5. _Blending._
When a number of consonant sounds are mastered, practice in blending may
begin. When the need arises--when words are met which begin with a
combination of consonants the blends are taught, e.g., bright--b,
r,--br, br ight, bright. f, l,--fl, fl ower, flower. Keep a separate set
of cards for these blends--and drill upon them as the list grows.
(br, pl, fl, sl, cr, gl, gr, bl, cl, fr, pr, st, tr, str, sp, sw, tw,
sk.)
gr ow dr aw pl ay
s ky sm all sl ay
fl ower cr ow st ay
st and cl ean fr ay
gl ass pr ay tr ay
br own sp in str ay
bl ue sw ing sl ow
st ore sl ack bl ow
tr ack dw arf gl ow
The teacher must pronounce the syllables that the children have, as yet,
no power to master, e.g., with the word "grow", (1) the children will
blend g and r, gr; (2) teacher pronounces "ow"; (3) children blend "gr"
and "ow" until they recognise "grow."
Teach also the digraphs sh, ch, th, wh, as they are met in the common
words in use: when, they, chick, etc.
sh eep ch ick wh at th at
sh ell ch ild wh en th is
sh y ch air wh y th ese
sh ore ch ill wh ere th ose
sh ine ch erry wh ich th ere
sh ow ch ildren th en th eir
sh e ch urch th ey th ey
sh all ch ase
sh ould ch est
III.
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