Rules or Reasons for Sounds._
(The effect of the position of the letter upon its sound.)
_II. Effect of "r" Upon Vowels._
_III. Equivalents._
_IV. Teach Vowel Sounds Other Than Long and Short Sounds, by Analyzing
Known Words and Phonograms._
Pupils know the phonogram "ark," learned when the following list of
words was pronounced: bark, dark, hark, lark, mark, park, shark, etc.
Attention is now called to the long Italian "a" sound (two dots above)
and other lists pronounced; as, farm, barn, sharp, charm. Broad "a" (two
dots below) is taught by recalling the familiar phonogram "all" and the
series: ball, fall, call, tall, small, etc., pronounced. Also other
lists containing this sound: as, walk, salt, caught, chalk, haul, claw,
cause.
(The rules for sounds apply to the individual syllables in words of more
than one syllable as well as to monosyllables.)
HOW TO DISTINGUISH BETWEEN VOWELS AND CONSONANTS
Before the rules for the sounds are taken up, it will be necessary that
the pupils know how to distinguish the vowels from the consonants.
Have the vowels on the board, also lists of words, and drill on finding
the vowels in the lists.
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