How to Teach Phonics | Page 3

to
teach the consonants in the order in which they occur in the alphabet,--it will depend
rather upon the occurrence in the primer of the words chosen for type words. Write the
word "cup." Pupils recognize it at once as a sight word, and pronounce. Rewrite it,
separating it thus, c up, and let the pupils make an effort to sound the parts alone. If they
fail, sound it for them asking them to repeat it after you. Proceed as with "ball" and "red,"
being sure that each one gives the sound correctly.
(1.) After teaching "c" say, "Who can find a word on the chart beginning with this
sound?" "In your books?" "on the blackboard?" the pupil sounding the letter as he points
to it.
(2) Say, "I'm thinking of another word beginning with "c." "It is something Grandpa uses
in walking." (Cane.) "I'm thinking of something sweet that you like to eat." (Cake)
(Candy) "Of the name of someone in this class." (Clara) (Carl) "A little yellow bird."
(Canary) "You think of a word beginning with that sound." "Another." "Another."

2. Begin At Once Applying Knowledge of the Sounds Learned.
As new words are met containing known sounds, the pupils should apply their knowledge
of phonics. For example, if the word "catch" appears, the pupils sound "c," the teacher
pronouncing "atch" underlining that part of the word as she tells it,--the pupil puts these
sounds together and discovers the new word for himself. If the new word is "cab," the
only help from the teacher is the short sound of "a". This given the pupil sounds "a" and
"b" slowly; then faster, until the result of the blended sounds is "ab." Combine "c" with
"ab" in the same manner until by the blending of the sounds the word is recognized. Only
such help should be given, as will enable the pupil to help himself.
"Ball," "red" and "cup" now become type words with which "b" "r" and "c" are associated
respectively, and from which the pupil gets his "cue" if he fails to give the sound of the
letter at sight. Thus all the consonants are taught, from suitable sight words which the
child has already learned. They need not however, be the ones given here,--for "b" it may
be "baby," "ball," "boy," or "box," but let it be a word familiar to the class and easily
remembered. For "d" it may be "doll," "day," or "dog;" for "y", "you", "yellow", etc.
The teacher should previously go through the text and select the words she wishes to use
as type words in teaching the consonant sounds.
3. First Steps in Writing and Spelling.
As each consonant sound is taught its written form may be learned. On rough manila
paper, using waxed crayons, make copies of the letters about two inches in height, for
each pupil. At his desk the child traces with his fore finger, going over the smooth path
again and again--thus developing psycho-motor co-ordination. Each time the letter is
traced, the pupil sounds it softly, and as soon as he is sure of the form, runs to the board
and writes it.
The writing at first may be entirely at the blackboard, where the teacher's copy may be
reproduced. For the slower ones who have difficulty with the form, a good practice is to
"write it in the air," the pupil pointing with index finger and following the teacher as she
writes, also tracing the teacher's copy with pointer, using free, rapid movement. (Tracing
with crayon or pencil tends to slow, cramped writing, and should not be encouraged.)
Thus when the forms of the letters are learned and associated with the sound, the pupils
are able to write phonetic words from dictation as well as to "spell by sound."
4. Consonant Drill.
(1) With a rubber pen, a set of type, or with black crayola, and cardboard, a set of
consonant cards may be made, one for each sound. On one side of the card is written or
printed the type word with the consonant sound below; on the other side, the consonant
alone, thus:
-------- ----- |b all | | b | |b | | B | -------- -----
The number of cards will increase each day as new sounds are learned. Rapid daily drill

with these cards is most valuable in associating instantly the sound with its symbol and
should be continued until every child knows every sound. After the analysis the side of
the card containing only the consonant should be used for the drill. But if the pupil fails
to give the right sound, or is unable to give any sound at all, the card should be reversed
and he readily gets the right sound from the word.
Other devices for teaching the consonants