1. hobbies and interests
2. reading

How
A
Teach
to
FOR
MANUAL
Reading
TEACHERS
RIVERSIDE
THE
USING
READERS
BY
JENKINS
FRANCES
Supervisor of Elementary
Decatur,
BOSTON
HOUGHTON
NEW
Illinois
VORK
MIFFLIN
Grades
CHICAGO
COMPANY
i"'
v^'r
CONTENTS
I. Characteristics
II. General
The
of
Readers
Riverside
c
.
.
Suggestions
i
7
words
basis for reading
How
of
drill
a drill
Types
recognized
to plan
How
to conduct a readinglesson
a readinglesson
plementary
Supreading Seat work related to reading
Rate of reading
Trainingin the use of speechorgans
oral
Expressive
reading Silent readingand study lessons
The lower-grade
The
pupilv/ho does not learn to read
who
read.
cannot
pupil
upper-grade
Thought
How
"
as
a
"
to conduct
"
"
are
How
"
"
"
"
"
"
"
"
"
III. Teaching
The
Riverside
Primer
for each story group
groups for drill.
Plans
IV. Teaching
Plans
groups
V. Teaching
The
First
Riverside
for each
story group
24
Lists of words
"
word
Reader
Lists of words
"
and
65
and
word
for drill.
The
Types of
Second
Riverside
lessons
Reader
75
....
tional
Poems, the short story, the informa-
"
lesson,the dramatization, the long story
lesson plans
Lists of words for drill.
"
trative
Illus-
"
VI. Teaching
The
Riverside
Types of lessons
"
Third
Reader
88
Illustrative
lesson plans" Listsof words
for drill.
VII. Teaching
the
Upper
COPYRIGHT,
ALL
Grade
I913,
RIGHTS
BY
Readers
FRANCES
JENKINS
RESERVED
.^^
"CI.A35:l64'd[
94
HOW
TO
READING
TEACH
I. CHARACTERISTICS
OF
RIVERSIDE
THE
READERS
THE
is
Reading
main
the
belief
the
that
the
besides
beginner,
rhyme,
the
dolly
appreciative
approach
attention
upon
Unless
he
lessons
to
New
to
becomes
it is
offer
him
of
the
in
that
and
game
of
the
home,
worlds
community
and
to
about
world;
loving thoughts
nature
a
is written
information
find
as
give delight
may
much
should
the
Primer
ever-expanding
drum,
central
of his
choice
a
to
vary
lacks
Primer
are
so
to
make
a
matter
of approaches
her
in the
it really
makes
Riverside
easy
absorbed
lesson
work
as
him
;
to
desires,
needs,
own
the
focus
must
helping
thought,
seriously
which
an
lesson
reading
a
interest, the
in the
opportunity
year
the
expression
value, that
life that
reading
child
and
the
of this inherent
lessons
first
well
as
him.
The
an
Riverside
in his
the
glimpses
surrounding
thought
The
furnishing
first book
very
delights,
greatest
very
interesting things
many
his
mankind's
information.
of
source
with
of
one
PRIMER
RIVERSIDE
that
so
lesson.
lessons
approach
the
that
are
because
is of greatest
closely related
worthy
in the
interests.
thought
reading
a
find
or
which
child's
The
; many
has
teacher
reviewed,
child
to
an
from
or
year.
ideas,
or
reorganization
of all informational
reading.
the
and
intense
curiosity
eager
of familiar
This
primer
observation
ideas, form
takes
aroused
the
basis
advantage
during
of
the
beginning school work,
a
group
of his
TEACH
TO
HOV/
own
when
READING
for the first time
ready
age
hear
to
the child finds
appreciativelyof
his
and
Simple facts of his nature
community
worlds, poetic interpretationsof facts already familiar, are
be worth while from the
given, that his reading material may
find in his primer lessons
thought standpoint, that he may
observations.
opportunity to share his observations,which is always
to further thought.
a stimulus
work
is a fundamental
Word
part of all reading, but the
is unique in its treatment
Riverside
Primer
of the work with
words.
It providesfor the individual differencesof children,
learn, a complete
giving a fundamental
vocabulary which all must
another
for all of which
vocabulary
held.
This
only
the
strongest pupilsare
distinction
permits the slower pupils to have the
stimulus of stronger pupilsin the group,
while at the same
time
the stronger pupils have ample work
to keep them
busy ; thus
with the need for making distinct groups
of slow
doing away
certain words
for which
the first there are
the
pupils. From
which
slow pupil may
be held, certain sentences
he can
read
with
little help.
Context
relation is recognizedas
recognition.The
this primer
the
This
no
are
important
factor in word
expressionsand the simple style of
text;
strong aids in gettingwords through the connatural
sentence
importance
says
what
of the context
are
meaningless repetitions
unit, every
an
review
lesson has
child would
a
it
expect
to
say.
is carefully
guarded also in that
used.
some
Each
especialcharm.
first the pupil is kept alive in thought;
force of
lesson is
so
that
the
a
literary
From
the
compelling
thought helps him in his word mastery.
Repetition is amply provided for,words of the fundamental
and over
vocabulary especiallybeing used over
again. Slow
pupils are not held for a word until the page is reached where
the word
is used
most
frequently.
2
drill with
Phonic
reached
the
of imitative
use
play,are
related
to
girl,no,
the child's
yes;
dearly loves
so
may
begin
to
simpler words
the
words,
common
list of words
a
These
to
supplementary
use
to
the words
are
work
am,
adapted
frequently in supplementary readers,
most
children
delightfulby
babble-bubble.
colorless
language work.
early writing and
used
but
comprising
you;
is
mother, baby, boy,
/a^/ier,
experience,
own
the necessary
and, by, when,
the
child
the
vocabulary contains
fundamental
The
119) ; made
tinkle,buzz, cluck, woo-00,
met:
phonograms
"
hunger for sound, his delight in voice-
his
in which
repeat and
50, 51,
which
words
and
vocabulary; recognized in
fundamental
rhymes (seepp.
with
the work
simpler sounds
the
the
through
READERS
RIVERSIDE
OF
CHARACTERISTICS
that
so
the
early in
very
the year.
Expressive reading is
a
outgrowth of the
natural
of the
use
thought presented,the short,
childlike sentences, the varied style,the natural vocabulary,
all help in gettinggood expression.Emphasis upon
expression
is given in the frequent use of action words and imitative words.
read monotonously,
child can
What
Come, Kitty, Kitty
said the littlebird
(p.45)?
(p. 13), or, "'Tweet, tweet!
Riverside
of
wealth
The
Primer.
"
"
"
'
activitiesas
Varied
reading lessons
have
Primer.
Riverside
received
Action
sung,
are
or
games
which
with which
careful
and
dramatization
be
may
rhythmic
appear
way
carries added
reading lesson,gives greater value
involved
in
the
mastering the difficulties;
activity provided
means
makes
to
be
may
into the
a
a
to
worthy end.
interest
the hard
effort in
interestingreview
3
be
may
given. Many
ting.
cutor
by drawing, coloring,
movements
Every activityutilized in this
thought is thus made
frequently.
which
played, rhymes
of the lessons lead to illustration
in their
call for movement
sentences
and
interpretation
; dialogue
There
outgrowth of the
attention in planning the
accompaniment
the
The
work
work
gettingthe
wealth
an
of
easy
TO
TEACH
the lesson read
to-day
HOW
matter
:
again as
be read
may
a
a
read all the lessons
desirable
of
a
story
ened
providesfor using an awakfrom
it. Repetition
get the most
long enough to
is thus provided for naturallyat
becomes
a
of lessons
interest
Review
read first as
lesson
next
dramatization.
serial arrangement
The
be read
dialogue may
a
as
illustrating
; the
of
for the sake
week
READING
series
interest isintense.
the time when
occupation; for it is natural to
together after each has been read
separately.
subordinate
Method, although carefullyprovided for,is made
of material.
to literaryqualityand richness and suggestiveness
There
are
of
ways
many
helping
children
printedword with the spoken word. The
method
in confining teachers to any one
to
There
read.
are
many
others each
of
methods
outlines
on
bad.
becomes
used
teaching reading,such
the last pages
as
do
believe
of them
the exclusion
combine
the
not
teaching children
most
to
readers
These
in
and
methods
something good in them, but when
authors
the
connect
to
all the
phonic
method
of Primer, First, Second, and
have
of all
good
(see
Third
of approach through nursery
rhymes
Readers), the method
(seePrimer, pp. 30, 32, 86, 88, 90; First Reader, pp. 8, 12, etc.),
the story approach (see Story Groups, Primer, p. 2; First
(see
Reader, p. 2), the approach through action sentences
(see the beautiful and
Primer, pp. 57, 93), the picturemethod
picturesthroughout the series),the experiencemethod
(seePrimer, pp. 31, 33, 35, 80). This manual has been prepared
in establishingtheir teaching of reading by
to help teachers
of the experience of other successful primary
making use
useful
teachers.
THE
The
Riverside
companionship
FIRST
RIVERSIDE
First Reader
found
READER
in its first lessons
in books
4
and
the
recognizesthe
pride
of
the
small
CHARACTERISTICS
Sometimes
''
reader.
I read
(pp.9,
ff.)and
13
which
poems
bring in
stories
"
portray
"
Toilers
"
appeals
riddles
are
review, a
while
I want
What
and
the
lands
used.
which
they
the children will
love
of humor
poems
and
poems
well
may
will
stories
musical.
most
are
for silent
scattered
A
reading leading
appreciate the list of words
back
the weather-cock
but
folk- tales from
and
valuable
models
other
other
in themselves,
for dramatizations
stories read.
Children's
the
the
throughout, while
observation.
nonsense
lessons
nature
are
given
teacher
The
requiringspecialdrill,
given at
will
the
of the book.
THE
RIVERSIDE
Like the other books
material
the
while
few informational
to
The
mysterious problem,
appreciationof
in the
help
"
"
up." Rhymes and
give the best type of
ideas already known,
given are
as
plan from
Gingerbread Boy
READER
many,
appear,
serve
as
occupiesthe greater
attractive stories as they are,
dramatizations
The
to
old
words.
be worth
Such
also
The
game.
illustrations
the
recall of
furnishes
world
nature
of stories about
SECOND
Reader.
steam-engine
and
The
I grow
repetitionof
to
the
such
discuss
to
the
on
long enough
animal
are
and
when
do
"
group
RIVERSIDE
part of the Second
! The
"
desire
based
view
new
THE
too
surroundings of
presented (pp.86-91) as
so
story
(pp. 42-47), with
appears
Hen
to
giving needed
The
a
repetitionelement,
the
to
basis for dramatization
charming dialogue (pp. 14-20). The
realistic. A
very
form
story. Sometimes
a
for
Little Red
The
them
making
the
me
rhymes
the
fit into
READERS
old
the game
companionship of
reads
Grandpa
story.'*The
a
RIVERSIDE
OF
of intrinsic
of the
THIRD
READER
series,the Third
interest,
graded carefullyso
abilityof third-gradechildren.
S
The
Reader
as
to
long story
presents
be within
is still the
TO
HOW
main
type
value
are
their
the
be
and
place,
child's
(p. 37)
The
"
and
Table
especially
own
"A
of
occasional
(p. 55),
"
A
there
are
activities
Song
of
helpful
in
the
and
"
(p. 104)
Consonant
formal
work.
unusual
"
(p. 90),
have
verses
with
dealing
poems
"
being
Sounds
in
portrayed
nonsense
relationships,
Flag
of
Politeness
dainty
many
and
Phonograms
strongly
in
Lesson
and
Our
are
poems
stories
short
qualities
Fanciful
others.
many
but
Ethical
given.
Truth
"Peasant
and
selection,
of
READING
TEACH
"
Mother
Our
among
these.
(p. 255)
will
II. GENERAL
THOUGHT
AS
experiences which
The
early reading. His
has
he
words
teacher
to
needs
realize their
68) and
p.
bird
"
the
"
Waited
The
involved
lessons
while
the veriest
(Primer,
the
read
thing
Cattell
fast
some
how
as
extent
important
thought
the
*
that
in
a
thought
ease
48), the
"
The
Cat
that
"
basis
reading
rests
in
that
can
shall
Manual
7
military
a
to
come
for Teachers,
twice
depends
his
him
to
words
p.
as
to
shows
task
of
master
itself determining
content
the
that
^
This
occurs.
"
announce.
promise
letter
78),
p.
Coming
read
enables
thought
master
is
the
ence
experi-
A
reader."
are
it
which
the
the
in which
child
of that
bill-boards
of
that
so
Circus
sound
tone
(Primer,
in context
the
he
"
The
ideas
new
emotional
enough
Marching
the
the
A
of the
and
the
difficulties.
enjoy
content
Laing, Reading:
to
(Primer,
p.
"
The
to
the
the
upon
words
which
"
care
is what
presented,
with
"
Chick
to
is strong
**
to
context
it is that
The
prosaic hen
Birds
Sometimes
Even
the
there
and
significancefor
that
words.
upon
reading with
the
found
isolated
3-17)
watchful
will
beginner
will have
has
Three
apparent
directly
in them.
(First Reader,
The
selected
of
experiences,
experiences, trying
Lost
"
for his
114-118).
give
incentive
normal
All
be
when
94)
p.
pp.
getting.
may
lead
"
these
The
The
Hen
to
pp.
regardless
will
to
experience
new
with
of these
'*
basis
the best
are
is interested
he
Red
(Primer,
is
had
the children.
to
to
READING
busy
most
attract
needs
a
alone,
"
"
child
in
parade
the
Little
kitten
FOR
are
them,
(First Reader,
the
reading
make
The
teacher
which
thoughts
closely related
Kittens
Three
BASIS
child has
a
importance
to
and
A
express
to
is
barnyard
SUGGESTIONS
157.
involved.
TO
HOW
"
in
New
words
the attention
The
.
.
.
the child
READING
best learned
are
that
context
a
TEACH
by hearing or seeingthem
their
suggests
and
meaning
their isolated
form
used
by focusing
not
sound
meaning.
best way
to get a reading vocabulary is just the way
words
gets his spoken vocabulary, by having the new
upon
or
environment
keep coming in a context
interestingand by trying to use them
or
is familiar
that
they will
as
and
his
serve
purposes."^
HOW
WORDS
Prompt recognitionof
We
in which
the way
learn
words
to
word
as
length of the word
The
the eye.
The
these.
seem
been
whole
a
and
important
the lower
than
half. The
we
of
may
makes
an
the arrangement
help to give it a general form by
recognized. Letters which extend above and
half of a
to aid in recognition.The
upper
is more
made
adults and
of letters in it
be
child recognizes
a
have
recognized by
are
ing.
readintelligent
by which
studies,however,
something from
appeal
is essential to
the processes
Valuable
word.
a
words
yet know
do not
RECOGNIZED
ARE
which
below
word
it may
the line
letter
or
first and
last
bles
sylla-
**
especiallyhelpful. The dominating
letters and syllablesin words and the dominating words
in a
the whole.
The
to
sentence
give individual character
eye
which
seizes on that in the given whole
gives it a distinctive
in
a
word
character."
Phonic
he
2
a
give him
m-e-n
sentence
1
2
helpfulwith
child may
a
key
to
get the word
may
sounds
a
also
analysisis most
By it alone
may
are
may
as.
The
get
a
men
give him
toy
was
a
new
a
largenumber
word,
or
of words.
the initial sounds
word
suggested by the context:
by phonic analysism-e-n
;
the
cue
to
the word
mended
e.g.,
or
in such
mended.
Huey, The Psychology and
Laing, Reading: A Manual
Pedagogy of Reading,
for Teachers, p. 129.
8
p.
the
348.
SUGGESTIONS
GENERAL
essentials
The
drill
of
need
minute
drill
periods
longer drill.
word
after
work
with
them
to
words,
wrong
Get
again
back
has
have
answer,
trouble.
Certain
Reader)
give
after
again
and
(see
words
trouble
for
children
know
word
the
to
1
pp.
In
a
immediately.
which
gives
Second
require special
and
time
is
gives
Riverside
in
for
time
child
a
sound
or
rapid
enough
longer
a
one
present
you
answer
81-182
long
a
as
When
right
tell the
class
the
know,
sounded.
be
to
they
than
more
time
gives
five-
Two
phonogram.
less
or
which
word
a
for
count
promptly
attend
to
half-second
a
word
if the
first will
at
work,
exceptions.
no
definite, rapid.
phonogram
or
recognize
needed
day
a
the
upon
(3) permitting
varied,
children
Train
word,
(i) focalization
are
short,
be
to
DRILL
A
attention,
(2) repetition with
Drills
CONDUCT
TO
HOW
attention.
Be
and
that
sure
sounds
consonant
First
128;
p.
Reader,
in
developed
Reader,
p.
254-256.)
pp.
make
and
of all
use
(See
lists.
the
phonograms
Second
Reader,
Push
toward
independence
many
ways,
128;
Primer,
Third
192;
p.
by
this
means.
Learn
In
drill
of
type
contain
no
words
adding
a
larger
class
a
with
difficulties.
get
lists
In
lesson, presenting
number
of well-known
how
from
or
to
fifty
to
drill
general
work
a
words.
to
hundred
which
words
on
number
one
rapidly.
one
of
groups
each
hold
always
but
learned
has
should
working
special
in
in
the
you
when
responses
new
until
minutes
two
drills
give
to
a
very
of
few
times,
HOW
TEACH
TO
OF
TYPES
1.
Words
blackboard, earh
times ; class
word
new
grouped
name
sound
or
children
two
or
20)
sound
written
clearlyon
appearing several
or
in
sound
turn
close class
; at
in concert.
points;calls
Teacher
6 to
near
points; pupils name
Teacher
DRILL
{from
elements
phonic
or
READING
all words
name
in turn;
pupils not
on
at
close
one
or
in list.
child
points;each child has a turn.
Child points; calls on one
pupil for three words in succession
if all are right,successful child takes his turn pointingand
calls for word;
Teacher
;
calling.
Child
out
sent
tries
to
of
word
guess
naming it;when
Child points; names
has
2.
; class
room
select
a
word
chosen, pointing to
he succeeds, another
three words
which
each
child is
he knows
and
word
sent
;
out.
each
child
turn.
a
phonic elements listed in book
(SeePrimer, pp. 119, 121-124, 128; First Reader,
Words
and
; pupil returns
or
128; Second
Reader,
181-189, 192; Third
pp.
pp.
121-124,
Reader,
pp.
247-252.)
Every child points,teacher
each
finds words,
Teacher
word
names
rapidlyto see that
have difficulty.
about
moves
helping those
who
phonic element;
or
children
find and
element
and
name.
In
naming phonic
any
same
page,
a
word,
key-
children
by knowing that words
new
give both
point to both; e.g., ing, sing.
be given with the words on
type of drill may
review page or a new
Children are helped
one.
having
This
element
already mastered
work.
10
will be useful in
SUGGESTIONS
GENERAL
Child
word
names
words
Where
(See Primer,
Words
J.
close class
at
Teacher
one
Cards
children
two
on
blackboard
with
Cards
word
4. To
same
;
child
a
lower
^
cards
sound
or
in
turn
at
close
;
in turn;
;
child finds
turn.
card
written
which
board; child
on
he knows, matches
it
blackboard.
children
among
dominant
writes
give pair.
181-182.)
calls for word
;
teacher
brings card containing
emphasize
Teacher
word
on
distributed
child
pp.
pupils not
on
turn.
concert.
ledge; words
names
word
in
ledge; teacher
blackboard
selects and
Reader,
name.
all.
name
card; each child has
on
listed,naming in
as
pairs,have
sound
or
find and
others
printed on
cards; calls
or
;
rapidly; pupilsname
name
shows
word
Cards
elements
cards
shows
Teacher
Second
119;
p.
in
given
are
phonic
or
in order
words
point to
Children
phonic element
or
list of
letters and
word.
syllables
well-known
half of each
child calls for
or
words
blackboard,
on
word.
words.
Pupils try to name
letters or syllables
of well-known
Teacher
printsdominant
listed in back of book, indicatingomitted
words
letters;
in list,point and name;
children find words
e.g., k-tt"s,
erases
pi-yTeacher
holds word
shown, children
To
5.
emphasize
Teacher
arranges
changes
the
cards
name
word
a
that
so
only
half of word
is
words.
groups
word
group
final word,
in
with
the
cards: e.g., in the tree;
song,
changes the initial word, the middle
^
upper
in
word,
the
morning;
etc.
by the teacher or older pupils. Be sure
the letters large and well-spaced. C. H. Congthat the printing is even,
furnishes
don, 623 S. Wabash
Ave., Chicago, 111.,
satisfactoryword cards.
These
cards
may
be
made
II
writes
Teacher
word
half of words
;
READING
TEACH
TO
HOW
children
blackboard;
on
groups
word
name
find them
or
groups
lower
erases
in
primer.
TO
HOW
Determine
I.
the
day in detail.
child
to
will be
ahead
Look
for
new
;
plan
ideas
the lesson
which
the
experience which
concrete
before
startinghim to think may come
is reached ; the sightof a rainbow
is such an
valuable
reading lesson
the
general way
a
occasionallythe
meet;
most
LESSON
thought values
for the
is
READING
A
series of lessons in
each
Plan
PLAN
in
words
which
be
experience. Look ahead also for new
may
taught incidentallybefore they are needed in a lesson ; yes and
be written frequentlyin answer
such words; they may
no
are
to
it
children's
questions.
Determine
the approach to the lesson is to
what
short, beautiful, and full of meaning. Plan to
conversation
especiallythose
experiencesthe
Think
"
the hive
How
upon
each
bee.
which
such
the
topic under
picture.
of the
clear before
What
are
the
Make
in this
the text,
over
the
sion.
discus-
the
reading of the text
singingof the wind,
ideas
new
in the
lesson?
be illustrated?
directions
These
sentence.
In
with
had
be made
be made
to get
relationships,
unaided.
may
questions and
such
each
have
twinkling of the stars, the
of the
may
Plan
use
must
the
begins,
in
phrases which appear
help focus the thought. Think
children
what
ideas
New
which
use
and
words
some
be.
the
more
should
from
later work,
questionsand
the
will focus
attention
help the pupil to establish
the
thought than
paragraph is the
directions
12
as
should
center.
he
can
get
unit about
SUGGESTIOISPS
GENERAL
Classifythe
Known
in each lesson
words
words
of fundamental
Hold
on
vocabulary.
child
every
back
come
one,
responsiblefor
him
to
these.
If
for it again and
a
child fails
again ; list it
for future drill.
of complete vocabulary.
Hold
strong children
child fails on
during
to
him
a
for it at least twice
the lesson.
words
Unknown
To
back
come
one,
responsiblefor these. If such
be reached
through context: all words representing
ideas or relationships
familiar to children. When
such a
is called for, ask a question which will be answered
word
instead
by using the word. A child may
give a synonym
of the word
promptly
To
in the text ; substitute
used
without
be reached
final sound
in
comment.
through sounds
simple sounds
word.
and
be told
of the above
have
words
of the
been
To
used
words
yet been
not
or
:
complete
are
used
be drilled upon
From
families
times
children
which
:
the initial or
dren
help the chilresponsiblefor the
to
have
been
be reached
can
readily in
of the fundamental
vocabulary
used often enough to drill upon ;
vocabulary which have not yet
infrequently.
vocabulary
:
the word
or
this vocabulary listed for drill in the lesson.
From
center
one
"
fundamental
drill should
taught,
of them.
unless they
"
ways
which
Hold
phonograms
making frequent use
To
or
will be sufficient many
gettinga
the required word
words
The
of
word
here.
complete vocabulary
13
:
the words
used most
fre-
TO
HOW
quently in
Words
contain
the
thought.
values
for sound
to be used
voice
Through
READING
those which
lesson,especially
the
of the
heart
TEACH
play (imitative sounds):
buzz,
woo-oo,
cluck.
Recall how
these natural sounds
listen for them,
Give
practicethem,
much
monotones
Through analysisof
Phonic
Plan
the sound
on
opportunity to
values.
them.
use
and
phonograms
be derived
to
are
listed.
as
definitelyfor
activityfits in
in part upon
the
what
freedom
they
in this
HOW
the
into
over
brought
a
teacher
children
need
as
CONDUCT
are
this
what
depends
or
of
attention
for
may
Encourage
dramatize
tunes
READING
sequence
the
them
compose
A
the story.
the
some
in their
of the
LESSON
thought in the lesson is
of
the
class
must
be
the lesson progresses.
needs
to
three lines of work
they
;
a
game,
Experiences the children have had which will
apperceiving or interpretingthis thought should
out
The
do with
to
game,
own
which
upon
in
help them
of the class
resultingactivity; let
TO
concentrated.
if
work
reading lesson, in part upon
the children
day. Sometimes
like
would
leading thought
center
the needs
of the
rest
way,
The
to
of the
nature
plan their
little rhymes.
own
lesson
best with
for the
program
choose
the
dramatization, drawing, or painting. Determine
a
song,
see
to you,
Arrange for resultingactivities
J.
be
dwell
sounded
sounds.
elements
these
from
have
be
to
keep herself in the background; the
taught
to carry
to
do
the work.
The
teacher
(i) to question the children
on:
gettingthe thought; (2) to get
14
from
has
to
the class
TO
HOW
how
an
TEACH
enginegoes fortymiles
an
READING
hour.
How
rocks the nests ? Be certain that sentences
are
read
as
so
to
show
thought before he
Finish
a
story
or
can
a
their
meaning. The
is it that the wind
which
express
child must
much
have the
do this.
main
section within the recitation period.
at the close in readingan
or two
spend a moment
possible
the events of the story,
good sentence, in discussing
especially
in comparingcharacters with one another. Never close a lesson
with a few sentences
remainingunread, read them yourselfor
call upon a strong pupilto read them.
If
READING
SUPPLEMENTARY
givevarietyto the work and to encourage children to use
the ability
gainedin the basic reading,the teacher needs to use
supplementaryreadingmaterial from the first.
Incidental readingmakes use of the words which pupilssee
of street-cars seen
and signs
: Street names
; names
frequently
of publicbuildings,
bank, library,
post-ofhce,
daily;names
of seeds,of farming implements,the children's
church; names
To
be
those of their parents. Directions may
given by writingthem on the blackboard : Run to your seats.
Take your lettercards. Make these words.
and
names
own
the children may
lesson related to the regularlesson but
The
of
experiences
In connection with
a
lesson
Monday
what
the mothers
the lesson
be made
givinga
on
a
point.
different view-
p. i8 of the
Primer
well grow out of a simple talk as to
this will be
as
doing. Such sentences
might
are
the basis of
:
developed
"
This is Monday.
See mother wash.
See her wash
the clothes.
splash!
Splash,splash,
i6
SUGGESTIONS
GENERAL
in such
Even
in the
Whenever
into booklet
them
the lessons
be re-read
can
class. Make
the
to
from
the first.
SEAT
from
helps children
leads
Either
word
for
needed
material
examine
Pictures
Draw
develop
to
prepare
to
which
tions.
illustra-
own
he has
from
books
supplementary
TO
made,
leads
home
school
to
readers
READING
work
seat
method
a
lessons,then
times.
many
lines of
call
to
be carried
thought mastery
of study, and seat
to
stressingthe mechanics
on
and
work
of
reading.
be used to emphasize a lesson already given or to
lesson. Give clear,concise directions;supply
a new
to
may
Leading
work
seat
these
which
book
RELATED
important
two
are
the first:
which
WORK
quence
se-
childlike in diction.
the children's
own
of
use
thought,
be natural
sentences
bring picture
to
central
a
must
pupilscopy
with
his
has
children
read
There
older
form
child then
Encourage
be
to
variety of expression to
a
Keep the
have
possible,
Each
and
and
sentences
voice control.
for natural
bind
there needs
brieflyexpressed. There
how
matter
no
simple work
mastery,
train children
promptly;
and
to
work
ently;
independ-
results.
commend
thought mastery
in the story
on
paper
or
"
at
blackboard, cut, lay with
sticks
or
lentils.
Copy
with
People in
letter cards
the story
a
sentence
which
gives a picture.
"
Draw, cut, lay w4th sticks.
,
Copy
one
names
with
thing each
letter
cards, copy
did.
17
one
thing each said,
Find
which
and
READING
TEACH
TO
HOW
lay with letter cards words
or
word
groups
time, place.
give color, sound, movement,
independence in
to questions.
reading,they can find in the story answers
(See First Reader, p. 34.) What does the wind sing ? What
children
When
do the birds
In
second
gained
have
do the bees
sing ? What
grade they
story, the class
to
some
draw
may
and
guess
sing ?
picture from
a
the
read
sentence
or
the
graph
para-
illustrated.
Leading to word mastery
Associating idea with word
Material
small
on
picturesof
"
of
objects
cards.
Children
Children
with word
word
of lesson
words
"
beside
place names
Associatingisolated
Material
objects,names
common
in sentence
small
on
words
arrange
picturesthey represent.
cards.
make
to
^
sentences
of lesson.
Emphasizing phonic elements
Material
letter cards.
"
Children
find and
in lesson; words
Material
"
^
Word
and
word
sounds
letters or
;
containinga
words
tain
cer-
syllables
letter cards.
writes words
; children
letter
pupils. They may
Co., Bloomington,
rhyming words
they enjoy giving;words
certain sound
dominant
Teacher
each
with letter cards
copy
whose
beginning with a
phonogram.
Emphasizing
^
be
cards
may
obtained
111.,or
from
board, erasing lower half of
on
find words
be
prepared
also from
C. M.
18
in
The
lay with
reading and
by
the
Public
teacher
School
or
older
Publishing
Parker, Taylorville, 111.
GENERAL
letter cards.
of
Teacher
In readers
IN
TRAINING
All children
tongue;
sounds.
In
homes
teacher
need
special help with
caused
are
do
much
interferes
speech, but
also
for difficult
cases
with
of
to
only with
his
spelling. The
a
baby talk,"
this will be
teacher
to
grown.
out-
cooperation in
child's oral
stammering except
dren
chil-
formed, and
are
not
Often
**
talk
secure
habits
by deafness,
dentist.
to
specific
do little except
can
idea that in time
by explaining how
habit
ORGANS
with
can
find
of jaws, lips,
develop flexibility
to
wrong
children
;
SPEECH
physician or
encouraged at home
consultation
The
a
OF
palate, the teacher
or
permitted or
parents having the
such
USE
syllables
letter cards.
speech defects
where
are
these
lay with
children
many
of teeth
suggest
the
and
THE
letters or
for letters omitted
exercises
need
cases
deformities
to
writes dominant
words, using dashes
words
and
SUGGESTIONS
that
reading and
do
can
give the
little
child
fidence
con-
in himself.
As
a
select
sound
is discovered
imitative
an
word
with
through
tick-tock,woo-oo.
pit-a-pat,
much
possible. Be
as
clearlyand
to
but
Let
him
his main
where
attention
children
which
the
that
sure
correctlyand
show
which
to
teach
the
child
place his tongue, how
to
should
be centered
on
The
but
should
the
it should
give
sound
work
the
may
be with
center
children
the class
upon
opportunity
repeatedly. Wise
commendation
clearlywill help materially.
19
"
here
the
as
sound
be
may
to
sary
neces-
hold his
lips,
being a big or a
get
helps him to foror
troublesome
for
sound
enter
hears
gives It distinctly.It
difficulty,
the
play element
tiny raindrop,a strong wind, something which
himself.
have
with
the individual,
sounds
hearing and
for sounds
and
making
made
TO
HOW
TEACH
RATE
best readers
The
get the thought
reader read
for
than
three times
need
speed in reading. Each
but he should
training
maximum,
to
his
thinking. Training in rapid reading
Silent reading is
to read for meaning.
est
a rapid rate.
establishing
Impelled by interled on by the teacher's question or suggestion,
in the story,
the
at
This
in
important
most
work
fastest
^
of
process
training children
means
the slowest."
born
Dear-
be hurried.
not
Reading is a
child should
*'
the
matter
attention
more
only
not
best.
the
fast as
as
give
to
They
rapid readers.
most
given class of reading
a
teachers
that
means
for
more
READING
clearly,but remember
most
that
found
OF
the
are
READING
pupil hastens
find the conditions
to
of the
important
next
event.
Drill with
The
or
groups
than
more
grasp
word
word
one
phrases helps in trainingthe
at
time, thus
a
in the
Riverside
Primer
First
and
the time
reading
ahead
rate
the
gains
on
of his voice.
pupil
given to establishinga rapid
reading should be called for.
EXPRESSIVE
Train
Avoid
children
get the
fourth
express
who
emotion
have
every
more
on
joy,grief,anger,
^
attention
rate
of silent
ORAL
READING
thought,
then
that
Laing, op. cit.,p.
20
one
139.
should
on
be
oral
give it naturally.
working with those
to
they read
surprise.Oh,
hurries
reading; less
voices.
monotonous
time
speed in
grade his silent
rate, his eye
exaggerated expression except when
foreignchildren
to
to
the
reading
this time
From
to
of lines
difficulties.
enters
his oral
lead
Reader
reading by diminishing mechanical
About
to
training for speed.
careful division
hygienic type, length of line,and
eye
Expect children
a
sentence
littlechick
traying
por-
is lost,
SUGGESTIONS
GENERAL
(Primer,
/
68.)
p.
should
Descriptive passages
with
Work
the
spy Betty under
read
be
in
will
in
help
83.)
p.
simple, natural
a
dramatization
dialogue and
(Primer,
tree,
style.
getting
satisfactoryexpression.
appreciatethe
Children
loud
the
of
in the
wind.
The
oral
may
with
of
on
learn
culmination
the
rather
shall get
lesson,we
a
(see Primer,
pp.
25,
more
AND
READING
bringing
are
LESSONS
introduced
the
pupilswill
things, and
In
own
moves
a
copy
about
or
or
which
read
of
speed.
read.
pupils to
guidance of the
the
of finding
purpose
them
worth
while.
give the
or
foolish
Children
to
answer
quietlyto
kind
what
are,
the
the teacher
the class.
silent reading lesson each
rate
are
giving
callingthe words.
of callingwords
the characters
sentences
them,
the
Under
problems which
words
of
purpose
sentences
story with
a
the first
they do sensible,funny,
whether
are,
other
point to
question,may
may
attack
from
later will help the
of study.
who
it is interesting,
people they
she
thought of the
the
out
recognize the
beginning of
expressiveoral reading.
48, 53, 57, 77, etc.)for the
good habits
whether
as
asked
the
than
STUDY
silent reading lessons
Definite
of
tree?
; if we
pupilspracticein getting the thought without
This will break pupils of the halting method
teacher
pense
sus-
express
"
61
study lesson with
a
or
all reading oral
silent reading exercises
establish
to
pare
Com-
59 and
pp.
Christmas
lesson in class
a
having
SILENT
without
ment,
move-
voice control.
rhymes
a
slow
or
times well precede the oral reading. W(
many
desirous
Many
the
readily
Will it be
way.
reading as
work
They
"
silent reading of
too
in the
rapid
(Primer, p. 112.)
the teacher
are
Primer.
same
show
by varying
of the Tick-tock!
rate
Riverside
the
the
soft sounds
or
to
power
In
a
pupil may
well work
study lesson the class works
21
as
at
a
his
unit
HOW
in discovering
points of
differences, the need
Such
discussion.
both
their
way.
The
are
The
the
read
are
well
method
of attack.
good study habits
as
LOWER-GRADE
bandied
children
learn
class is involved.
to
LEARN
hard
work
on
child
has
helps.
Let
times.
Have
him
him
earlier words
and
soon
help him.
to
immature
should
THE
One
social
Some
be expected
need
children
to
to
are
the
which
really
primer
many
Drill upon
one
the
of the
lacking in self
the
unknown
for hesitation.
The
repeat the grade work
WHO
greatest problems which
He
and
of wise commendation.
complete it on
PUPIL
teacher
causes
vocabulary. Allow
in especialneed
pupil may
pupil of this type.
age,
home.
helped by tellingthem
possible,
giving no opportunity
UPPER-GRADE
of the
from
in the
be
may
as
what
is found
one
simpler lessons
bring story books
pupilsstand
others
the
in the fundamental
children
confidence
read
until
means
the
READ
specialdifficulty,
various
Try
by this
part of teacher
the
trouble.
very
to
forth,
TO
readilyenough when
only careful study will discover
These
lead
and
assured
read
occasional
An
NOT
however, and
as
story,
back
will be
DOES
WHO
PUPIL
is faithful,though much
word
covery
ideas, the dis-
pronunciationand meaning appearing in this natural
crucial points of a story, the climaxes, the key sentences
discovered
during this study lesson. Better oral
as
other
ent
differ-
a
question.
same
of the
parts
which
read
pupilmay
the
in the
named
sentence
explainingnew
of the story
words
reading
Most
for
those
to
ansAvers
relationshipsbetween
of
THE
believes
he
which
sentence
interest similar
pupil may
question,another
the
answers
READING
One
preceding paragraph.
he thinks
TEACH
TO
all
time.
CANNOT
a
;
teacher
READ
meets
is the
of
belongs in the upper grade by reason
abilityto think, but he is handicapped
relationships,
22
TEACHING
III.
The
editors
when
their
the
help
in
way
is
interest
appeals
lesson
plans
which
helps
in
of
lesson,
every
method
children's
the
Children
have
words
and
confront
I.
in many
aids
text,
show
one
teacher
attack.
Every
the
upon
word
the
a
as
To
thought
fies
simpli-
mastery,
have
intense
an
things about
desire
them.
English idioms.
to
They
Four
read.
They
know
many
problems
great
"
the
Learning
attention
which
common
:
They
of
modes
terial
ma-
problem.
many
them
spirit of
attacked;
be
other
reading
activities.
and
presented.
may
readily
most
by
the
grasp
centering
entering school
interest
an
aroused
are
will find
device
the
to
lessons
she
gains experience,
read
to
experiences
teacher
certain
which
their
PRIMER
learn
continuously
to
beginning
suggestive
these
children
that
believe
which
RIVERSIDE
THE
words
printed
which
symbols
are
of spoken
words.
II.
Getting
the
III.
smaller
the
by
muscles
which
govern
elements
with
which
to
discover
:
the
to
presented
thought
the
by
page.
is
a
for
pupil,
The
really reading.
(i)
find
to
respond
to
early reading
classes
and
nerves
words.
printed
and
words
Learning
All
the
movements.
eye
Analyzing
new
IV.
of
control
combination
whenever
words
of reading
teacher
a
read
may
tells
by the teacher
a
divided
be
word
she
into
is
three
"
The
number
words
at
which
the
teacher
tells
first,gradually growing
24
or
suggests,
less.
a
large
THE
TEACHING
which
words
(2) The
valuable
more
the pupils attempt
of which
but
the context,
Drill
the
on
have
of
in
to
be
children
ready
the sentence
about ? Does
drilled upon
at
the word
mastered.
122.)
p.
lesson need
a
they
be
to
met
If
a
child
too
seems
word
be better
drag. Then
?
know
you
not
of
tell a number
to
these words
may
re-read
the
the lesson
is
What
lesson through, however,
period and
another
be
(Primer,
look like any
the
lesson
let the
as
tried to get that word?
delay. It would
allowing too much
soon
must
another.
you
Push
it?
sounded
readingof
one
have
How
ask:
to
These
vocabulary
as
groups
words.
help themselves, to ask for needed
to
help
to
dependent,
than
gradually growing
the complete vocabulary.
use
promptly. Train
words
encouraged
fundamental
the
lesson.
a
difficultiesduring the
you
corrected
or
praisefor mastering
much
words
used
been
Later
Have
be
"
(Primer, p. 121),singly or in word
to
much
a
"
confirmed
pupils know
the
Pupilsneed
in number.
help,
sure
is generally recognized.
than
pupils should
the
which
words
The
Word
not
of
because
name
these attempts.
make
(3)
to
are
be
must
attempt
immediately, but
they
of mastery
source
Each
PRIMER
RIVERSIDE
be
next
day.
lesson
These
attention
This
lesson.
not
given
children
can
to
at
plans emphasize
helps in rapid silent reading.
find all the
pleasure and
are
to
books
be
of each
the head
get them
appearance
of
ways
well-known
significantor
to
new
vocabulary at
the
many
with
the
words
the end
of the
page
on
each
of each
interest in his book.
for children, the
in
context
tend
Such
Since
to
the
25
in the
are
the
Riverside
are
plete
com-
lists mar
word
decrease
teaching devices
conspicuous.
the
teacher
The
grouped
book.
words
new
sentences.
page
in
words
it is better for the
because
page
and
The
dren's
attractingchil-
not
child's
Readers
allowed
TO
HOW
There
need
three
are
training:
(i)
The
specialeye
in which
movements
children
"
from
movement
left to
greatly. This
rightin reading words
pointing from
lines. Careful
reading
here
READING
TEACH
left
right aids
to
is established
movement
in
and
in
few
a
weeks.
(2)
The
end
from
movement
of the
inches
line. By using
next
by
right end of
the
inch, the child
one
a
plainstripof
the
one
one
line,the moving of the marker
is avoided.
confusion
the
grasping of
This
two
helps
establish
to
in
words
more
or
it should
words, but
much
during
years
it should
as
first half
the
become
for its values
(i) Rhyming
rapid
a
in voice
word
is
training and
ment.
move-
reading.
groups.
great help in
a
second
the
tool. Phonic
strong
a
of
rate
be depended
not
During
year.
Use
Words.
the
rhymes (Primer, pp.9,
too
upon
and
work
third
should
trainingas
ear
be
well
these.
Let
them
of tellinga
Instead
//
rhymes
with
rhymes
with
the children
in
:
can
nod ? The
other
word
"
me;
the sounds.
new
nod; ask, Who
call attention
etc.)to
give
e.g.,
word
learningthe
119)
26
fly,
mew;
which
rhyme.
lesson, say
p. 41.
The
the sound
times,
some-
children
in the lesson
words.
to the
the children
Have
in the
pleasure in
you,
words
Primer,
find a
given in the
words
Repeat tree,
by,rock-a-bye,dwelling on
repeat
rhyming
15, 25,
likeness of the sounds.
50,
by
analysis.
for word
know
and
next
singleeye
a
helped by work with phrases or
analysisof words into their elements
mastering new
used
the
reading
is established
movement
It is
The
lines below
he finishes
exposes
four
of the first half year.
end
(3) The
This
the left
to
paper,
the
cover
may
he is reading. When
which
line
one
value
which
ests
inter-
(See Primer,
pp.
(2)
Imitative
Words.
action
mew,
to
"
a
is difficult
b, yet this sound
different
sound
from
sound
The
manual.
for clear
Primer
teacher
n,
p, and
use
of
lipsand
do
teeth ; many
not
use
children
no
use
these
the
blackboard
and
ear
to
selected
using frequently
for
child
a
to
distinctly,to
sound
symbol,
attacking new
in
hear
to
use
words.
given on p. 127 of
and in the lesson plansgiven in this
should study these helps carefully
; b
are
word
printthe rhymes
as
be mellow
placingof
the
defects of articulation
;s
sibilant
;
tongue, the
come
because
properly.
organs
Primer
from
the
work.
first
day, this plan
The
teacher
should
dren's
chilUse
help, however.
supplementary lessons; print (or write)
constantly
groups,
should
the
Watch
previous blackboard
experiencesfor
words
are
written
the
gained
sounds
sweet
t delicate.
m,
the
will
constantly.
and
use
thus
are
are
suggestions for this work
the Riverside
assuming
loud,
"
train the
as
These
the
repeat
with
sound
the
knowledge
Many
The
essentials
The
clearly,to
associate
children
well
as
for
of voice. This
tones
the children
which
reading.
in their
Work
practiceon
sounds
these
Sounds.
Consonant
and
the words
the
is
values.
(3) Phonograms
the
control
voice
better
to
with
"
"
enjoy
give by itself. Work
to
in different
far away,
soft,near,
lead
playing
of
ways
or
Babble-bubble
over.
they deUght, it gives much
in which
word
and
over
Children
sounds.
making
sounds
repeatingthese
sound
rock-a-hye, peek-a-boo
twinkle, moo,
in
imitate
which
the words
Use
interest
arouse
PRIMER
RIVERSIDE
THE
TEACHING
have
as
a
children
find these
the children learn them
27
; use
in the
text
in other ways.
;
TG
HOW
PLAN
FOR
General
or
children
are
he
he is
which
it
hopped
imitate
its
to
first day with
possessionof
a
beside
the child's
book.
new
a
a
river and
Write
name.
(p.3).
What
of the other
Lesson
how
What
children
pointsto
with
some
day
read
a
them
use
be introduced
may
fine book.
child's
Find
to
the
their
it. Examine
about
will sit under
Show
the space
in his book.
name
picture of Betty
each page
turn
the children
of them
one
are
and
the kittens
for
Later
Harry
doing?
carefully.Enjoy
Betty and Harry
they found ? This says
title. Show
this say ?
find?
to
attempt
some
How
Child
where
me
points and
fine it would
discriminate
it says
he to
between
are
up in the apple
Little Eggs;
Three
Three
repeats.
find three
the words
Little Eggs,
What
did
the
littleeggs! Do
yet.
j,
(P. 5.)
until
that
brings into
form
Enjoy with
says:
have
does
Lesson
play
2.
teacher
not
This
the bird
pictures.
(P. 4.) Teacher
What
him
Let
the
tell definitely
to
what
telling,
sang.
they looking at? What
are
the children
tree.
is
the written
Talk
some
this for the others.
Show
child
to
that
sure
repeating what
movements.
the book.
design. Perhaps
cover
tree
do
Be
need
i.
The
the
birds
on
for the action.
direction
give the
a
or
BIRDS
lessons.
not
he
flew
or
the directions hop, fly,sing, and
Lesson
lessons
Encourage
bird about
the
saw
THREE
this series of
them.
about
bird and
a
THE
"
really observing birds,
doing, how
was
GROUP
accompany
says
where
STORY
READING
preparation:Nature-study
precede
teacher
TEACH
three
In
a
few
words
little birds
tell of continued
This
appear.
28
says
visits to
Three
the
nest
Little Birds,
teacher
children
Eggs,
it says
the
Little
Three
(or write)
places.
did
the
word
Children
point
read.
and
Lesson
4.
they did
suppose
you
they
probably
accepts this and
Teacher
says,
markers
and
she
the
children
; if
on
the
children
may
blackboard
the mother
Some
now.
lesson:
I
teacher
This
to
says
dren
Chil-
eggs."
Children
move
littleeggs.
for Three
how
line. Have
to
see
finish the
children
"
tence
sen-
saw
a
It
two,
one,
Tell them
suggest egg, eggs.
all these discriminations.
maybe
nest.
point to
counting to suggest
this lesson,sentences
of which
"
dren
chil-
tells.
on
some
? The
suppose she says ? I
they will make
comment
appear,
work
the context
idea of eggs
In later lessons
see.
way
the idea of
on
only
little
two
littleeggs.
how
next ?
do they say
"
do
that
so
count
Two
do you
littlein each
it. Rely
three, and
page
from
not, the teacher
name
As
What
sees.
guess
the word
Show
and
may
same
What
egg.'' The
or
Little
tells us
of the book,
eggs,"
two
it says
In the
read.
Betty tellswhat
"
where
Find
one
What
repeat.
two,"
say
may
or
in the words
answers
''
"
one
This
markers^
they begin to
"
say
Children
littleegg.
One
"
Three
the eggs.
the eggs.
paper
would
How
the first line shows.
will
the
it says
to hurt
counted
They
Arrange
them.
counted
?
where
did n't wish
Harry
and
Eggs. Betty
picture. Find
the
(P. 4.) Enjoy
/
Print
in several
blackboard
the
on
groups
Little Birds.
for Three
same
What
repeats.
where
Show
?
first
the nest at
find in
points and
Little Birds,
Three
it says
where
me
this say? Child
does
What
title. Show
pointsto
PRIMER
RIVERSIDE
THE
TEACHING
It
like the following
used for
was
in
a
a
supplementary
big
I
tree.
saw
bird flyto It."
strong pupilwith the teacher's help may
This
helps to give
^
See
read the whole
the idea that the page
page
29
26.
is
a
unit.
TO
HOW
Lesson
TEACH
READING
5.
with
this very
children
find
Three
Little Birds
this lesson has
been
read, let them
the
When
to
Accept bird for birds
child's
good
teachers
than
trouble
read
the differences. Give
than
in this
sense
Again
let
read
may
Lesson
when
Expect
4.
ask
you
for It.
find littleand
birds.
finding,rely on
context
correctly.
it in the
capitals and
Imagine ; the
between
differences
as
this stage of word
at
to
sense
much
with
(P. 5.) Work
small
letters
likenesses
much
are
credit for
the children
make
some
the
The
less
greater
common
regard.
a
strong
the whole
pupil read
Another
page.
pupil
4.
page
6.
Lesson
(Pp. 6-7.) Look at the pictures.Have children tell what the
bird Is doing in each picture.Do birds sing with littlegirlsas the
That
is a funny picture! Point to each word
pictureshows?
This says Fly, This says Sing.
used as a title. This says Hop.
Have
children point to each word as called for, using only the
words
printed as titles. Point to each and have children name
it. You may
do this,pointing to sing and naming a child. In
the
same
associate
way
(orwrite) these
words
the action
on
the
with
hop, with fly. Print
blackboard, having the children
read by performing the action.
At
p.
the drill
period give this phonic lesson. The first phonogram
with this lesson (seePrimer,
to be taught Is e In connection
several
128), the key word
being me.
Repeat the word
times,
do
and
more
this.
children
This
says
repeat
these words:
s-ee,
to hear that sound.
words
which
slowly, me,
more
e,
writing e
it several
times.
m-e.
m-e,
on
the
Can
thr-ee, tr-ee ? Give
children
the
Let
blackboard.
you
a
Let
word
hear
and
the sound
we
the
ein
will listen
Probably the children will simply repeat the
the teacher
has
sounded.
30
The
essentials
are
for
it. What
the littlebird
does
him ?
What
does
is his
answer
?
Betty and
without
the
question
several
attention
because
centers
attention
on
the
be
with
in turn
or
may
thought, yet
isolated
It is
context.
on
for
121-124
partly
ndividual
the
in drills should
words
calls
the words
remembering
at
come
a
vocabularies.)
10.
(P. 9.) Enjoy the picture. Question
the lesson with the
Connect
doing.
the
bird the
Can
you
day before.
sing?
Find
Can
This
says
little." At
Read
the
teacher
the drill
what
"
Yes, I
with
the groups
sing ?
did the
sing
can
to
page.
new
What
omitting
repeat,
period,work
the
point
the littlebird to
Betty said.
say,
may
on
is
Betty asked
find and
firstline
Betty want
may
the bird
questionswhich
at the
does
children
The
so,
Look
What
what
to
as
the children
Have
8.
page
little song.
a
If
song."
on
sing ?
you
bird answer?
''
child
one
Betty and
listed singlyin the book
not
with
in
much
so
separate period. (See Primer, pp.
Lesson
to
Let
be
their
in
words
helps
are
Work
pages.
may
the
call attention
reading
teacher
the
What
birds.
context
that the words
way
actions.
other
?
first? Show
about
same
the bird, each
individual
to
the
the
Or
books.
of this type
Work
In the
{Hop.)
be
another
she ask him
Betty ask
him
else does she ask
What
does
show
which
words
the
Which
else does
What
?
answer
?
answer
tellsyou.
which
word
he
READING
TEACH
TO
HOW
a
the
a
little
word
a
song,
littlesong.
The
Play
next
you
this.
two
the bird and
are
Betty
children
sang
the
children
song.
rhythm
may
children
will read
Here
is the
the title easily. Then
Have
and
find and
with
little help.
sing to Betty. Let several children do
to the bird.
will read
sing Betty's
Enjoy
lines the
name
song.
let the teacher
different children
the
of her
read
it
or
read
to
32
lines and
word
groups;
or
sing it.
repetitionin it. At another
point
The
time
little
THE
TEACHING
bird, in
same
tree, sing
a
in the
groups
be
find the
may
pages.
of this
lO-ii
the
each
manual.)
recognized.
a
the
word
on
a
Do
knows
page
not
given
children
knows
if they
see
know
may
a
help him
one;
of
all the
know
to
let children
then
strong
the
much
Make
them
expect
page,
from
(Primer, pp. 121-122).
they know.
the child who
encourage
Each
Birds.
already used
words
which
find it in the list. Some
but
Three
children.
more
find words
children
Find
words.
The
complete vocabularies
and
word
or
one
blackboard
the
on
fundamental
can
They
me.
and
the entire story group,
assigned to
Print
Let
Hnes
preceding
pp.
to
song,
ii.
Re-read
may
a
song,
see
drill,
(For word
Lesson
a
PRIMER
RIVERSIDE
ber,
num-
if he
none.
use
either
FOR
STORY
Never
a
or
the
except
as
with
grouped
other
words.
PLAN
General
GROUP
with
"
Mew!
mew!
is
visit the
"
the
children
KITTENS
and
them
talk
to
schoolroom, children
may
hear
to
about
for them.
care
kitty,kitty,"listen
Come,
play
it say
"
mew!
i.
(P. 10.) Open
see?
LITTLE
they play with
kitten may
a
it,feed it,call
Lesson
THREE
: Encourage
preparatio7i
their pet kittens, how
Perhaps
"
Show
where
Betty playing
where
it says
By this time
markers
from
first three
it says
Three
with ?
What
Three
the
Little
to
line to
Little
little girldo
Eggs.
is the
Kittens.
name
Let
do
read
see
we
33
Harry
Turn
to
p.
Read
Betty
10.
What
this story ?
us
count
of
Show
the kittens.
moving
specialdirection.
singly, have all
?
and
of
be in the habit
line without
been
What
p. 4.
pupils should
lines have
together. What
hooks
your
their
When
the
three
read
the line which
tells.
Point
Betty*sname.
to
TEACH
TO
HOW
the little
kittens ?
line. Read
both lines about
p. 5, another
another
Lesson
colors
What
kitten,the
Betty
the last
child read
one
p.
4,
10.
p.
Point
the kittens ?
are
kitten.
gray
the
Use
read
can
the
Here
it
gray.
Find
three
kittens
plan
read.
are
are
two
Some
say ?
Read
Does
about
her
which
the gray
kitten. Show
where
read about
black
the white
Point
kitten.
kitten.
to the word
What
do
kittens ?
Point
to the
the
kitten,the white kitten,
tells that she loves the black
sentence
and
kitten.
the gray
Betty love
the
black
white
may
about
7iext ?
kitten is told about
again.
one
tivo about
are
one.
get the word
to
sentences
Here
the black
get the words
to
having!
are
kitten,the white
firstabout
the children
same
both ?
them
Which
them.
the kittens
to the black
shall read
We
sentences
next
kittens.
all three
Read
does
Read
loves.
says
good time Betty and
a
context.
as
Who
word
Betty. Have
suggestionshould help
in the
gray
This
line. How
2.
(P. II.) What
This
it in the next
Find
feeltoward
READING
the kittens say
"
Betty loves
me.*'
period teach the phonogram ay from the words
6 in the precedingstory
gray, say. See suggestionsunder Lesson
in the primer which
built
Other words coming soon
are
group.
the phonogram ay are
on
play.
way, may,
At
the drill
Review
Lesson
e
and
the words
see,
me,
three, tree.
3.
(Pp. 10, II.) Let us play this story. Who are playijigin the
Find it again;again. How
picture? Point to Betty'sname.
many
kittens are playing ? Show where the story says three littlekittens.
the
the kittens ? Show
Find it again. How
does Bettyfeeltoward
word
loves ; again ; again. Let us see if we can find the words
which
we
yesterday. The
sounded
slowly in the order
pointing:
"
in which
they
teacher
occur
three, see, gray, say,
34
on
me.
sounds
the
pages,
the
words
the
dren
chil-
If this part of the
work
RIVERSIDE
THE
TEACHING
PRIMER
drop it for the time and push
difficult,
seems
the
to
on
rest
of the lesson.
kittens, who
on
appear
pupils
giving each child
Lesson
is
lesson
who
Who
words
are
natural
very
familiar
teacher
all
supplying
and
am
have
some
questions. Let
do.
When
the
it.
of the story.
the possessiveform; both
does
each word
us
read and
question has
about
words.
been
do
know
not
read, call
It is not
In the
next
so
six lines
as
spiritof callingthe kitty. They
repetitionhere
is very
on
sound
kitten
runs
know
been
how
to
read
kitten do ?
slowly.
? How
do you
recognize
they shall get into
a
is
good.
are
it for them
that the children
it Is that
us
child
some
the gray
away
asks
firstword
of her kittens
does
What
Important
The
She
questionshave
away,
the gray
her kittens.
them.
answer
until the four
Betty say when
kitty?
Lesson
them;
to
come
all the other
a
kittens?
Whose
children
the
as
sentence, the next.
If the children
a
name
hesitate,ask
Betty is tellingus which
the next
What
us
Continue
answered.
Read
the
most
5.
(P. 13.) Betty is talkingto
answer
giving the
children, the expression is
the
to
the children
Should
one.
the words
Lesson
The
help. When
kitten is
Find
watching Betty ?
is
expect the stronger pupilsto know
call
ready, he
word.
anticipatedifficultywith
not
and
they
as
4.
trouble ?
Tell
sentences
need
read, the
(P. 12.) Enjoy the picture. Which
Do
of
group
child has his group
a
helps those
needed
any
a
.
ready, the
are
When
1 1
teacher
The
promptly
and
lO
pp.
stands.
as
pose
be read,
to
parts
pupils to represent Betty and the three
teacher
in the picture. The
assigns the
select
children
The
child has
to
the
coax.
natural.
6.
(Pp. 12, 13.) Let
different
children
35
play being Betty,
each
TO
HOW
reading a
spent
I
in
of
group
have, I love, I say. Do
word
not
Lesson
firsttwo
is
Kitty Gray doing?
the hell
make
with
Betty will be
?
on
to know
in
each
What
has
Betty ?
say?
does the hell
just like
is
hell. Who
a
What
both sentences.
Kitty Gray
where
the
Read
name.
about the hell. Betty speaks
Read
? What
comes
I
Now
Betty says
sentence
(P. 15.) Who
can
"
does
does the hell
what ?
How
glad
Kitty Gray is!
groups.
hlack.
says
talkingin this lesson
are
! Which
! Mew
! Mew
In the
kitten talks
same
Show
?
get white
manner
child represent each
kitten.
the
dialogue with
kitten, asking Whose
other
Lesson
each
kittens
are
chosen
The
teacher
and
a
where
first? Point
one
Later
with
8.
Lesson
which
idly.
rap-
least twice.
at
her
that. What
the three sentences
the bell when
afterit is tied
Re-read
she tellsyou
does she say ?
kitty. What
Find
Tinkle, tinkle sound
the
Read
for?
Betty do
Mew
to
begins This is.
firstone
where
the sentence
to the
The
sentences.
Read, and
say
possible,
get
/ am,
/.
(P. 14.) What
Read
child
each
if
:
moving
child's work
verify every
be
may
calls for
teacher
the
Keep this work
see.
you
to
expect
but
group,
which
groups
minutes
last few
The
sentences.
findingword
Do
READING
TEACH
may
to the word
and
Let
gray.
well carry
kitten
child may
it says
ask
are
on
you
?
the questions.
g.
(Pp. 16, 17.) This page {16)tellswhat Betty does and she asks
ifyou do the same
things? This page (17)tellswhat the hirds and
the
kittens
do, and
can
group of sentences
These
children
are
which
review
will select
asks
you
pages
sentences
if you
would
can
do
them
too.
Find
any
like to read.
by allowing this free choice,
and
which
36
they know.
Have
each
TEACHING
THE
question answered, by
groups
may
Lesson
lo.
be read
Re-read
the
phonic words
/ see,
I am,
and
1 1
group,
The
upon
Do
have,
Little Kittens.
See
Three
Birds,
the
Can
you.
you;
words
Drill
on
the word
on
the words
on
groups
in the
(Primer, pp. 121-122).
complete vocabularies
period : ing,sing. Other
Drill
the sentence
Three
tree, say, gray, way;
see,
I say, I
possible.Later
when
in sequence.
Lesson
me,
fundamental
action
entire story
suggestions for
PRIMER
RIVERSIDE
thing,bring,wing,
:
ing,
morn-
evening.
PLAN
Lesson
FOR
STORY
GROUP
will
bring
the
picturesas
children
will read
Betty is showing
her
if you
with
trouble
first sentence,
first two
the
read
can
This
the
she
turn
words.
them
back
Sound
ideas presented
into the
text
first two
sation:
conver-
thingsfor
to
p.
for them.
When
read the song,
may
her
look
14 and
the title of the song
way
easily.
sentences
If the children
song.
turn
to
read the title the teacher
have
the
all these
of her
is,have
then
does
name
series. The
clothes, iron her clothes, etc.
title and
the
how
us
a
expressions of
many
Betty's dolly, wash
See
DOLLY
i.
(Pp. 18-21.) Enjoy
The
BETTY's
"
and
dolly.
have
name
the children
the children
watching the pictures or just listening.Get the rhythm,
repetition.Read the song again, encouraging the children
point
the lines
to
Lesson
to
first two
read
words
and
are
read
and
read
to
with
the
to
you.
2.
(Pp. 18-21.)
the
they
as
the
at
or
a
sing
them
the
child read the title;another
the
song
first stanza,
the
comment.
:
strong
and
sentences
without
read
Let
title. Call for volunteers
teacher
children
Have
This is the way.
37
Wash
pupil,
supplying needed
point to
her
definite lines
clothes,So early in
the
Read
morning.
Treat
rhythm.
that you
children
Drill
read
guesses
period: ake,
children
take.
sounds
taught
Lesson
4.
Harry and
that you
This says
are?
which
20, 21, 23.
pp.
they
does
use.
Harry
carry
is where
This
but
Harry,
Harry speaks,pointing
he says, who
it
means:
are
you
playing
"7
am
playing
Harry.*' We do not read it out loud. We just think: "I am
think:
Harry.*' Find another place where you
think:
where
Betty speaks,
playing Harry.'* Show
"
playing Betty." Find another place where
Betty." Notice
will be found
that
far better
children
the
will read
expressionthan
introduced
to
whom
improve
think:
I
*'I
am
"/
am
am
ing
play-
this and
similar material
stories in narrative
form.
The
by becoming for the time being
lose self consciousness
the characters
you
"
ing
play-
of handling this dialogue. It
method
children
the
realize that this is a conversation
read what
the firstline. If you
Let
frequently the
realize how
picture. Why
Betty.
on
blackboard,
the
using
these words,
children
the
by
bake, cake, make.
working from
? Let the children
doll that way
sung
words:
in the words
appear
(Pp. 22, 23.) Enjoy
between
Other
sound
the
that
or
stanzas.
After
find and
It is important
with
is
the action he thinks
through stanza
by writing the key word
stanzas
sing favorite
or
for clear sounds.
Work
to
of these things.
one
scrub, take, sweep, floor, house.
wash,
blackboard:
read
the song
Have
Call for separate
stanza.
have
Flay
way.
the child who
Have
tells about
which
do
you
same
j.
(Pp. 1 8-2 1.)
the
doing.
class, getting the
the
in the
the way
us
are
you
or
Lesson
with
stanza
show
sing the stanza
being portrayed.
read
READING
followingstanzas
the
what
will guess
We
the
Betty and
are
TEACH
TO
HOW
they represent.
the oral
Much
reading.
38
dialogue is thus
have
Come,
them
turn
to
turn
the song
Dear, have
over
them
find it there.
of p. 23 and
it.
they need
will when
them
they hesitate
If
the bottom
at
Betty is callingthe kitty
p. 13 where
to
there.
find the word
and
READING
TEACH
TO
HOW
Tell
Suggest pretty by asking what
Betty will sing. If a child sings Rock-a-bye, etc.
(p.24),without your tellingher to sing,you may be sure she is
kind
of song
the
gettinginto
as
the page
Have
read
whole.
a
A
of the page.
atmosphere
read
child may
sing the
or
the teacher
singing the second
the stanza.
Call attention
,
half.
children
Have
memorize
rhyming words, fly,by, rock-
the
to
(p. 25)
first half of the stanza
a-bye.
Let
the children
orally. Be careful
"
to
answer,
expect
a
that
they
n't
No, I have
"
girlto
questionssilentlyand
read the
say,
a
Yes, I
reading exercises
similar silent
in sentences.
answer
them
answer
Expect
boy
a
dolly,"just as generallyas you
have a dolly." This and many
introduced
are
for the purpose
ing
giving children practicein gettingthe thought without callof
This will break pupilsof the halting method
the words.
callingwords without bringingout the thought of the sentences
of
read.
Lesson
2.
the
baby's closed
should
able
be
child who
thinks
difficultywith
eyes,
read
to
of the
the first sentence
The
the
p. 27,
on
the
in the sentence,
last three
birdies
If the children
baby.
(p.25). Compare
the first three
line with
Find
is
the last word
fifth line in the song
the line with
picture. Notice the mother's smile,
Betty's upliftedfinger. The children
of the picture. Praise the
the name
the
(Pp. 26, 27.) Enjoy
fly in
in the
the
nests.
40
have
last three
on
find the
words
of
the first three words
sentence.
song
them
have
Read
the
tence.
sen-
p. 27; also to their
THE
TEACHING
Talk
the children about
with
read
the
sentence
to
the
order
After
the
in which
is read
song
Drill
seen,
with
in
which
find and
Do
look
not
rhymes with
words
:
have
the
to
ing
rhym-
Rock-a-bye,
one
words
and
turn
sound
to
the y and
on
with
their
a
can
already read
pages
words
s
if the children
see
ending in
words
for many
by, sky, spy, see,
my,
said, sky. Teach
lesson
another
children
s.
tion
atten-
no
Then
appear.
call attention
Other
the other
key-words. Sound
In
help the children
soon.
so, soon,
tell them.
sentences
sung,
period: y,fly,s, sing.
say, song,
have
the
and
word
a
rhymes with
which
and
the
in order.
Find
words.
signsof evening. Accept
expressingthe thought, paying
read
the sentences
the
PRIMER
given by the children
ideas in the order
to
RIVERSIDE
y
beginning
choose
page;
at the beginning or end of lines. The
titles,
or
and
words
followingpages
be used: 6, 7, 9, 11, 13, 25, 27.
may
PLAN
FOR
General
drawing. They
and
Lesson
read
write
have
seen
the
a
it; encourage
they have
seen
have
the moon,
Let
seen.
of each
name
cloud
about
them
the
watch
to
it happen.
beside
across
pass
them
the
moon
for it
Perhaps they can
teacher
may
write
i.
(P. 29.)
What
the children
may
about
conversation
the blackboard.
on
behind
not
a
MOON
PEEK-A-BOO,
"
Twinkle, twinkle,littlestar." The
repeat,
moon
may
report when
to
"
this
teacher
Tell them
stars.
or
which
clouds
these ; the
draw
GROUP
preparation : Have
stars, the
the
STORY
is
?
What
are
Betty and
Harry watching
playing peek-a-boo with them.
With
words
a
in it
rhyme
until it is read
? Point
to are
smoothly.
41
Find
and
some
They think
is the
What
little help the children
?
will read
star.
Have
of the
moon
the
the
hiding
stanza.
the stanza
same
words
word
and
Lesson
do you
think when
Lesson
What
game
in this
row
4,
Story Group,
Point
the children
may
play that
Unless
FOR
PLAN
General
GROUP
STORY
children
woo,
Lesson
to
child
a
where
IN
"
the children
may
be
p.
31,
until
they
are
The children
part, and
and
each
there
tweet, buzz.
GARDEN
knows
they
as
AND
conversation
are
MEADOW
lessons about
flowers, need
the brook, the hive ;
dens
gar-
be
to
reading this story
are
given
The
group.
made
to
be
they
of
out
getting
too
may
the sounds.
i.
(Pp. 30, 31.) Have the pupilsmemorize
In reading the dialogue on
p. 31, they may
rhyme to identifywords and word groups
know;
What
?
moon
listeningto the sounds
The
city children need
clear ideas of the meadow,
listen
Betty ?
Harry, the children in this row
birds, trees, and
meadows,
the time
country
the
name
imagine that they are watching
imitate the joy
cloud, they cannot
preparation: Many
and
doors;
are
the children
? the
cloud, star, twinkle.
moon,
playing with the
you
speaks first?
Betty.
and
Harry
Harry
Who
Betty's Dolly.")
gives every
playing. Tell
the star, and
moon,
during
"
the words
to
are
part he is
needed.
of
the name
see
you
Betty. This
he
whose
talkingin this lesson?
are
talking about ?
the
cloud;
a
2.
What
may
; behind
moon
twinkle.
star ; soon;
(P. 28.) Who
(See
READING
Peek-a-boo,
p. 28.
on
groups
'IIsee;
we
TEACH
TO
HOW
e.g., if
let
they
pupilshesitate at
them
read the rhyme
come
recognize there.
to
these
rhymes
which
p. 30.
the
to
they do
not
flowers growing
already memorized
Or, after memorizing
on
be referred
the words
words, which
42
the
on
p.
on
30
they will inevitably
the
rhyme, they
may
THE
TEACHING
are
going, go
you
Drill lesson
h, have
:
with
; m,
Other
how, he, help, Harry, honey, home,
is
H
mother.
may,
it is generally better
under
Lesson
used
be
can
this sound
Lesson
2,
to
give it
mew,
:
are
6,
pp.
20,
morning,
a
moon,
to
give alone;
word.
(See drill
Rock-a-bye.")
Pages
which
advantage in identifyingwords
to
as,
hop, house, hear,
my,
part of
as
**
Story Group,
words
difficult sounds
of the
one
groups;
ifI may.
you,
me.
PRIMER
phrases and word
p. 31 such
find in the dialogue on
where
RIVERSIDE
which
begin with
25, 28, 43.
2.
(Pp. 32, 33.) The rhymes on p. 32 may be used as described
in the preceding lesson.
Other words; oh, so, four,
Drill periods:o, go; f,for; c, can.
door ;
blows, floor,home, slow, know, pony, more,
snow,
over,
fly,flour,five,fall,find, floor,flowers, fish,from, fed, foot,
father ;
cake, call,clock, clothes,cloud,
come,
count, cock, crumbs,
cow,
calf,cuckoo,
caught, clown.
the
phonic elements and the key words. Sound
other words slowly, the children naming each as you sound it.
and let children get them
Write
the followingwords
through
sounding : oh, so, fay, fall,cake, call,he, home.
form a good basis for review work
The rhymes on pp. 30-33
Teach
in
the
phonics.
with
The
m.
ends
with
The
teacher
children
ing. The
/
may
say
find may
and
children
find and
see
name
a
word
it. I
name
see
which
a
word
either
begins
which
going
or
growing.
The
ear
trainingwhich
separate sounds, and
in the
text
will
are
gain
most
power
helps the children
the identification of the
important
to
at
discover
phonic elements.
43
this
new
to
recognizethe
phonic elements
dren
stage. Slowly the chilwords
through these
Lesson
a
does n't know
before
stands
what
to
are
She
each
children
questiontogether.The
they ask this question. When
go
to
places mentioned
the
children
the
be
may
their
child
by
play
has
by
this
name
they
said.
have
a
Read
all ask
answered
they
as
name
answer.
Now
5.
she has
and
children
call the first child
may
as
child
child she asks
given by
answer
a
speaks wherever
find his
to
be
may
other
She
Each
where
one
One
call each
may
going?
you
through the
lesson
of them.
one
sentence.
plan. Show
different
the
the
play this.
do, so is asking
with
go
asks. Where
she
as
of five
group
plans,intendingto
I
READING
3.
(P. 34.) Have
who
TEACH
TO
HOW
may
Other
birds,the fish,the flowers, the kitten, the
dolly.
period: ft,kittens.
Drill
Other
kind, brook, thank,
words:
tick-tock, think, bark, book, black, pick, tick, quick, peek-aWrite
followingwords
through sounding: key, king.
boo.
Lesson
Where
are
you
lesson lends itself to work
going, I
I go, oh yes,
Lesson
do
with
them
word
groups:
in the meadow,
going,to the meadow,
am
come.
5.
(Pp. 36, 37.) The children will connect
the paper chains they make
in school. The
who
have
able
to
show
get
4.
(P. 35.) This
may
let children
and
the
make
how
the word
The
children
to
access
teacher
chains
similar
troubles
may
reading
or
daisy chain
teacher
dandelions, clover and pretty
Harry picked
then
the
a
or
singing
turn
back
sing the
first
p. 23
rhyme
will be
Let
a
and
on
children
daisy. If
find it.
p. 37, the
other, first counting the nine
the
nodding daisies. If they have
to
children
grasses
Betty picked
daisy, how
them,
read
daisy chain.
the
to
and
with
trouble
44
in
starting,have
them
i
THE
TEACHING
back
turn
to
if
numbers
other
PRIMER
counting idea and
the
get
little. Tell
the
names
of the
have
the idea
get them, however.
to
period: en, then; I,love. Other
Drill
the
If children
trouble.
they give
counting, they ought
of
to
5
Three
little,
Two
little,
One
words
and
4
pp.
RIVERSIDE
words:
ten, when, hen;
like, lamb, look, lady, last,let, will,shall,all,fall,call
little,
placed. Keep the
sound
through
6.
Lesson
(Pp. 38, 39.)
What
of this
name
these children
these pages
doing ? Assign
are
the slower
of
need
a
?
about
are
stanza
Who
Look
can
each
to
all
When
p. j/ ? What
on
{p.sg)?
this
help. Assign the
children.
stanzas
at
do
pare.
prep. 37
on
ready, have
are
the
what
to
group
by six children,by another
read in succession
stanzas
of the lesson
name
{p.38)? Of
lesson
Help those who
some
the
was
tell what
picturesand
to
kitten,garden,
discover
to
the
hen.
sounding: lay,lake, lo, men,
is the
carefully
By shortening
used:
be
may
is
tongue
for children
words
these
Write
seven.
the
bell-like.
and
sweet
tones
following words
the
en
when
musical
of / is very
sound
The
group
the
of
six.
These
elements:
ing, s,
Lesson
m,
h,f, I.
identifyingphonic
In Garden
and
(See Story Group,
"
2.)
Lesson
Meadow,"
in
excellent for drill work
are
pages
7.
(P. 40.) See the littlegirlin the picture. What
hair ?
What
else have
we
birds and
pages,
another
read about
brook
which
have
7, 24, 26, 33, and
sentences
blowing ?
Sing like a gentlewind
it blows ?
when
of
else is the wind
for
child. The
sings?
least
at
one
find what
; like
sentences
45
blowingher
does the wind
a
strong wind.
If the children
child turn
to
do not
each
sing
What
recall
of these
the first group
child read
them,
sings.Assign
preparation. Have
other
How
is
on
one
the page
should
be pre-
TO
HOW
pared
and
read
of the
as
TEACH
Have
groups.
nest, the
READING
the children
of the
bowing
imitate
trees, the
the rocking
nodding
of the
birds, by, bow,
baby,
daisies.
Drill lesson:
Other
b, boy.
words:
brook, buzz, bee, blows, Betty, black, bell, bake, blue, bed.
This
is very
sound
difficult
give by itself;associate it with
to
words, pronouncing slowly and
distinctly,
b-oy,b-irds.
give it buh-oy, buh-irds. These words
sound
as
beginning with the new
boy, brook, Betty. Write them and have
them
slowly. These words they can
bee, be, bay, ball.
Lesson
the
:
children
Do
will recognize
birds, by, baby, bake,
the children pronounce
discover
by sounding:
8.
(P. 41 .) This is what the littlegirlis saying to the wind.
the poem
to the children
in it. Do
the daisies
whisper besides
"
the daisies
to tell you.
to the wind
whisper
and
play
"
?
to the wind
Say Please
very
to
follow the lines and
?
What
Read
you
and
else may
the line
they
where
like to know
politely.Find
the poem,
read with
Read
rhythm
the lines which
Read
rhymes with nod, with play. Read
children
?
they whisper. Would
saying
are
they get the music
until
Come
littlegirlasks what
wind
not
the
what
ask
the word
the
which
encouraging the
Let them
you.
atize
dram-
it,some
the
being daisies,another the wind singing,another
littlegirltalkingto the wind.
should
Eventually the poem
be memorized.
Drill lesson
:
t, take.
Other
take, out, at, that, not.
Lesson
Words
words
to
:
two, to, too, tree, tinkle,
be discovered
:
tall,ten.
g.
will the bird
(P. 42.) Enjoy the picture.What
Betty about ? Find where the bird tells about a nest,
What
do you
suppose Betty said
What
do you
say
when
you
meet
to
any
46
want
three
the pretty bird when
one
? The
children
to tell
eggs.
they met
may
say
?
READING
TEACH
TO
HOW
will then
of busy. They
repetition
be
ready
to
read
the two
stanzas.
Lesson
12.
(P. 46.) Have
and
the songs
to
the children
the brook
46 is read, a glance at the
p.
bird
tap their desks
them
Drill
Lesson
(p.33). After the
picturewill suggest
first stanza
to
on
the little
what
does the rain say ?
the windows
(p.9),
dren
the chil-
Let
imitate the sound.
Show
discover
why by sounding.
when,
13.
(P.47.) Enjoy
which
the
picture.Be
the elf safe under
birds and
the
Little Bird
rhyming words, rain,pane. What happens when the
the rhyming words
done?
Show
sun, done.
words:
Other
what, white, who,
period: wh, where.
whisper. Children
on
or
the song,
the
rain is
on
What
might sing about.
read
to
work
flowers, on
for word
the
that the children find the
sure
their umbrellas.
groups
:
on
window-pane,
is a
This
the meadow,
to see
good
on
page
the trees,
the rain, to
see
the
sun.
period: Let the children
ending in ing: pp. 19, 27, 29, 30,
Assign a page to each child. As
Drill
write
it
on
the blackboard.
three in the list which
Lesson
Let
find in their
primers
words
32, 33, 37, 43, 44, 45, 46, 47.
a
word
each
is found
child
see
and
if he
named,
can
find
he knows.
14.
If
(Pp. 48, 49.) Talk with the children about the rainbow.
that
so
possiblea glass prism may be hung in a sunny window
the beautiful colors.
Imitate the raindrops,say
see
they may
Read
it again and
to the children.
Pit-a-pat. Read the poem
let them
it responslvely,
each question. Read
answer
letting
the
Have
them read the short lines. Find the rhyming words.
orally. Refer a
questionson p. 48 read silentlyand answered
48
TEACHING
xhild
RIVERSIDE
for words
the poem
to
know.
THE
"
(See Story Group,
Drill
period :
sun
un,
Lesson
d, did.
;
children
give. With
can
the bell,etc.
for good
Work
in the
by
read
do,
;
pages
as
the
rhymes
the teacher
word
the
puzzles. Dwell
of these
many
review
are
which
name
may
rhymes.
least
at
what
two
be the kitten,
is supposed
he
sounds.
to
When
the
to
say.
page
has
of children,have
groups
the entire page.
17.
(P- 53-) This is a fine
reading. If a
sentences
him
child asks
or
same
which
words
silentlyand
answered
the children
moving
in
from
a
at
his
to
words
rate
own
to
to
each
one
one
group.
49
in the second
word
All these
orally. With
of their
in the first group
nouns
imitative
or
comes
listen
group,
group
of the
one
give trouble.
read ahead
work
for
noun,
questions as the teacher
have
of the children's memory
test
of the imitative
one
find the
child may
may
gun
children, but
the children,one
to
imitation
children
two
Lesson
to
two
giving the
Let 'each read
in this way
read
or
read
the
to
rhymes
some
(P. 52.) Assign parts
other
run,
16.
Lesson
have
:
i.)
followingpages
familiar
are
the first word, the children
of
words
not
build day, den, fun, bun.
may
Treat these
presentationis new.
the rhyming words.
on
Drill period (p. 119): See how
one
Other
the two
and
thoughts
The
pages.
been
he does
15.
(Pp. 50, 51.) These
one
which
groups
Rock-a-bye," Lesson
Children
dolly,daisyf down.
word
or
PRIMER
on
p. 52.
questionsare
a
strong
group,
Tell
to
be
class each
of speed, answering several
him,
no
another.
taking
attempt
being made
Or several children
his turn,
the
teacher
i8.
Lesson
city children
(P. 54.) The
divide
to
it,so
meadow,
one
have
00
the
Lesson
read,
has been
the page
that
Lesson
both
cow
lesson
as
read
to, and
of
many
18
treated.
was
the
good place
a
the
and
cow
Moo-00
sounding
the children
Let
in the meadow.
in the meadow.
Let
friends
us
see
children
The
the first line of each
meadow
our
thingsabout
noises
meadow
teacher
read each
Lesson
read
may
many
should
etc.
children
Find
the
This
stanzas
find,point
we
The
Now
find how
children
find
find Baa, Moo,
first,then individual
the poem
vStanza.
a
how
in this poem.
are
here. The
are
the meadow.
Suppose
stanza.
find the brook, the sheep, the cow,
should
rhyming
how
etc.
children
words.
21.
(P. 57.) Assign the different
The
teacher
each
child read
do
succeeded
who
at
way
to
his
child
each
way,
Another
to
the calf. In
and
have learned many
Over
about
same
all about
find
pages.
poem is about Over
may
read
may
can
When
20.
(P. 56.) We
The
if the children
see
learn.
to
the
IQ.
dramatize
many
Httle about
very
prolonged.
(P. 55.) Treat
are
one
the
about
know
may
they will be interested
the calf, but
and
cow
READING
TEACH
TO
HOW
to
sentences
different children.
in
handling Lesson 17 by having
own
speed,may handle this lesson in the
doing everything suggested on the page.
present the page
would
be for each child in
turn
selection,
things suggested, making his own
which he is obeying.
findingthe command
of the
one
the others
Review.
This
is
a
good point at which
50
to
spend
a
week
in reviewing
group
to
Each
group
Or
etc.
reading it himself
each
or
in
the
early
of this
pages
children
through sound
second
saved, and
was
manual, also
Primer?
Are
the eye
time
made
in
121-128
pages
of the characteristic
out
of the
have
values?
Do
they know
fundamental
taught?
been
you
and
tell in
to
lesson
a
the
promptly
name
vocabulary, the phonic elements
Which
children
holding for the complete vocabulary?
words
the
him.
the thought
utilizing
drills short,varied,definite,
Are your
rapid? Are the
to recognize words
gaining power
through context,
values?
which
a
gettingfull value
you
features of the Riverside
words
favorite story,
a
line,a gain in eye-control. (See p. 20.)
a
Are
the Primer.
select
shall
pages
passage
third of the total time
on
what
reading
nearly onepauses
story
will be the leader.
others to read it with
found
Read
that
read,
callingon
Dearborn
fewer
of whom
child may
been
assign each
may
is to read each page,
plan who
may
have
groups
You
longest.
children, one
of
group
a
be dramatized,
either
far the
being by
last
PRIMER
Six story
already covered.
the pages
the
RIVERSIDE
THE
TEACHING
; those
in the
class
you
learned
Have
for which
are
you
which
hold the class responsible?
to
work readily? Are both
interpretnew
represented in your class daily? Are your
types of seat work
children getting good habits of rate in reading? What
are
you
much
doing for the pupil who does not learn to read? How
supplementary reading is being done?
Do
STORY
Lesson
your
GROUP
children
"
GRANDPA
the teacher
the
AND
CUCKOO
CLOCK
i.
(Pp. 58, 59.) Unless
size and
CLOCK
needs
of the
to
the children
have
be careful that
a
Grandpa
they get right ideas
dignity of its Tick-tock.
tickingof the schoolroom
which
the Grandpa clock
seen
Have
them
clock,then give them
ticks and
51
let them
clock,
of its
listen to
the pace
play they
at
are
Grandpa
clocks, each
words
p.
on
58
so
are
for a pendulum. The
swinging one arm
in keeping with their thoughts that they
of clock
final sounds
initial and
The
give littletrouble.
should
READING
TEACH
TO
HOW
determining those
The
words.
expressionsall day and all night will be given in
ing
discussing how long the Grandpa clock ticks. Find the rhymare
known
words
in the
stanza.
the
rhythm
tick-tock
and
with
constructed
Lesson
slowly, in keeping
stanza
A
sounding
if he
as
clock for
of the cuckoo
children
the
to
61, read
and
59
children
will
enjoy
to
this
Lessons
and
i
can
the Tick-
rhyme should
the
two
be
stanzas,
The
voice control.
LADY
THE
"
Have
in movement.
contrast
display of
GROUP
STORY
the
show
child
strike,and of the striking
callingcuckoo, cuckoo.
were
a
little bird who
of the
given as the rhyme says very quick. The
Have
at a speed in keeping with this rate.
read
be
can
of paper.
square
the clock is ready
when
out
comes
tock
clock
Grandpa
2.
(Pp. 60, 61.) The charm
hardly be imagined. Tell
pp.
the
Tick-tock.
16-inch
a
in
help
may
Read
of the
of
out
and
MOON
2.
(Pp. 62, 63.) Look at the pictureson pp. 29, 41, reading or
What
is
the pictureon
p. 62.
recitingthe rhymes. Examine
Betty showing her dolly? The Teddy-bear is looking tool The
first lesson
may
dreaming.
Do
like
moon
a
well close with
you
And
Which
In
dream
do you
about?
little stars
the
else says
one
are
fair white
the
will
You
soon
lesson
After
the
is the
shepherdess."
of star daisies
has
52
Is the
I guess,
dolly is dreaming.
the page
be
:
lambs,
moon
like better,to think
the second
sentence
think the stars look like white daisies ?
lady ? Some
"The
the
been
or
star lambs
What
may
?
she
read, let the children
THE
TEACHING
put their heads
Call them
them
of these dreams.
some
tell their dreams.
the thought suggested
Build
that.
period: at,
Drill
PRIMER
dream
and
have
and
up
expanding
in
them
the desks
on
wake
to
RIVERSIDE
the words:
age
Encour-
them.
to
sat, mat, hat, fat,
cat, bat.
Lesson
3.
(P. 64.) Enjoy the picture. What
hands?
Find
to
the
does
What
bed, the
you
memorize
them
findingthe
Lesson
star
been
in her
children.
When
groups:
I 'm
I go
dreaming
again, the children
read.
Some
them
in the
day have
Assign the
read
sentence
fancy
of
sentence
teacher
Use
may
say
ends with I. The
STORY
Lesson
/ have
one
it. The
child may
being given, then
sounds:
GROUP
adapted
time.
a
which
word
a
(ee),y,
e
at
group
found
who
well
pages
sentence
one
Once
a
on
child
tize,
drama-
the reader
group.
period: These are
containingwell-known
t, wh, d.
is
what
guess
to
seem
the children,one
among
dramatize
to
Drill
words
although they
pages
groups
one
group,
the
review
are
for the delight of reading about
the class may
gets the word
THE
"
s, m,
A
c,
child
k, I,b,
next
the
or
begins with
has the
LOST
identifying
to
s,
or
turn.
CHICK
i,
(Pp. 68-75.) Bring
group
Moon
the
to
the poem
pointing as they
the poem.
Encourage
daisies in the morning.
written
read each
may
these word
look like?
4.
time.
to
the Lady
poem
and
(Pp. 66, 67.) These
have
the
gather daisies. Read
reading with
has
shine, the littledaisies,while
stars
to
so, comes
Find
words.
rhyming
What
Read
is she doing?
What
the
look like ?
moon
these stars
do
"
out
dramatic
the
the lost chick, where
it
S3
was
side
lost,what
of
this
story
the hen, the
READING
TEACH
TO
HOW
Betty said,finding the chick, building the house
rooster, and
rapidly,gettingthe story
from the pictures,counting the chickens in each, reading the
titles,
givingthe splendidimitative sounds. Find the significant
little chick is lost! (P. 68.) Oh, here it is
sentences
Oh, one
under
the apple tree! (P. 73.)
through the whole
for it. Work
Lesson
2.
is
(P. 68.) Who
show
and
sentences
How
speaking?
do you
?
about
the two sentences
she
feelwhen
How
?
gone
Read
frightenedshe is. Assign
the proud mother, one
reading about
certain,one the frightenedmother.
is
This
help
and
and
sad
a
lesson in which
getting the
in
them
of these
final sounds
Lesson
words
many
Read
she says
three
the
They
and
show
children, one
mother
in
making
phonics will
know
initial
the
the aid of these and
and
with
new
words
of
quiteindependently.
3.
(Pp. 69-71.) Let
those
words.
new
How
does the mother
the children's work
they should get the
the context,
to
the firsttwo
she find ?
How
what
did the
How
was.
does
many
chicks.
countingthe
finds one
she
happy
and
proud
how
chicks does she expect to count
how
know?
feelabout having ten littlechicks ? Read
hen
mother
hen
group
on
the children
This
37-39.
pp.
the first rhyme with
compare
either before
be done
may
or
after
they attempt its oral reading. Before attempting to read the
the
second
rhyme orally have the children find and pronounce
first one
or
silently.Find
on
the next
pages.
Let
Find
each
words
two
and
two
the
line,reading the
in each
the
name
rhyming
if there
I wonder
pages.
rhyming words,
child choose
a
rhyme
to
54
words.
are
any
the lines which
prepare.
rest
Read
of the line
the titles
rhymes
are
on
these
repeated.
trying
before
be read
will often
sentences
the
reading
portray, findingand
to
Lesson
READING
TEACH
TO
HOW
the
Several
sentence.
is found.
rightone
7.
(Pp. 76, 77.) These pages recognize the value of recalling
of the Riverside
Primer
is
thoughts. The thought content
worth
as
questionsas
recalling.Let the children answer
many
Give needed help with words but not with thoughts.
they can.
When
the lesson is finished,direct the children to the pages
which
will
These
pages
well be
may
pp.
have
them
to
turn
used
as
remain
silent
a
If the title Where
52, 53, 57.
were
questions which
the
answer
p. 34
unanswered.
reading lesson,as
troubles
the
find it there.
and
period: The phrases recalled on p. 77 may
in the sky, in her little bed, in the meadow,
be listed for
Drill
drill:
Lesson
GROUP
STORY
FOR
PLAN
children,
GAMES
MERRY
"
etc.
i.
(Pp. 78, 79.) The
the words
and
word
conversation
groups
about
which
are
the
new.
picturewill employ
Have
a march, one
playing Harry and blowing the bugle, one playing Charlie
How
it
and beating the drum.
Enjoy the Rub-a-dub-dub,
the titles on
rolls! Read
70 for
p. 79, turning to pp. 37 and
child
You
Did
the
answer
the
sentence
Let
the
to
to
give trouble. The children may
questionsby pointingto the picture,by pointingto
answer
or
orally.
on
answers,
may
p. 78 which
Ever
and
children
if they
What
realize that
"
No
"
"
Yes," otherwise
questionsas
tell untruths.
Perhaps the teacher
these
these
experiences.As
would
another
the
better be answered
time
they
may
ideas here
as
valuable
an
answer
they will be encouraged
herself has
are
new,
never
these
had
all
questions
by individual children. At
and answered
silently
silently,
in order
be read
is
56
child
each
working
the teacher
Lesson
RIVERSIDE
THE
TEACHING
comes
at
his
to
him.
to
game
do you
playing / Spy
game
speed,answering orallyas
2.
(Pp. 80-83.) These children
What
of
rate
own
PRIMER
is known
suppose
will have
as
which
children
it is ? Those
trouble with
no
to
the
chose I spy ?
tells. Who
a
are
game.
used
the title. Where
the
will need
to
suggestedplaying ? Find
Who
two.
play
who
Hide-and-Seek, the teacher
explain the identityof
the sentence
gettingready
are
How
do you
find who
rhyme do you say when you count out ? Let us
how we
like the rhyme these children used. The teacher may
see
Get the
read it,pointing to the children as if counting out.
will he it ?
What
rhythm, pointingonly
on
the
important
words:
"
One, two, three,
A
Who
is counted
out
in text, and
it? What
does
bird in
tree.
The
little brook
And
out
first7 Children
say
when
Where
Lesson
is
spiedfirst? Who
"
answers
he hlinds his
ten ?
gets home
did the children hide ?
find
read them.
counting to
ready when he finishes
Who
flows,
he goes.
pointas they
Jack
a
That
a
tions
ques-
? Next ? Who
is
eyes? Are the children
What
free?
was
Next
to these
does Jack
Who
do then ?
will he it next ?
fine game!
3.
a
(Pp. 80-83.) The study lesson of yesterday was as much
reading lesson as any oral reading lesson. The children are now
while reading orally. It may
be well to
ready to dramatize
is begun.
practice counting out before the full dramatization
Work
with Jack's speeches also until they can
be given rapidly.
The dramatization
be continued, Betty being it and beginning
may
/ will count
to ten.
57
Lesson
4.
sideways
arms
the
trunk
the
at
arms
the shoulders,
with
even
the
waist,
the
to
to
seesaw
be
may
the
body; for
of the
side in front
side to
from
swing
the
For
rhythms.
the different
and
play swing
the children
(Pp. 84, 85.) Have
the
READING
TEACH
TO
HOW
get
swung
extend
seesaw
ing
palms down, bend-
left,to the right,the
arms
moving with the trunk. These are rhymes in which a comparatively
Memorize
word, up, becomes
significant.
insignificant
very
with
the stanzas,
especiallyThe Swing, recitingthem
appropriaterhythm.
Drill period: ow, how.
mow,
its
rhythm
Lesson
for the
accenting of
shops, follow^ed by conversational
86.
children
the
the words:
Find
Dramatize
blacksmith's
lessons.
p.
to the
87
Teach
suggest
and
the
tailor's
rhyme
money.
on
Several
shop while others read
bakefs
the first time.
it is read
as
follow
these
as
you
precedinglesson.
did the
a
a
child, also assignparts
one
children
merchant,
other
titles may
be read
child carried
on
the
in the party.
are
g.
(P. 92.) The
pp.
ow.
8.
dialogue with
to
which
two
(Pp. 86-91.)Assign each rhyme to
for dramatizing each scene.
Although
Lesson
84 calls by
6, 7.
(Pp. 88-91.) Treat
Lesson
bow,
cow,
prolongingof
the
baker, buns, penny,
hippity hop
may
rhyme.
Lessons
p.
:
5.
(Pp. 86, 87.) This lesson and the
visits to the neighboring baker's,
p.
on
poem
and
how
be built
may
The
bow-wow-wow.
now,
sow,
which
Words
77 and
79
if
they have
orally,the
trouble.
S8
Or
children
they
may
turning
get the
titles by
what
make,
for
the
be read
to
silentlyand
orally.
with word
period: Work
Drill
PRIMER
questionsare
The
sounding.
answered
RIVERSIDE
THE
TEACHING
do you
where
see,
groups
can
;
who
shoe, who
can
can
get, at the baker's shop,
you
pony.
Lesson
lO.
the different
(P. 93.) Encourage originalityin illustrating
situations.
will need
blacksmith
The
have
to
another
child
represent the pony.
PLAN
STORY
FOR
Lesson
GROUP
95.)
94,
It
time, although it
each
Give
See if you
find
word
Hurrah
clown
be
spirit.
period:w, will.
By this time
or
What
with
at
name
Words
Be
circus
sequence.
if the children
I
am
sure
at
initial sounds
the end
turn.
The
In the
joy. Yes,
I
same
see
which
:
are
thinking of?
of these
sentences.
the children
read
built: we,
way,
a
will be
element.
this game.
child who
/
has
play, /
boy.
59
woo,
ready
Sometimes
child guesses
way
be
can
wash, wind,
the children
is it ? Some
Yes, it is sand.
next
it. The
animal
sounded.
containinga phonic
s.
this lesson
be troublesome
What
words
given orallyonly. Play
with
CIRCUS
in its natural
read
not
m.
monkey's
can
read
talk about
to
wing, wake, wall. Other
words
THE
with
Drill
were.
will
the sound
the
be
also
may
well enough
familiar.
The
helps greatly to
of the animals
names
know
FOR
i.
(Pp.
The
HURRAH
"
see
well,window,
to
give
these
many
may
be
something which begins
sand.
No, it is not sand,
guessed correctlyhas the
see
somethingwhich rhymes
TO
HOW
FOR
PLAN
Lesson
TEACH
STORY
READING
GROUP
for the animals.
which
animals
they
This
of God
care
of the
for his people
find in the
picture the
in the
names
procession,they
If
text.
will
easily
text.
himself
cuttingthe animals
Drill period: Work
by two,
the
findingtheir
in the order
child may
Each
well be preceded by the Bible
the children
Let
they know,
them
name
follow the
here
with
of this manual.)
word
hens,
two
which
at
Read
Make
on
children
p.
the
box,
a
profitablybe
review (p. 50,
may
fundamental
the
See how
19.
dogs.
two
suggestionsfor
of
sure
1
of
out
ready, in line, two
week
a
vocabularies,the phonic elements
the rhymes
ark
is
:
groups
more,
point
work.
toy Noah's
a
paper.
and
is another
make
from
come,
spent in review
with
ARK
i.
(Pp. 96, 97.) This lesson may
story of the flood,bringing out
and
NOAH's
"
on
pp.
and
plete
com-
Work
121-128.
letters of the
many
bet
alpha-
each make
an
(p. 120). They may
alphabet book, the letter appearing on one page, listsof words
and illustrative picturesopposite it. They may
cut out from
the
advertisements
enough
not
PLAN
to
FOR
Lesson
letters which
and
they know.
Be
these
sure
large
are
strain the eyes.
STORY
GROUP
A
"
VISIT
AT
GRANDPA^S
i.
(Pp. 98, 99.)
make
know
as
it
Who
are
pulls into
the station ?
Betty are going ?
find out.
What
Betty and
read
Read
do you
? Play that you
going away
are
it. Now
?
Where
the last line
suppose
on
noises does the train
do you
suppose
p. qq and
see
Harry
ifyou
can
the father is saying to the trainman
Harry and
they are
What
on
60
read p.
the train
g8. Play that
by
sitting
you
are
the window,
TEACHING
theylooking at pictures?
the train. Are
have
you
houses
Do
seen
from
by?
run
Do
flypast us?
trees
the train
they
Dramatize
with them ? Find
fathergo
of their
some
Harry's, read
It,deciding which
read
may
Betty said.
said, which
that
found
Betty's and
Hke
are
Later
them.
have
children
the
When
on
PRIMER
find something they see which
until you
Read
RIVERSIDE
THE
the
the
the rhyme
to
parts Harry
pages.
Does
questionin
the
two
to this
answer
experiences
the
next
lesson.
Lesson
2.
tell of their
read, let them
and
Have
Grandma.
letter
at
Lesson
or
names
strong children
two
or
one
experiencesin visitingGrandpa
own
read the entire
the close of the lesson.
j.
did Father and
(P. loi.) Why
did they send it ?
sentence
which
children
at
Read
you
did they send the letter? As the children
kisses. When
some
Perhaps they signed their
it ?
suppose they reallywrote
put in
Betty write this letter? Do
did Harry and
(P. lOO.) Why
tells you.
?
the sentence
Dramatize
the
PLAN
Lessons
and
i
What
Were
tells. Have
writing of
STORY
his
Those
who
rhyming
own.
can
words
pictures on
the
gettinglonesome
entire
the
?
letter read.
letter,the receivingof each.
each
GROUP
"
LIKE
WHAT
I
each
child
2.
(Pp. 102-104.) Assign
choose
Mother
and
the
Read
waiting for the
surprise was
Father
which
FOR
write this letter? When
theyreceived the children's letter?
Had
home
Mother
all
When
do
so,
in each
stanza
a
to
ready
are
have
them
illustrate by
may
stanza.
followingpages:
The
9, 29, 44,
61
read
action.
teacher
or
may
let each
in order.
Find
the
show
the
62, 49, 95, 58, 78, 85;
HOW
TEACH
TO
reading the
finding and
the children
READING
which
stanza
tells about
each.
Lesson
j.
(P. 105.) Use
as
a
silent
reading lesson,each child following
from child to child ask
speed. As you move
he likes about
what
picking apples,looking at pictures,etc.
that each is thinking as he reads. As a final test of
Be sure
have each point to that which he likes to see best,
appreciation,
his
of
rate
own
to hear
best,
by giving the
best.
do
to
imitative
let him
Or
illustrate these
by action,
than
words, by tellingmore
is told
on
the page.
PLAN
Lesson
GROUP
STORY
FOR
p. 106 is a
picture.Let
tell what
he
each
sees:
e.g.,
tall trees with the leaves
to make
them
grown
Lesson
AND
WINTER
i.
the
(Pp. 106, 107.) Teach
(with a word of precaution as
and
AUTUMN
"
a
in
a
fire,
I
see
Talk
poem.
to
danger)
child find
a
people call
this
Each
bonfire
sentence
.
on
read
They fallfrom the tall trees.
Let
us
I
it,
see
gather leaves
gathering leaves. They put
children
pile. Perhaps the children
"
the
picturesentence,
fallingfrom them.
some
about
will
reading between
enjoy knowing
that
the lines."
2.
(P. 108.) Like the circus lesson and
Tree," this
should
be
the story group,
read
its
"
The
appropriate
ful
time, the day of the firstsnowfall. Such a day will yielddelightreading lesson.
experiencesfor a supplementary blackboard
Christmas
(See p. 16,
of this
page
manual.)
62
at
HOW
88,
86,
85,
if he
see
drill
Assign
107.
1,
blackboard
the
on
10
Lesson
three.
become
tree
found.
are
which
those
list
the
Let
best
are
words
each
child
known
and
children
the
a
this
delight
lesson
bring
will
its
to
give!
reading.
How
Did
the
tree?
Christmas
6.
Lesson
entire
the
Read
the
Review
Let
read.
help
story
entire
the
select
these.
the
formal
work
children
(pp.
find
1
a
19-128)
a
to
is
well
few
story
of
contents
favorite
read
page
dramatizing.
of
table
the
to
Let
pages,
selecting
by
turn
much
Make
group.
Primer
children
favorite
dramatize
that
Erase
What
116-118.)
experiences
many
and
they
as
child,
each
to
page
5.
(Pp.
fir
READING
remainder.
the
on
a
rapidly
as
name
can
TEACH
TO
read
silently.
mastered.
to
groups
(p.
rhymes,
Be
sure
2)
TEACHING
IV.
PLAN
STORY
FOR
Lesson
GROUP
the
"
the
rhymes
on
Dwell
poem
the
on
from
home
age
with
baby
at
Drill
list
rolls, pulls,
Note.
be
2
book
I :
if
the
they will read
some
which
belonged
to
it if
from
Pease
Ask
later
s,
as;
times
little
the
little
children
find
them.
it and
girl
the
Read
re-read
child
the
or
children
Dramatize
they have
it.
bring
can
father, mother,
hot.
if
tions:
rela-
the
Teach
possible.
porridge
at
family
they know
Perhaps
the
the
taught
:
brook,
able
complete
to
help
tales, lands,
listed
reads,
listed
they
under
does, choose,
eyes,
be
No
to
attempt
have
65
to
which
phonic
in
taken
are
of
challenge
all
had
able
Enough
those
are
2
Some
may
others.
children,
i
they having
sound,
lists exhaustive.
the
under
vocabulary.
with
told, has,
rose.
Words
recognize, others
hold,
took.
book,
look,
look.
00k,
hold, fold, cold,
sold, mold,
Words
words.
stimulate
the
pointing,
tales.
and
cares,
"
to
the
baby.
cook,
list
Word
should
of
period: old, old;
his, hook,
these
AGO
home.
Word
need
LONG
grandson,
Let
baby.
4; later
p.
reading
the
the
to
reciting them
7,
Pat-a-cake
game
the
READER
OF
baby
the
the
on
story
a
grandmother,
play
with
6 and
pp.
the
them
reading
pictures and
at
Pat-a-cake
playing
these
TALES
"
pictures, emphasize
grandfather
girl looking
to
FIRST
i.
(Pp. 3-7.) Enjoy
to
RIVERSIDE
THE
sound,
has
been
their
from
children
the
been
in
elements
general
the
these
children
will
teacher
made
to
will
have
given, however,
mastery
of sounds.
to
HOW
Lesson
TO
2,
(Pp. 3-7.) Again
and
with
unity
will read
.
Nat,
2.
followingmay
pages
first lesson
the final
well
was
assignment
be
read
given.
The
one
child
nun.
Nan,
easy,
nine.
n,
miner, fine, line,whine, dine, thine, no,
now.
need, nothing,
Never,
Lesson
The
ing
follow-
page.
period: ine, nine;
Mine,
p. 4, the children
on
poem
you.
makes
page
each
the
if the
comment
of each
Drill
read
reading with
little
1
READING
TEACH
hen, ten,
run,
horn,
man,
seven.
j.
Enjoy the swing of the
lines,the rhyming words. Locket, pocket, found, round, the
alliterative structure
words
and
(see p. 126). Find significant
(Pp. 8, 9.) Teach
word
groups
largelyas
a
titlesays ?
:
lost
the rhymes
a
p. 8.
on
pocket, found it,a ribbon
silent reading lesson.
What
the
firstline
?
says
Let
first question,the second, the third.
them
silentlythe lines telling
hold for
Drill
1.
2.
of oral
exactness
what
like to do what
would
Who
child
some
Let
to
p. 9
the
the
answer
Lucy and
do, what
to
it. Use
round
Kitty read
say.
Do
not
reading here.
period: ound, found.
Mound,
sound, hound, bound.
Ground, round.
Lesson
4.
(Pp. 10, II.)
Let
the
tuffet;whey,
understand
there ?
Little Miss
away;
children
black
Muffet
find
the
that
words:
rhyming
spider, beside
tuffet,curds, and
Tell the children
atized.
be recited,read, dram-
may
whey ?
her.
How
Do
did
spidersspin long
swing on them, dropping down
they start. Read them the poem
66
long distance
a
on
p.
11.
Who
Muffet,
the children
the
spider get
lines and
from
was
then
where
the little
TEACHING
girl?
THE
lines which
find the
children
How
children
Drill
period:
Lesson
the poem
have
and
word
which
the
are
the
third
repeated.
stanzas
ent
differ-
to
read.
in fundamental
words
? Have
Muffet
groups
repeated? Assign
is each
times
many
READER
repeated (the first and
are
stanza),the
alike in each
are
FIRST
play for the spider? for Miss
this
Was
RIVERSIDE
vocabulary, column
i
.
5.
(Pp. 12, 13.) Treat Little Jack Horner as you did Little Miss
of the significant
words
and word
Muffet. Find some
groups
Notice
from
the rhyme on
the appeal to curiosity in
p. 13.
Just then he saw
something, and again in the rhyme which
follows.
the children
Let
Dramatize
what
guess
farmer is going to do.
the
13.
p.
Drill
1
.
2.
period: p, put.
Pay, pen, pill,
pat, pine,pound, spill,spine.
Sheep, deep, ship,pig,pulls,pie,pocket, plum, plain.
Lessons
6-g.
(Pp. 14-2
The
may
does
Jack
tell about
the
helped?
Let
when
the
think
each
time
he
helped
farmer ?
farmer
nowhere
of
Jack
section may
How
the children
said.
of the latter
amusement
ending
how
at
be
an
try
tells him.
appeal
make
the
Jack
to
I
pie ?
out
looking all around,
made
quitedramatic.
Will
how
make
67
Have
the
the
a
the
miller
farmer
and
the
the children
again. This
questionsat the
over
the
it,and
the sentences
read, have
over
of
Jack's astonishment
helped
are
the
sion,
expres-
curiosity.Did
to
Jack's unbelief. When
(p.20)
The
the introduction
find
portray
see,
miller,and
they realize that
sure
else, and
can
You
to be seen
as
be
these lessons.
out
the
farmer,
pie,but
something
saw
tell Jack
farmer
the
the
until his mother
out
make
character
picturesin working
how
making
find
not
the
guess
in
helped
Then
new
.) Utilize
children
others
Jack
1
of p.
foot
series will make
ed, red;
.
r,
red;
entire
fine dramatization.
own,
vocabulary, column
in fundamental
periods:words
Drill
1
a
orally. The
answered
silentlyand
read
21
READING
TEACH
TO
HOW
2:
down.
Fed, led, bed, Ted, Ned, ray, ring,rake, rill,
run, rat, row,
clown, brown.
round, town, crowns,
Your, mother,
2.
ride, rest, reads,
father, flower, water,
road, right,roof,rolls.
Lesson
10.
is the
of these pictures. Where
much
(Pp. 22, 23.) Make
ship ? Which is Bobby Shafto ? What are the other sailors doing ?
What
great cityis this ? These children play they are going there.
town.
In
going ?
Find
'Find to London
play they are
lines which
children
are
the second
home
from
repeated. When
play going
to
the
London
stanza
where
London
poems
do the children
have
the
read, let
been
gallopingin
town,
Find
town.
the
rhythm
of the stanza.
period: word groups
foot, the other foot, that is
Drill
town, from London
Lessons
:
to sea,
gone
the way,
in other
lands,
that *s the way,
one
to London
town.
11-14.
acters
here, char(Pp. 24-31.) There is real dramatic movement
the third bird
coming and going, a fine climax when
back to his duty, and a
Little Boy Blue and he comes
awakens
back in the field
most
satisfactoryending with sheep and cows
thanking the faithful bluebird. The first
lesson may
w^ell be a study lesson including the whole
story,
which
children reading silentlyto find the sentences
answer
? Did
questions.Who is this ? Where is he ? Who came
significant
these
Little Boy Blue ? Do not let the children answer
he waken
in
insist on their finding the answ^ers
questions from memory,
and
Little
the
lesson.
Boy
Blue
Further
lessons
may
68
deal
with
the main
parts of
TEACHING
THE
the story in detail: Little
first and
his
and
birds and
second
The
success.
singing of
and
louder; just
loud
How
Drill
1
.
2.
and
the first littlebird, the
they did,
what
think
may
READER
the
of
third little bird
appropriate
names
opportunity for voice training in
birds: very, very softly;very softly;louder
loud as he could sing; the final happy song.
the
the
Blue
Boy
children
is fine
parts. There
for these
FIRST
RIVERSIDE
as
that?
was
periods: eep, sheep, sh, sheep,
corn,
orn,
Keep, weep, peep, sleep,shake, shy, shun, shook, shine,
horn, born, corner, Horner, morning.
shed, morn,
Shepherd, wish, shone, fresh, rushes, ship, shaking.
Lesson
15.
(Pp. 32, 33.) These pages emphasize
reading, the bringing again to mind of
the value
that
of recall in
which
has
been
read each question,
previous time. Children may
pointing to the picture when answering the questions beginning
with
the
other
Which.
When
questions have been
answered, let each child find and read the rhyme about one of
read
at
a
the characters
named.
Drill
I.
As
word
period: ell,tell.
Sell,fell,hell,dell, well,shell, seller,telling.
make
each story group
is finished,
that the
sure
and
phonic
done.
drills which
it have
accompany
Select favorite pages
to
read.
(See
necessary
been
oughly
thor-
p. 51, of this
manual.)
PLAN
FOR
General
children
STORY
GROUP
preparation: To
must
have
seen
blossoms, watched
the
Such
lessons should
help
have
made
and
get
an
THE
UNDER
"
the
apple
birds and
69
from
tree, smelled
out
to
TREE
these
the
bees, played under
the children
should send them
most
APPLE
lessons,
fragrant
the
recall observations
eager
for fresh
trees.
they
experiences.
Lesson
READING
TEACH
TO
HOW
i.
pictures,imitate the
to express
interpretation
get the
(P. 34.) See that the children
sounds.
calls for
drifting
away
motion
portrayed. The page
They
the delicate
go
several
sentences
Lesson
2.
children
the
Encourage
groups.
be read
may
from
in
to
on
now
tence
sen-
read
together.
(Pp. 35, 36.) The pictureson p. 35 tell the story. Let each
which
describes it.
child choose a pictureand read the stanza
The pictureon p. 36 suggests many
Find the rhyming words.
in the poem:
elements
Early every morning, a birdie,in the
blossoms.
This
gettingup
in the
to
page
and
morning,
there
are
the bird's call. This
do.
Imitate
Drill
period: et, get;
1.
the next
Set, met,
wet,
g,
may
so
emphasize the joy of
things to see and
many
poem
may
well be
rized.
memo-
get.
let, net, pet, getting, petting, petted,
wettest, letter,better, gay,
go, gun,
gold, ground,
gown,
golden, going.
2.
Ago,
Lesson
grew,
pig,together,log, begins.
3.
(P. 37.) Notice again the greater intensitywith which the
bird sings at the last. Who
else was
wakened
by a littlebird's
singing? Turn to pp. 28 and 29 and read the bird's songs.
Lesson
4.
(Pp. 38, 39.)
words.
Be
that
sure
flowers,rain, and
Drill
period:
Find
sun.
the
pictures,the sounds,
the children
Do
fundamental
understand
they like the
the
rhyming
help of the
sweet, sweet
honey?
vocabulary, column
70
the
3.
which
stanzas
Lesson
right? Why?
do
hen
with
I 'IIsow
j.
(Pp.
is
53.) There
52,
the
Dramatize
retribution
the
and
Will
complete story.
Can
Said ?
the Others
What
here
splendid contrast
hen
the
of
complacency
with
the
Did
sow.
grains
These
alike.. Compare
are
If grains you
READING
TEACH
TO
HOW
of
it aid the
the
between
others.
the
effect to finish
children read the entire
some
story?
GROUP
STORY
FOR
PLAN
preparation: Children
General
They
them.
people about
workers.
much
planning
they have
class what
or
the class to
Take
heard.
or
seen
some
them
to
the work, to tell the
questionsabout
the workers, to ask
watch
is
There
"
splendidworker
other
busy
spirit
earnest
proud of his father's work.
being an engineer,a fireman,
I grow
When
up." Encourage
to
as
appreciatethe
the
is
Each
of the
in
interested
are
to
seem
TOILERS
DOZEN
A
"
see
some
of the toilers.
There
Types of lessons:
because
70,
lessons
when
poem
they
A
about
improvise
review
understood.
are
Diamond
for the
tunes
lessons
p.
it describes
then
21.) Identify each
on
p.
fortymiles
an
memorized
are
poems
the
out
stanza
on
(Pp. 62, 65, 69.)
''
:
i.e., I
hour.
The
am
an
p.
72
over
89 with
These
engineer. My
train rushes
the part
on
ing.
be used for silent read-
may
by changing the wording,
dramatized
language work
90.
56,
in the
quiet humor
class may
Coal (p. 74). The
or
a
lullabies (pp. 92-97). The
beautiful
Bring
of these pages
Some
55,
dramatizing. (Pp. 61,
(pp.86-91, 104-105) call for thinking
of the children.
(See
or
beautiful
that the
ff.) See
71, 81
for dialogues
are
discuss
and
read
to
they tell. (Pp. 54,
facts which
of the wonderful
etc.) Other
lessons
are
an
the riddle
be read,
may
excellent
engine
hill and
is
bit of
running
plain. Hear
TEACHING
THE
the whistle, Toot, toot. Hear
the
Opportunities for emphasis
of
movements
I
bell, Ding-dong.
ping
stop-
am
/ should
"
Drill
in my
(p.68). Away
"
(p.65).
dreams
the
over
the
train
portraying
Specialsentences
the whistle
hear
the gong
says
expression: imitating the
upon
toilers,their cheery calls; how
the
will ring out!
caller's voice
!
READER
train at the station."
my
out
FIRST
RIVERSIDE
houses
!
tion,
emo-
Watch
(p.77).
periods (p. 60) : ain, train.
Main, pain, rain,gain,paint,grain,plain,training,pained,
I
.
painter, gaining, plainest.
(P. 83) : test, rest.
1.
Lest, best, test, west, nest, resting,western,
2.
Forests.
nested,
(P. 92) : light,night.
Sight, bright, might, fight, light,tight,fighting,lighten,
I
.
tighter,lighted,brightest.
Fundamental
Let
read
child select
each
about
STORY
FOR
This
story
be read
do
not
the
hold
the
story
get the
will
like
to
be and
beginning to
to
exactness
story
and
BOY
GINGERBREAD
end
of
spiritand
rapidly
move
be dramatized,
can
from
spiritof
he would
first part of the story is the
pictures.The
the
of
rest
THE
"
all the rest ; if the children
the
toiler whom
one
4.
the work.
PLAN
Enjoy
vocabulary, column
can
by
be read
many
vocabulary
to
in parts, and
children.
is really conveying the
73
of
to
this,
its tragic ending.
wording, provided
hearers.
key
a
should
In this latter
child has
thought
to
the
his
Assign
the
have
cat
In
each
part
first
reading
?
wise
How
finishing
work
of
has
the
the
been
beautiful
well
THE
"
to
a
those
Reader
pages.
poems.
done.
children
through
by
kittens
must
spend
Be
WAITED
THAT
CAT
of
group
carried
hungry
favorite
dramatizing
some
STORY
FOR
PLAN
READING
TEACH
TO
HOW
several
sure
Satisfy
to
dramatizing.
the
yourself
and
Was
the
been!
have
days
that
dramatize,
in
reading
children
that
the
and
know
formal
TEACHING
V.
children
(The
also.
pp.
181,
182.)
9,
p.
Contents;
which
if any
see
he
to
they
story,
/
says,
for
through
the
Train
Keep
or
"
action.
the
ever
a-wa-y
so
far
hurrying.
The
rolling in,
the
playing
For
in the
seat
paragraphs,
a
of
Table
good
with
story
story
which
to
new
to
read
The
far
so
weeks
expect
In
lessons
them
re-reading
large parts
:
A
a
child
children
them
expect
drills
word
get words
to
have
good
hearer
may
as
know
to
listed.
habits
of
By
pendent
inde-
lessons.
so
that
silver
away.
weathercock
the
(p. 10)
swallow
away.
and
should
the
got the colt (p. 33).
sounding,
phonic
through
read.
to
reading, help
pupils
year
The
ever
"
in
up
upon
children
of
for the
the fox
through
words.
of the
look
to
how
independence
attack
there
few
a
offering
before
to read
and
middle
the
use
read
them
at
work
to
Within
sentence.
context
common
need
may
trained
be
going
am
Work
by
may
Let
Look
good
a
lists
phonic
frequent
class.
name
be
may
and
the
at
of all illustrations.
paragraph
a
prepare
the
Reader
Make
stories.
finds
that
word
the
to
READER
First
Reader.
favorite
children
in class, sentence
Second
one
much
first the
At
Review
Preface
If so,
knows.
Make
begin.
year.
191,
their
for
ask
then
of the
parts
Children's
the
Read
190,
SECOND
re-read
second
the
Study
of pp.
well
may
of
beginning
RIVERSIDE
THE
sand
(p. 20)
ships sailing,
the
fly
must
(p. 11)
Hurrying
must
sea-birds
see
home
see
the
picture
a-wa-y
away,
stretch
must
(p. 10)
the
must
white
flying, the
away,
be
waves
children
sand.
work
and
the
children
may
draw
what
they
75
find
see;
picture
perhaps
sentences
copying
or
the
TO
HOW
below
sentence
thing each said.
'^
Adapted,"
Explain
Be
All nature
that
with
beautifullyas
and
have
to
be
20,
know
the
38, 88, 137).
32,
the reader
that
had
has
experiences
world
nature
accepted instead;
watched
have
swallow, but
lists
presented in the poem.
have had the experience,recall it as simply
possible.Perhaps a related experiencewill
the children
Where
(pp. 10,
assume
of the
part
word
the
children
the
Tale,"
LESSONS
of nature
poems
that
Old
one
sounds.
consonant
Poems
I.
An
with
Work
sure
''
did,
each
that
of selections.
TYPE
Type
thing
manual.)
etc.
Hst of the characters
a
17, of this
p.
Anonymous,"
and
phonograms
make
may
writing one
of the book.
back
the
at
(See
the authors
Notice
''
picture. They
the
in the story,
named
READING
TEACH
other
do
children
many
birds
the
know
not
Others
flyaway.
may
flies
fireto see
experiences; they
after reading Twinkling Bugs.
of
The poem
thought, a different interpretation
gives a new
of the swallow
ideas. The
these nature
(p. 10), the
message
for
led to watch
be
(p. 38),
sunset
the
Have
the
rhythm
is evident, not
use
thought
to
LESSON
Speak of
back
in the
read
the
the
of alliteration.
the
the
in
a
rhythm
PLAN
birds'
spring.
of these
"
Examine
you
brought
to
way,
but
would
to
SWALLOW
away
the
76
for the
sea
of
us.
poems.
repetitionof
Always read a
THE
going
be
the poem
singsong
as
to
the
poet shows
the
treasures
many
rhyming words,
groups,
and
to
floatingin
moon
also needs
poem
needs
the
the
are
memorize
of each
tirnes the teacher
Notice
(p. 20),
these
"
children
music
The
new
of the wind
mystery
will wish
Many
out.
the children
words
and
so
poem
first.
word-
that the
fittingthe words
music.
(p. lo)
winter
picture.Note
and
coming
the swallow's
round
of his
tail,widespread wings. Speak of the
flight.Read
the
How
far
is the
What
listen
for
in
the next
callingit
Diamond
A
Perhaps they
Drill
?
What
other words
the two
lines while
again
the swallow
see
in much
stanza
picturesthey
or
"? and
recite them.
can
period:
Coal
a
the
and
us
?
in
bringing
we
peated
re-
message?
fiying away
same
in the
see
hear
and
Let
way.
Notice
poem.
in the First Reader
children read
The
name.
we
coming
firstline making
is the swallow's
What
the
out
to return.
tell what
"
that
so
his
grace
sun-loving swallow
Read
come
are
lines?
two
the second
Treat
Why
words.
the
words
?
and
away
is he called
that sound
begin with
those
going
those two
w
children,bringing
travels ! Read
flies.Why
firstsound
the stanza
Read
you
he
away
lines
these two
swallow's
the swallow
far
the
to
poem
the
between
how
see
READER
head, forked
contrast
back.
SECOND
RIVERSIDE
THE
TEACHING
"
Ferry
Me
Across
"
Memorize
The
the children
the
thor's
au-
her poems,
the Water."
Swallow."
c, certain.
1.
Cent.
2.
Certainly, rice, nice, place, dancing, since, concerts,
princess.
Fundamental
II.
complete vocabularies.
phrases.
Common
Type
and
Poems
of child life(pp. 13, 16,
39, 95, 114,
170,
180).
based.
the poems
which
are
experiences upon
the loving care
Bring out the poeticthought concerning each
for the baby (p. 13), the smoke
sailinglike feathers (p. 16), the
fascination of the lamplighter (p. 114).
Recall
the
"
With
these
that the musical
first
so
the
thought before
word
to
the
poems
some
will often
setting may
work
difficulties crowd
memorize
teacher
out
of these
the
upon
the
appeal with
poem
beauty.
poems.
77
need
The
to
the
read
beauty of
begins. Never
children
them
let
will wish
PLAN
LESSON
carrying?
man
teacher
time
ladder,
see
;a
night
lamplighter?
be read
may
poem
children
have
First Reader,
Drill
read
period:
oon,
Soon, spoon,
Common
Type III.
them
wish
may
call attention
to
to
the child's not
to
be
a
frail citychild.
oftendoes he
How
makes
being
see
the child want
for the child ?
study work have been done,
to
watch
memorized
be dramatized.
it may
from
Stevenson,
107), "The
Swing"
"
The
the
The
Red
(Riverside
moon.
coon,
sooner,
and
Poems
noon.
complete vocabularies.
must
offun (pp. 9, 17, 68, 125, 144, 161, 167).
see
the fun, that is the main
them
(p.9).
7^ the
thing. Have
point,
to read.
Why does the book open at the rightpage ?
mother foolish? (p. 17). Why would the littlegirl
silently,
question them, and when
call upon
teach the
What
picture
phrases.
children
read
with
ily
hanker, quite a fam-
a
Leerie ?
orally. Later
p.
and
happy ? The
him
it meant
reading and
or
dren
chil-
46).
p.
Fundamental
The
Leerie
(Riverside Primer,
Fire"
.
what
Does
? The
to him.
papa 's
my
tea-time.
at
this silent
When
I
knew
man
picture,then the
which
verifytheir
the lines
being mentioned,
not
is the
going by, with lantern
nod
"
What
?
one
any
is the
lamp hefore the door. Some
every
a
Maria
"
see
in the
see
to
does the child like to watch
Why
be
he
this little hoy to make
Stevenson
strong.
Does
they
Leerie
see
the mother
to
him?
to
Tom
tells much.
group
what
littlechild and
a
has
What
LAMPLIGHTER
call their attention
may
answers:
THE
boy ? Who
the
see
from
answer
may
he
Does
"
doing ?
is this littleboy
What
READING
TEACH
TO
HOW
fairy these things? (p. 144).
78
they
see
the
HOW
LESSON
PLAN
Where
is this
dog in the
read
?
manger
entire
the
THE
DOG
What
IN
come
manger
a
what
to the barn
for ?
?
Tell
is the
for? Why
Who
about
us
it. What
children
it may
treated
liked hay, would
be
have
of you
happened. The
silently,then
dialogue. // the dog had
{p. Jl)
MANGER
THE
is the manger
? Find
fable
READING
has he
eatingfrom
this manger
food is in
TEACH
? What
ox
animal
an
seen
"
TO
may
as
the story have
a
been
?
different
Drill lessons
With
II,
p.
:
"
br, bright
and, and;
Sand, hand, land, band, stand, landing, handle, sanded,
1.
handed,
bray, bring, brow, brook, brine, brown,
bride,
brain.
Grandfather, brother, breakfast,broken, bravest,
2.
With
1
p.
8,
crept.
cr,
1.
Cry, crook,
2.
Crab, cried, cross,
With
creep, crock, crooked, creeping.
crown,
crack,
crawled.
cream,
19, ent, went.
p.
1.
Sent, cent, bent, tent, dent, rent, tenting,center.
2.
Gently, twenty, movement,
With
p. 31,
ack, black;
x,
plenty.
ox.
Sack, hack, crack, lack, back, black, tack, track, pack,
1.
rack, cracker, packet,
oxen.
Jacket, exchange, next, fix.
2.
Fundamental
Common
Type
V.
These
the
breath.
power
and
complete vocabularies.
phrases.
Lessons
Informational
lessons call attention
in the
thoughtfulnessof
simple
a
small
(pp. 14, 107).
to the wonder
of the
steam
boy. The
80
of the
stars, and
tea-kettle; also
teacher
needs
to
to
the
direct the
THE
TEACHING
observations.
children's
Find
Perhaps
children.
the Great
bubbling
A
tea-kettle
schoolroom, but the lid
the children
have
Use
these
children
to
seen
lessons
fact and
fancy.
of the Little
Dipper.
show
to
these
to
the
easilybe brought to the
which
lifts easily. Where
can
be
one
steam
at
work?
study lessons, directing the
as
the essential sentences,
but
attempting
not
to
have
orally.
Drill lesson; p. 14, ink,
drink; dr, drink,
Sink, link, brink, wink, pink, sinking, dry, drown, drain,
.
drainer,
drowned,
Tinkle, think, dress, driver.
2.
Fundamental
and
complete
Dramatization
The
VI.
Type
A
ready
must
largely
all of the selection read
1
Dipper,
will find the parents
you
READER
Distinguish between
positionof
the
out
SECOND
RIVERSIDE
study lesson
well
may
(pp. 26, 65, 145).
be spent with
for the dramatization.
them
the
however,
concise
better.
form; it is
The
test
follow these directions
them
the class to prepare
the action
sooner
stage-directions
are
All
good
a
vocabularies.
of the children's
without
begin,
can
given
in very
power
to
have
by the teacher.
comment
they get the spiritof the drama, the danger to the
of
sheep (p. 26), the kindness of John (p.65), the adventures
See
that
(p. 145).
the company
LESSON
Here
choose
PLAN
is
a
child who
mother)
takes
and
"self. When
children
play for
part and
a
"
us
show
THE
LITTLE
to
give. What
us
that you
is its
know
his
place should say,
this is the sheepfold.Each
the four leadingparts have
have
announced
that
they
81
{p. 26)
SHEPHERD
are
what
/
to do.
the
am
should
been
?
name
You
may
The
first
father {or the
for hlm-
account
chosen
sheep
and
and
have
several
taken
HOW
TO
their places,you
ready
are
troublingthe mother ? What
gives him
Who
wait
but
Grandfather's
Show
how
us
final
In the second
from
No-o
?
Where
said.
and
read
a
Make
King
the
his
^
the opening
at
tell them
what
to
do, insist
of mind
needs
to
be shown
be
Whose
advice
?
helped John
this connection
to
the
see
practice,also
need
may
refers back
which
to have John
pleased
This
is an
something
by having the class
tration
illushas
that
turn
back
point is made in
speech. The same
speech (scene 3). Was the mother glad to have John
the Grandfather's
John's final
see
read
give theirs
not
may
forward.
not
may
right.
the text.
the mother
sentence
looks
pasture. As
Help! Help! Help!
?
Where
of
been
and
or
them
the stage-directions
interpreting
John's change
scene
by his acting. Would
King?
of
or
may
go to the
must
the children ; do not
find out
they
John
sheep may
the burden
fall upon
that
sheep
which
find the
not
set
to
is
he go ?
Does
may
scene
sentence
a
closes.
scene
the
of the scene,
must
is
to do ?
children
The
until the next
this time, the
and
wish
does John
speech
the
speech at
but John
study the speeches. What
to
the best advice ?
right answer,
The
READING
TEACH
?
Would
she have been
glad if he had
gone
with the
shepherds? Bring out the difference between John's impulsive
trial.
his bravery under
offer at the opening of Scene
i and
Suppose the
Every knight pledged himself to protect the weak.
knightshad
different?If you
king and
been
children
to
John would
that
see
not
have
needs
The
to
do
detailed
without
so
been
to
blame.
go
with
the
82
taken
He
the
may
might have
moralizing,help
of the
some
showed
his
be
the
sheep,
when
spirit
shepherds.
first lesson, but
dramatization
day.
What
help John.
if the wolf had
temptation to
be accomplished in
keep all in mind.
more
to
come
can
even
he resisted the
this will
not
Not
the
given
the
all of
teacher
second
TEACHING
THE
RIVERSIDE
Drill lessons
:
With
ade, made.
p. 30,
SECOND
READER
"
Fade, blade, shade, glade, cradle, spade.
I
.
With
66, y, yes.
p.
Your, yourself,yesterday, younger.
I.
With
67, ad, glad; gl,glad.
p.
Sad, mad, had, fad, lad, bad, pad, shad, gad, brad, ladder,
I
.
glee, glide,glitter,
glare,glimmer.
Fundamental
complete vocabulary.
phrases.
Common
VII.
Type
The
with
wise
them
toward
large values from
should
center
they do, what
the
main
who
time
of each
which
important, key
most
the
understanding of
or
Accept
no
the
characters,how
characteristics
place.Find
upon
stories,but it comes
at
from
natural
they show;
what
the
whose
the foundation
which
be
he
sure
results
sentences
tation
interpre-
is laid for
the
83
a
the
word,
gained his point.
that
outgrowth
the close of the
preceding type (VI), at
help
depends. In this way the
vocabulary is used naturally,
thought, that he is reading to
a
as
they look,
expressiveoral reading.
the pupilread from the text
sentence
is
well
as
the story
desultory statements,
Dramatization
the
have
story,
habits.
sentences
clear,the
therefore
In this discussion
group,
the
in their context,
appear
and
intelligent
word
each
parts,
part, will help the
part in them, why,
event,
are
words
what
say,
take
ideas of the story become
new
the
upon
they
events,
the
occur;
of story into its main
establishing
good study
Discussion
what
of this type
study of the essentials in each
get the
to
56, 69, 79, 89,
33, 40, 47,
126, 132, 139, 153, 162, 172, 176).
division
careful
children
Long Story (pp. 20,
116, 120,
97, 102,
The
and
the
lowing
pupil is fol-
definite end.
of
most
of
study rather than,
beginning.
these
as
in
TO
HOW
LESSON
PLAN
gives the
first part
The
long train of
the
tells of her exertions
like
sounds
Choo!
next
hill. What
be done?
Part
two
his refusal
he
sentence
before and
the
"
the first
her Choo!
!
climax
of this
not
up the
Choo!
go
engine and
steam
Choo!
Choo!
he think
Does
conversation
the
Have
The
big
! Choo
! Choo
would
cars
after the interview.
discourage her?
can
that the Choo
sure
gives her appeal to
to help. How
steady
both
sounds
; be
hard-working engine.
a
part lies in the
can
engine'sproblem. Will she get
hill? The
most
expressiveparagraph
steam
up the
cars
{p. 102)
ENGINE
STEAM
LITTLE
THE
"
READING
TEACH
that
given
a
as
dialogue.
meeting another largeengine. How
conversation
ending
engine puff and puff? Another
refusal but the little steam
engine still goes on, Choo!
third part shows
A
does
an
with
a
Choo!
Choo!
Choo!
Another
her
engine
little steam
help,together they
go
is found
in part four, agrees
back, together they pullthe
cars
up
to
the
helper says good-bye, and the
littlesteam
engine singsa song of triumph as she goes on carrying
is fine opportunity in this
the cars
the plain. There
across
made
fourth part for the imitation of the sounds
by engines.
hill,the work
becomes
think
show
that
change in
well under
Drill
With
I.
can
"
engine saying
an
to
/
"
the
rate
the
Choo!
used, the Choo!
Except for the words
/"
easy,
sound
either.
much
very
At what
as
"
p. 23, urn,
turn.
Burn, burning, burned, burner,
84
been
Choo!
may
and
ine
imag-
the story
reached?
the little steam
way.
periods:
alike. One
point does
top of the hill has
of the final song
Choo!
Note
seem
the
engine gets
TEACHING
With
1.
p. 25, ew,
Mew,
blew;
few, dew,
READER
SECOND
RIVERSIDE
THE
bl, blew.
pew, drew,
new,
crew,
bled, blest,blink,
block, bless.
2.
tumbled,
With
trembling, stable, bluebells, blessing,
threw,
Knew,
trouble, gobble.
p. 35, ass,
v, voice.
grass;
1.
Mass, lass, class, brass, pass, vat,
2.
Loving, lived, gave,
voice, every,
vow,
vain, vest.
heavy, believe, brave,
traveled.
With
1.
2.
p. 40,
Hood,
wood, stood, wooden,
Woodpecker,
With
I.
ood, good.
p. 41,
hooded.
good-bye.
atch, catch.
hatch, scratch, latch, patch, hatchet, catcher,
Match,
scratched, patching.
With
I.
Mare,
With
1.
p. 43, are,
Greener,
share, glare.
ground, grain, grit,grand, grin, grew,
gray,
grass,
grandest.
p. 5i"
iQfbiQ-
Fig, dig, wig, pig, rig,gig, brig,digging,bigger,giggle.
With
1.
rare,
Grandfather, hungry.
With
I.
hare, fare, bare, dare, pare,
p. 47, gr, green.
grade,
2.
care.
p. 53,
ick,quick; qui,quick.
Sick, kick, tick, lick, Dick, wick, nick, pick, rick, brick,
stick, queer,
quill,quinine, quell, quest, quit, quack,
queen.
2.
Quite, quiet,
queer,
cricket, pickle, picket, sicken,
wicked, tickle.
85
With
I.
ut, shut.
p. 54,
Hut, cut, but, nut, rut, shut, buttei, cutting, shuttle,
walnut, chestnut.
mutter,
With
1.
READING
TEACH
TO
HOW
p.
War,
56, ar,far; st, stood.
bar, tar, star, market, carpet, barber, start,far-
car,
ther, stay, sting, stake, stall, still,steep, stain, stand,
stock, stew, stack, stood,
stare.
Stretched, stairs,east, west, beasts.
2.
With
p.
58, tr, tree.
1.
Tray, try, train, trade, trick,trader, tickled,trail.
2.
Tried, trembling, trunk, trouble,
With
1.
p. 59, am,
am;
lamb,
ram,
Ham,
lamp,
ashamed,
ame,
sham,
fame,
same,
game,
trousers.
came.
cram,
came,
mer,
clam, stamp, tramp, ham-
lame, tame,
name,
shame,
flame, frame, blame, became.
Family, famous.
2.
With
1.
p.
62, im, him;
ime, time.
Tim, limb, dim, rim, brim, trim, limping,slim, lime, dime,
rime, crime, grime.
Gimlet, chimney, important.
2.
With
1
.
p.
64, fl,flew.
Flee, fling,flake,fly,flat,flower, fled,flown, flit,
flock,
flew, flare,flicker,
flame.
Floating.
2.
With
I.
Head,
With
I
.
69, ead, bread.
lead, dead, dread, instead, tread, ahead, spread.
p. 72,
ite,white.
Kite, bite, quite.
With
I.
p.
p. 73,
out, out.
Pout, shout, rout, stout, trout.
86
VI.
TEACHING
The
teacher
opening
the
and
Study
read
Each
Train
talk
over
calling for oral reading.
Look
way.
for
certain
Use
leads
leave
the
with
application
is made
with
for artistic
much
Make
itself
children
of the
Drill
words
for
and
steadily
Suggestions
to
88
which
gest
sug-
is
made
were
Why,
;
give them
outside
to
55, 90,
in
vocational
horizon.
93)
is
silent
as
matters,
and
child's
will
The
perhaps
in
emphasized
rather
will work
you
which
if
than
have
especially
little
tion,
descrip-
expressing varying
phonic
on
in this
themselves.
those
dialogue, opportunity
before
groups
its hero
in which
Choose
class
shoes
truth
and
it.
name
etc.) largely
of the
if the
of
(p. 31).
in
(pp.
to
the
geographical
truths
lessons
reading.
readers.
use
the
to
the
care
oral
children
nonsense
interpretation
(p. 24)
176, 230,
and
large parts
word
lo! the
44,
This
with
her
main
own
the
ends,
whose
But
its
sentences,
school
the
story
all needed
Review
earlier
the
key
you
impression
strongest
the
in the
33,
ethical
convey
connection
Select
:
gradual broadening
a
find
and
story,
am
things.
doing
to
which
lessons
(pp.
of
part
a
words
story
I
interest
to
and
observing
work
that
lessons
lessons
reading
the
afraid
and
with
Preface
has
to
are
the
prettiest children
three
the
parts
will think
; /fe
(p. 13)
of
understand
to
necessary
the
which
sentences
important
or
pictures
poem
begins
part
Use
be
children
the
READER
Children's
each
not
paragraph
a
the
and
the
each
of
some
Do
atmosphere.
THIRD
them
to
story
tell where
to
story;
enjoy
to
will
she
stories.
and
poems
want
poem.
and
thought
a
will
perhaps
class ;
RIVERSIDE
THE
those
Teachers
listed
elements
listed
in
this
(pp. 253-256).
tions.
emo-
in
the
reader.
THE
TEACHING
lists are
Word
children
not
the
Use
phonogram.
a
year
pupils should
how
know
should
select
to
own
in
be
find and
to
a
Poems
Recall
in the
clouds
be
sky,
?
read
on
a
it will be
moving,
Read
the poem
evening in
to
word
or
groups
fro, hurry
the
on;
first; the
II.
sounds
Poems
is
If there
watched.
and
wind
them.
watch
Which
the
can
clouds
show
out
in stanza
to
with
faster
portrayed, with
voice
quiet of the
important lines
2, the
read
of movement,
manner
your
now,
merry
idly,to
hastening
discussion
and
to
he
voice, darkness
happy sleep!
of child life(pp.n,
37,
48, 61, 66, 74, 92, 104,
126, 187, 193, 218, 245).
(For
are
If this poem
singing and
Bring
Call for children
of movement,
and
have
the children.
to
as
rate
falls,good-night
Type
3.
so
{p.5Q)
CLOUDS
fast do they go?
the
135,
124,
76 of this manual).
p.
THE
of the clouds
stanza
59. 81, 123,
great help.
a
swift movement
the
see
the windows
How
day when
comment
186, 197, 204, 229).
171,
"
to
should
story,
a
LESSONS
the children
go
they moving
are
way
which
clouds
leading parts of
(pp. 37, 46, 53,
PLAN
reading; they
story.
of this type,
LESSON
of easy
story. They
a
or
poem
of nature
(For discussion
By the end of the third
the
name
good title for
a
156, 162, 163, 170,
142,
a
write
Pupils may
row.
readers
fluent
TYPE
I.
each
the program.
on
appreciativelyupon
Type
to
one
work.
seat
containing the phonogram, (2)
the Vocabulary (p. 247) containing
lists in the drill period,which should
these
separate time
have
how
Assign
they find
which
words
lists as
their
the
they know
which
(i) words
as
perhaps
given phonogram,
READER
given for this grade in the manual
make
now
can
THIRD
RIVERSIDE
of this type,
see
89
p. 77
of this
manual).
PLAN
LESSON
Just
know.
In part
flagby adults,
the emotional
OF
be
from
the
comes
thought of what
some
aroused
response
{p. IO4)
FLAG
OUR
patriotism may
least it
at
READING
SONG
A
"
children's
how
TEACH
TO
HOW
trained
the
lines of this poem,
flag stands
changing
Read
class
in your
finallyhave
them
lines tellhow
What
included
are
is in part
rhythm
like
reed-
in
martial,
reverent.
to
the poem
;
the
the
for, and
by the beating drums, the
while
not
paid
reverence
the beautiful, ripplingflags.All these
fifes,
the
do
we
best
manner
memorize
the flag looks ?
tellwhat
make
do to show
their love for the flag ? How
think
study
Which
those which
you
then
it with
the
it.
the lines which
love theflug? Find
;
tell of
people who
Find
means.
theflxig
of a great celebration.
What
do
people
Old Glory like the
does
cheering?
Type
III.
(See this
LESSON
the
the second
last two
the
the
type discussed
same
PLAN
Enjoy
offun (pp. 19, 26, 205).
Poems
THE
"
ELF
?
Don't
enjoyment of the poem,
spiritof fun prevails.
Type IV.
The
Short
(For discussion
LESSON
Children
learn
"
read
Story (pp. 89,
A
see
courtesy
habits, and
in
no
small
90
to
measure
it as
long
as
195).
manual).
of this
{p, QO)
POLITENESS
partly through
people, partly by being held
become
re-read
90, 93,
IN
LESSON
interfere with
words
and
p. 79
to illustrate the
draw
you
unusual
but
of this type,
PLAN
describe the firstpicture?
stanzas
let any
{p. IQ)
DORMOUSE
THE
pictureswould
picture?What
78 of this manual).
p.
AND
pictures.Which
stanzas
on
contact
courteous
acts
with
teous
cour-
until they
through ideals.
TEACHING
have
lessons
What
experience,no
recent
this lesson
where
offeredthe old
man
seat ?
a
might give them
Who
shown
the difference
was
boys ?
did the old
How
children
the
to
courteous
extend
sing a
tellingof
V.
to
lesson
should
be
them
to
word
express
of
a
?
one
or
and
tells you.
Spartan
this be true,
"
The
the old man's
such
dramatize
part needed
to
p. 80
see
a
the children
the
children
flower,visitinghim
story, writing a
note
thought
not
the
aid
44, 176, 230).
of this
manual).
(p. 44)
BALL
WONDERFUL
to
help
see
which
(pp. 33,
in part upon
it. Do
a
you
own
times.
THE
recalled
a
as
sending
of this type,
"
acts
person,
to
their
influencing
the lesson
courtesy
or
is based
presents
to
to
Information Lesson
PLAN
LESSON
which
have
heard
some
happy
own
(For discussion
This
aged
song
their
The
Plan
an
sweet
Trust
commend
and
them.
performing
Type
aged.
Notice
actions.
to
the Athenian
a
of where the children
politeto old people ? Could they teach us anything? Let
of children
recall instances
being
they have seen
very
may
needs
the Athenian
which
is rightand do it''? Learn
other country have you
speech. What
are
given
boys
give it. Did
express it ? Would
man
what
Spartan boys know
between
this
their fathers
man,
the sentence
Read
?
hoys learn their lesson
What
did
who
one
find
in
they offer him
old
find who
until you
Read
teachers.
to
been
Athenian
did nt
Why
lesson ? the
a
some
the
should
shown
have
guests
most
think had
firstparagraph
the
find
the
do you
is
politeness
where
politeness. Why
in
lesson
Read
until you
Read
of honor.
seats
instances
Recall
paragraph?
?
given. What
was
Recall
simple. Who
how
matter
gave it to them
Who
this lesson ?
politeness?
in
had
we
READER
THIRD
RIVERSIDE
THE
the children's
in the
experiences,
but it
interpretation,
great that wonder
so
attempt
any
discussion.
91
oral
Dwell
is the only
reading except
upon
all the
these
(For
discussion
lesson
No
essential
105,
(For
in
steps
The
VII.
Type
plan
113,
discussion
127,
READING
room
to
as
way
(pp.
this
is
given
type,
Wonderful
of
thought
Ball
for
all
!
things
of
this
intensify
The
upon
Dramatization
The
VI.
Type
a
beautiful
and
great
such
is
There
immensity.
99,
In
mentioned
scenes
TEACH
TO
HOW
see
here,
as
p.
the
95).
62,
21,
81
of
this
discussion
manual).
brings
the
out
dramatization.
a
Long
136,
of
(pp.
Story
this
144,
164,
157,
type,
13,
see
p.
28,
38,
189,
83
50,
199,
of
this
55,
208,
68,
220,
manual).
76,
83,
234).
TEACHING
VII.
in
Reading
the
of motivation
of
;
reaching
whether
the
of rate
is of
latter
the
in
selections
The
motive
motive
The
in the
appear
of the
of
Rate
selections, in the
general
In
other
been
basis
the
in
difficulties
which
which
main
Readings
will
he
idea
related
of
and
find
this
many
aids
to
a
basis
selection.
93
Reader.
way.
motives.
grading
in the
silent
of
the
reading
of the
page.
closely than
more
to
pupil
the
in
resulted
in
has
presenting
mechanical
few
unaided.
in
spirit,the
the
appear
definite
a
make-up
has
(Suggested
the
thought
ing
bring-
of enjoyment
in
comparatively
have
as
in
story
for
Sixth
motive
values
the
the
to
of
interest.
collecting
other
graded
are
master
is used
and
works
mechanical
cannot
the
their
the
of
he
is laid upon
been
or
poem
subject
the
considered
adaptation
of gradation
readers
Emphasis
This
selections
the
or
motive
provision
the
will discover
in the
has
the
to
each
same
as
and
been
vocational,
problems
preface
well
as
recognition
readers; the
material
The
has
(see p. 20.), and
lesson
in the
readers
reading
the
upon
study of authors
Examination
in
of preservation
of mastery
;
reading,
pupils' inherent
the
arouse
described
scrapbooks
the
have
to
recognized
motives
habits
study
outside
appeal
to
taken
selections
other
The
Readings).
in the
is
of sharing
class
to
been
problems
Readers.
chosen
it will best
when
presented
The
has
Care
enjoyment.
been
have
his
all these
to
Riverside
the
preparing
with
pupil
the
of good
informational,
the
Attention
literary type.
given
the
helping
and
out
with
inculcation
of the
;
READERS
Is concerned
grades
upper
GRADE
UPPER
THE
study.
helping
pupils
message
of each
selection.
the
Suggested
for
Each
grouping
Table
of
to
Contents
is
planned
preface
The
them
device
the
aid in
vision
of their
lamp
of knowledge
at
than
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