Catherine T. Bryce

“ Bo-peep they will they’ll
leave
home can not can’t
107
Little Bo-peep has lost her sheep,
And can’t tell where to find them;
Leave them alone and they’ll come home,
And bring their tails behind them. ”

“ Never require a pupil to study the spelling of a word until he has heard it properly pronounced and knows the meaning.
2. Have the pupils read the words, pronouncing each correctly. The children may give original sentences, using any unusual word.
3. Pupils pronounce and spell each word orally.
4. Ask what letters are found in every word. Teach the [xv] children to call the common part the “family name” of the word and to spell it as a unit, as, “sun—spell, s-un.”
5. Tell the children to look at the list of words and choose the hardest. ”

“ The teaching of spelling must be done from a spelling book in the hands of the children, since the individual teacher does not have the time to prepare lists of words which will produce as good results as the lists given in a spelling book, the selection and preparation of which are the result of years of special observation and testing. ”

“ Call the alphabet on page 1 of the child’s book the keys of a typewriter. Have the children spell words, touching the letters as the letter keys. Dictate as follows: “Write at on your typewriter.” The pupils touch a and t as they spell aloud. Then dictate cat, bat, hat. Use phonetic words or words made of letters near together in the alphabet. The object of the exercise is to find quickly the place of each letter in the alphabet, as well as to give the ability to quickly recognize the letters. ”

“ As every error creates a tendency, and if repeated quickly establishes a habit, it is important that the correct spelling of words be taught before children have occasion to write them. Every worth-while test and investigation shows the most common and most useful words in our language to be the words used early by children. ”

“ In the first grade the child should be taught to spell his own name. In the second grade he should be taught the most common names of other children in the room, the name of the teacher, of the city or town, and of the state. ”

“ All children do not learn spelling equally well in the same way. Some are sense-organ learners, while others are largely motor-organ learners. Most children are both. In all cases the order of seeing words, hearing them pronounced, pronouncing them, spelling them aloud, and then writing them, will be found to be most effective. ”

“ Oral spelling should always precede written spelling in the primary grades. Careful and distinct pronunciation by the child should always precede oral spelling. Children cannot be expected to spell correctly words that they cannot pronounce. ”

“ It is a review, an application of some of the words learned.
The first lesson, and perhaps a few others of the same kind, should be taught from the board, although it is better that each child should have a book before him.
A child reads the first sentence from the book. “Run to me.”
The teacher says, “I will write it on the board if you will spell the words. The children in the first row stand.”
Without waiting to be called upon by name the children spell the words in turn.
The teacher says, “Run begins with a capital letter because it is the first word in a sentence. ”

“ It must have a vocabulary selected and graded with such care that it will give the child the ability to spell correctly those words which he needs to use in his written work, and that it will also develop and broaden his vocabulary for his future needs. ”

“ Consonant Drills.
(a) Call a letter and have pupils give the sound.
(b) Sound a letter and have pupils give the name.
5. Written Work.
(a) Have pupils copy the alphabet in script from print.
(b) Have pupils write the alphabet from memory.
(c) Dictate the letters in any order and require the pupils to write them. Time the children in this exercise, encouraging them to write as rapidly as possible. ”

“ You must go to the earth.
[27]
Review of Sight Words
26
do going earth too said
27
want here would why children
28
large not lazy where were Review of Phonetic Words
29
(1) down (2) loud (3) drown (4) corn (5) how (6) loss
30
(1) get (2) soon (3) just (4) shine (5) born (6) now
31
(1) crust (2) behind (3) spell (4) car (5) did (6) draw
[28]
32
their
lost most
them
The lazy stars shook with fear. ”