While oral spelling aids the "ear-minded" pupil and gives variety in the
recitation, written spelling should predominate for the reasons that (1)
in practical life, spelling is used almost wholly in expressing thought
in writing; (2) the eye and hand should be trained equally with the ear.
It is often true that good oral spellers will fail in writing the same
words for want of practice. (3) In the written recitation each pupil can
spell a greater number of words and in less time than is possible in
oral spelling.
SEAT WORK
1. Distribute pages from magazines or old readers and let pupils
underline words beginning with a certain consonant (the one being
taught). If different colored pencils are used, the same pages can be
used a number of times. When the "m" sound is being taught let all words
beginning with that sound be marked with black; at another seat work
period, words beginning with "b" are marked with "green;" and again,
words beginning with "f" sound are marked with blue pencils, etc.
Underline digraphs, blended consonants, and phonograms.
2. The teacher writes a phonogram on the board and below it all the
consonant sounds from which words may be built.
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