Pupils write the entire
words.
3. Phonograms are written on the board; pupils supply consonants and
write out the words.
4. Have a number of phonograms and three or four sets of consonants in
envelopes. Give an envelope to each child and let him build the words on
his desk. Duplicate copies can be made on a hectograph, one set for each
lesson; then if one envelope from each set is preserved, those
miscellaneous lessons can be used in review for a long time, each child
using a different set each time.
5. Write on the board lists of words ending in various phonograms and
let the children re-write them, arranging in columns according to
phonograms.
6. Write families from memory.
GENERAL SUGGESTIONS
1. At least two daily periods should be given to phonics. The first
lessons will be short, but after some advance has been made, ten to
fifteen minutes should be given.
2. As far as possible let the words for phonic drill be those that will
occur in the new reading lessons.
3. Constantly review all familiar sounds, phonograms, digraphs, blends,
etc., when met in new words, and so teach pupils to apply their
knowledge of phonics.
4. Teaching them to "pantomime" the sounds--representing them mutely by
movement of the lips, tongue and palate, will aid them in silent study
at their seats.
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