
,
.

s oun d h e h an d s it t o t h e o n e w h o a s k e d for it b ut i f n o t
, , ,

h e s h o w s h i s c a rd g i v e s t h e c orre ct so und a n d ke ep s i t
, ,
.

XX V I .

O n e c h i l d s t ep s to fro n t o f lin e t urn s h i s b a c k t o t h e ,

22
ch art an d cl o se s h is eyes w h i l e an oth er chi ld ch o ose s a
,

s o un d fro m th e ch a rt T h e firs t ch i ld the n tu rn s p o i nt s

.
,

t o a s oun d an d s a ys “
,
Wa s i t k '
I f n o t c orre c t t h e ch il d
.
,
“ '
r en i n l i ne s ay ,
No i t w a s n o t k
,
C ontinu e un ti l t h e .

ri g h t s o u n d i s gue sse d .

X XV I I .

Hav e b uck ey e ' or any s mal l o b j e ct ) sus pen d e d o n

str i n g f r o m to p of b o ard S e e wh o c an s ay all t h e soun d s
.

w h i l e t h e b u c k ey e i s s w i n g i n g '
T h i s i s us e d fo r a l l k i n d s
.

o f d ri l l s an d s e em s t o b e ev e r n e w ) .

XXV I I I .

Sket ch a ' a c k Ho rn e r p i e Pu t i n p le nt y o f p lu m s
.

' “
soun d s ) S e e wh o c an s ti ck in h i s t h u m b an d p ull o u t a
“
a plu m I f a ch i l d c an ge t th e m al l h e m ay a d d O w h a t
.
,

a g o o d b oy a m I .

XXIX .

D ra w a l ar g e c i r cle o n th e f l o o r T h i s i s th e f ro g p o nd . .

I n th e c en t e r dra w a r o c k 0 11 w h i ch i s w r i t t e n o ne o f t he
“ '
fam ily k ey s l i k e al l
,
Th e ch i ldr en h av e th e c ar ds w it h
.

t h e so un ds on th e m T h e ch i l dre n wh o h av e s o u n ds wh i c h
.

w i ll m a ke a w or d w i th al l j ump i n t urn o n t h e ro c k '

, , ,

g i ve th eir w ord an d h o p o ut i n t o th e p on d Th e y l i k e .
'
th i s g a m e )
.

C h ildren ar e giv en th e c ard s w i th th e so u nd s on the m

On e ch il d i s g i ven a fam i ly s o un d T h en sh e c alls fo r a ll .

t h e ch i l dre n in h e r fa mi ly T h e o n e s h o l din g s o un d s
.
,

w h i ch w ill make a w or d w i th th e k ey sh e h ol ds c o m e a n d ,

s t an d b e s i d e h er
23
 XXX I .

D ra w a cl o th e s li n e I I a n g cl o th e s o n l i n e b y w r i t i n g
.

p h on i c s s oun d s on it W h o c a n ta k e al l th e cl o t h e s off t h e
.

lin e.

XXX I I .

S k et c h h ou s e s o n th e b o ar d W r i te a fam il y i n e a c h
.

h o us e Ch i l dre n ch o o s e a h o us e a nd e a ch o n e t ri e s t o s ee
.
,

h o w l a r g e a fa m ily h e c an ge t i n h i s h ous e .

S u gg e sti o n s f o r S e a t W o r k t o F o ll o w P h o n i c s ,

O n e o f th e p ro b l e m s w h i ch c o n fr on t s th e pr im ary
t e a c h er un de r c on d i t i on s w h er e sh e mus t h e ar a cl as s a n d
h av e an o th e r a t th ei r s e ats i s W h a t sh a ll I g i v e fo r s e a t
“ '

'
w o rk . All s e a t w o r k th a t s i mply ke ep s th e c h il d b u sy
at p l a y i s v a lu el e ss S e a t w o r k sh ou l d i m p res s fa c ts fr o m
,
.

pr ev i ou s l e ss on s 'i t s h oul d te a ch th e ch il d t o us e h i s .

h a n d s 'it sh o ul d d ev e l op o r i g in a l ity 'it sh oul d d e v el o p

i ma g in a ti on an d a c cur a cy W o r k do n e at th e s e a t s h o ws
.

“
h is c omp r eh ens i o n o f a s ub j e c t V ar i e ty i s th e sp i c e o f
.

'
l i f e h er e a s w e ll a s ev eryw h e r e i n s c h o o l w ork In t h e
, ,
.

foll o w i n g su g ge s t i on s I h av e k ep t a s far a w ay a s p os s i b l e
fr om t h e o l d ol d an d gen er ally ov er wo rk e d i d e a s o f w r it
“
-

'
,

in g a n d dra w in g T h ey h a v e th e i r pl a c e b u t t o o mu c h ,

w rit in g p ro du c e s ey e s t r ai n an d a n erv e str a i n th a t i s un

b eli ev ab l e unl ess y o u h av e wa t ch e d for i t N o m atter h o w .

a ll ur i n g y our m ate r i a l a t first d o n o t us e i t d ay a fter day

, ,

b ut le av e i t w h i l e i t i s st ill inter e st i n g an d ch i l dr en w ill

,

g re e t i t a s an o l d fr i e n d w h en i ntr o du c e d a ga i n .

S u gge sti o n s fo r S e a t W or k t o F o ll o w P h o n ics .

I
Pla c e s oun ds fr om ph on i c b o x j us t a s th ey are o n
c h a rt
24
 M a k e c ir cle o f l en ti l s p e gs c o rn s e e d s o n e i nc h
, , , ,

l en gt h s of b r i gh t c ol ored y arn and pla c e s ound s f r o m

, ,

ph o n i c b o x a s th ey a r e o n th e c i r cle ch ar t .

'a y l a dde r p e gs or c o lo re d
o f to o th picks . Pla c e
soun d s on c har t on th e l att er
IV .

M a k e b aske t of l entils . F i ll wi th a l l the soun d s yo u

kno w i n y o u r b o x .

V .

M a k e h o u s es w ith c o l o re d p e gs
Fr o m fa mi l y ph o n ic .

b ox pu t a d i ffe rent fa mi l y i n ev ery h ous e

, .

Pl a c e th e o o k fa m i l y fro m yo ur b o x j us t as th e o o k
f a mi l y on th e ch art i s pl a c ed ' T h i s c an b e do n e w i th a ll
.

t h e f a m i l ie s )
.

W ith c ray ol a dra w b e a n stalk . Put s ound on e v ery

le af .

VII I .

Dra w aroun d y o ur h a n d a n d p u t a s o un d in e ach

f in ger .

th i s st a r a nd pu t a s oun d i n ev ery pr i nt .

'Te a ch er sh oul d h av e a g re at nu mb er o f p at t ern s t o b e

u se d i n t hi s w a y ) .

X .

T e a ch er w ri te th e s o un d s . Ch il dre n outline w i th seeds ,

p e g s o r l en tils .

25
 Hav e p i ctur e o f c om m on a n i m a l s i n sp o o l b o x C h i l d
.

r e n lay un de r e a ch p i ctur e fro m p h on i c b o x t h e f i rs t

,

s oun d .

XI I .

T e a ch er g iv e e a ch ch il d p att ern fo r a l ar g e sh o e w h ic h
t he y m ar k a r oun d an d th e n cu t out T h e s ou n d s ar e t h e n
.

w rit ten o n it an d t h es e a r e th e chi ldren o f th e ol d w o m an

,

w h o l i v e d i n a sh o e
.

XIII .

Te a ch e r w ri t e w i t h c ol or ed crayo l a th e soun d s an d t h e
c h i l dr en o u t th e s e o ut
.

G i v e the ch i ldren p a ge s o f w or n ou t b o o k s or p art s of

n e ws pa p ers i f th e pr i nt i s l ar ge en o u gh a n d h av e th e m u n
,

d e r l in e b l en d s oun d s o r fam i l i es .

XV .

Ha v e so un ds w rit t e n an d h av e c h il dr en p ri c k th e m .

XVI .

H av e ch art w it h c o l ore d p i cture s of fru i t o r flo w er s

' fr o m se e d c at al o g u e s ) w i t h th e na m e w r itt en un de r e a ch
on e a n d a b len d o f a v o w e l or fa m ily s ou n d m ar k e d in
e a c h w ork Chi ldre n t ak e s om e s ound s fr o m the ir p h o n ic
.

b o x lat e r tell in g t h e t e a ch er t o wh i ch fru it i t b el o n g s

,
.

XVI I .

Pr ovi d e e a c h c h il d w it h d e sk ch art m a d e o f m an il a
,

26
in e a ch Wor d O n th e b a c k of e a c h ch ar t i s an enve l ope
.

c ont a in in g w ords w ith th e sam e s oun ds Chil dre n p l a ce

.

c orr e sp o ndin g s ound s i n sa m e l is t .

'i st of

Th e l ist 1 s m a de up o f w ords li kely t o fo und

prim er o r first re a der .

b ack

th i nk

sp an
 m i gh t
gr an d

tw in

Fr e d
s t al l