Teach but one sound for each letter at first.  Nothing need be said at this time about the fact that some letters have more than one sound.  When words like “city” or “gem” occur simply explain that sometimes “c” or “g” has this sound, (giving the soft sound), but continue in the phonic drill to teach the sounds that will be needed first—­those most often met in the early reading.  The sounds of initial s and y are taught first, rather than final y and s; q is taught with the u—­qu (as in quiet, queer, quick) not q alone.

The sounds must be given distinctly and correctly by the teacher, and she should insist on perfect responses.  Good reading is impossible without clear and distinct articulation.

1. Analyze Known Words in Teaching the Consonant Sounds.

For the first lesson teach perhaps two consonant sounds.  Suppose the words “ball” and “red” are chosen to be analyzed as words familiar to the class. (Selected from the reading lessons as the ones best known and most easily remembered.)

Write “b all” on the board, and pointing to the separated parts, sound slowly several times.  Pupils repeat.  Teacher say, “Show the letter that says ‘b.’  The part that says ‘all.’  Write “b” under “ball” thus: 

    b all
    b

Pupil sound “b” several times, as it is written elsewhere on the black board.

Proceed with “red” in the same way.  Keep these two forms,

b all      r ed
b          r

before the class, asking frequently for the sounds until thoroly fixed in mind.

For the second lesson, review “b” and “r” and teach one or two new consonants.  It is better to have short and frequent lessons at first, than to present too many sounds at once, resulting in confusion.

Suppose “c” is to be taught next and the type word chosen is “cup.”  It is not necessary to teach the consonants in the order in which they occur in the alphabet,—­it will depend rather upon the occurrence in the primer of the words chosen for type words.  Write the word “cup.”  Pupils recognize it at once as a sight word, and pronounce.  Rewrite it, separating it thus, c up, and let the pupils make an effort to sound the parts alone.  If they fail, sound it for them asking them to repeat it after you.  Proceed as with “ball” and “red,” being sure that each one gives the sound correctly.

(1.) After teaching “c” say, “Who can find a word on the chart beginning with this sound?” “In your books?” “on the blackboard?” the pupil sounding the letter as he points to it.

(2) Say, “I’m thinking of another word beginning with “c.”  “It is something Grandpa uses in walking.” (Cane.) “I’m thinking of something sweet that you like to eat.” (Cake) (Candy) “Of the name of someone in this class.” (Clara) (Carl) “A little yellow bird.” (Canary) “You think of a word beginning with that sound.”  “Another.”  “Another.”

2. Begin At Once Applying Knowledge of the Sounds Learned.