The work of the second grade is a continuation of the work begun in the first grade. It will be well, therefore, for the second grade teacher to read carefully the suggestions given for the work of the first grade. Although some of the words that have already been taught in the first grade occur in the second grade, the first work of the second grade teacher will be to carefully review the phonograms and sight words already taught. This will help to sift out the words which need special emphasis and will form the beginning of the word lists which the children are urged to keep.
The phonograms are continued in the second grade and the same emphasis on the common part as outlined in the suggestions for the first grade should be continued. (See page 28.)
Have the children copy these sentences, telling them that the quotation marks are put around “Where are my baby stars?” because these are the words of the moon. If omitted in dictation lessons, have the children open the book and put them in, but do not count the omission as an error.
In addition to teaching the use of a capital at the beginning of a sentence, the names of five of the months of the year are given in Lesson 50, and a proper name is introduced into Lesson 56. Here is a chance to emphasize that the names of the months, and the names of people, always begin with a capital letter no matter where they occur in the sentence.
1. The order of the letters should be thoroughly familiar at this time. If not, it must be made so. (See suggestions for drill on page 27.)
2. Have the pupils read clearly and distinctly the words in any lesson,—as, for example, Lesson 1, page 25,—telling the first letter in each, saying, “The first letter in moon is m; the first letter in soon is s; the first letter in noon is n; the first letter in spoon is s.”
3. Have the pupils group words that begin with the same letter, as, Lessons 1, 2, and 3. Teacher says, “Find all the words in these three lessons that begin with s.”
Teacher: Find the words that begin with b.
Pupils: Bid and bar begin with b.
Later the pupils may make a list of all the words on a page beginning with the same letter.
4. Have the pupils copy in a column all the words in a lesson, or in several lessons, or on a page, that begin with the same letter. This should be done under definite direction of the teacher, as, “Make a list of all the words on page 25 that begin with b; with c; with d; with f.” Pupils write as follows:
| bar | cross | dine | find |
| boss | cloud | did | far |
| bid | crust | dust | fine |
| bind | fell | ||
| bell |
5. Turn to the vocabulary of second year words (page 63). Have the pupils observe that they are arranged in alphabetical order.
(a) Pupils find the place in the list of words beginning with any given letter, thus:
Teacher: Where must we look for words beginning with a?
Pupils: At the beginning, for a is the first letter in the alphabet.
Teacher: Where must we look for words beginning with w?
Pupils: Near the end, for w is near the end of the alphabet.
Teacher: Where must we look for words beginning with m?
Pupils: Near the middle, for m is near the middle of the alphabet.
(b) Pupils find any word called for in the list. Teacher asks, “Where shall I find barn?”
Pupils answer, “With words beginning with b, near the beginning.” Pupils find the word and touch it. In the same way the teacher calls for other words. In each case the pupils decide where in the list to look for it according to the initial letter, then find and touch it.
(c) Let the pupils go through the list to see if every letter in the alphabet has been used as an initial letter. They will find that there are no words listed beginning with q, x, and z.
(d) Have the pupils write the alphabet in vertical columns omitting q, x, and z, and opposite each letter copy a word beginning with that letter from their lists on pages 63 and 64, thus:
On pages 61 and 62, the teacher will find a list of initial words of the phonetic series that have been taught in the first two grades in the order in which they have been taught. This list will provide a means for the teacher to learn whether a series has been taught, and the relative position of the series in the work of the first two grades.
The vocabulary on pages 63 and 64 gives a complete list of all the sight words which have been taught in the first and second grades. It will furnish the teacher the means:
1. For finding if any given word is to be found in the text of the first two grades.
2. For excellent drill in preparation for the use of the dictionary.
3. For a review list at the end of the year’s work.
The phonic series used in this book are presented first in the text as short lists. On page 65, Part I, will be found more complete lists for supplementary drill, if desired. These are numbered in the same order and are similar to those found on the Aldine Phonic Chart. If one of these charts is available, it will be found of great assistance in the teaching of spelling in these early grades. Drills on these complete series may well be given whenever a review or an additional lesson is possible. The pupil may study from his book, quick drills may be given from the chart, and then a selected list may be dictated by the teacher. Too much intelligent drill on these phonic series cannot be given.
Often the spelling of words is forced upon the child before he has properly mastered the alphabet. This is the cause of much poor spelling, much guessing in the primary grades. Before a child is allowed to spell orally he should be absolutely sure of the name of every letter, and he should be able to recognize and name it at sight. Before he is allowed to write one word in a dictated spelling lesson, the pupil should be able to write any letter of the alphabet from dictation. This means that the real study of spelling should not be undertaken until the middle of the first year or later.
Be sure that your pupils know their letters before beginning spelling. Following are some suggestions for alphabet drills. Use any that you think helpful.
1. Have pupils read the alphabet in order, pointing to each letter as it is named.
2. Have pupils point to the letters in any order as you call them.
In this drill teach them the approximate place of the letters, that is, to look for a, d, c, f, near the beginning; j, n, k, o, near the middle; t, v, w, near the end.
3. Ask such questions as, “What letter comes after m? n? d? t?”
4. Consonant Drills.
(a) Call a letter and have pupils give the sound.
(b) Sound a letter and have pupils give the name.
5. Written Work.
(a) Have pupils copy the alphabet in script from print.
(b) Have pupils write the alphabet from memory.
(c) Dictate the letters in any order and require the pupils to write them. Time the children in this exercise, encouraging them to write as rapidly as possible.
6. The Typewriter Game.
Call the alphabet on page 7 of the child’s book the keys of a typewriter. Have the children spell words, touching the letters as the letter keys. Dictate as follows: “Write at on your typewriter.” The pupils touch a and t as they spell aloud. Then dictate cat, bat, hat. Use phonetic words or words made of letters near together in the alphabet. The object of the exercise is to find quickly the place of each letter in the alphabet, as well as to give the ability to quickly recognize the letters.
As may be seen at a glance, this lesson contains five words using the phonogram un.
The directions and suggestions given below for the study of this particular lesson apply to all similar phonetic lessons in the book.
1. Pronounce each word distinctly, giving its meaning or using it in a sentence, as, “sun—The sun is shining brightly.” You thus give the children the word properly used and leave in no pupil’s mind the idea that you meant son. “Fun—Did you have fun at recess time, Tom?” Tom’s recollection of the recess games will associate the word and its meaning. “Gun—Who has seen a gun? What is its use? Bun—The baker puts currants in the bun.” By the variety of ways in which you give or suggest the meaning of the word, try to arouse the pupil’s interest in the word itself. Never require a pupil to study the spelling of a word until he has heard it properly pronounced and knows the meaning.
2. Have the pupils read the words, pronouncing each correctly. The children may give original sentences, using the new words.
3. Pupils pronounce and spell each word orally.
un