Only such help
should be given, as will enable the pupil to help himself.
"Ball," "red" and "cup" now become type words with which "b" "r" and "c"
are associated respectively, and from which the pupil gets his "cue" if
he fails to give the sound of the letter at sight. Thus all the
consonants are taught, from suitable sight words which the child has
already learned. They need not however, be the ones given here,--for "b"
it may be "baby," "ball," "boy," or "box," but let it be a word familiar
to the class and easily remembered. For "d" it may be "doll," "day," or
"dog;" for "y", "you", "yellow", etc.
The teacher should previously go through the text and select the words
she wishes to use as type words in teaching the consonant sounds.
3. _First Steps in Writing and Spelling._
As each consonant sound is taught its written form may be learned. On
rough manila paper, using waxed crayons, make copies of the letters
about two inches in height, for each pupil. At his desk the child traces
with his fore finger, going over the smooth path again and again--thus
developing psycho-motor co-ordination. Each time the letter is traced,
the pupil sounds it softly, and as soon as he is sure of the form, runs
to the board and writes it.
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