The writing at first may be entirely at the blackboard, where the
teacher's copy may be reproduced. For the slower ones who have
difficulty with the form, a good practice is to "write it in the air,"
the pupil pointing with index finger and following the teacher as she
writes, also tracing the teacher's copy with pointer, using free, rapid
movement. (Tracing with crayon or pencil tends to slow, cramped writing,
and should not be encouraged.) Thus when the forms of the letters are
learned and associated with the sound, the pupils are able to write
phonetic words from dictation as well as to "spell by sound."
4. _Consonant Drill._
(1) With a rubber pen, a set of type, or with black crayola, and
cardboard, a set of consonant cards may be made, one for each sound. On
one side of the card is written or printed the type word with the
consonant sound below; on the other side, the consonant alone, thus:
-------- -----
|b all | | b |
|b | | B |
-------- -----
The number of cards will increase each day as new sounds are learned.
Rapid daily drill with these cards is most valuable in associating
instantly the sound with its symbol and should be continued until every
child knows every sound.
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