B-r-i-n-g me the p-oin-t-er.
B-o-w to m-e.
F-l-y a k-i-t-e.
S-w-ee-p the fl-oo-r.
R-o-c-k the b-a-b-y.
W-a-sh your f-a-ce.
D-u-s-t the ch-air-s.
Sh-a-k-e the r-u-g.
F-ee-d the h-e-n-s.
C-a-ll the ch-i-ck-s.
M-i-l-k the c-ow.
Ch-o-p w-oo-d.
R-ow a b-oa-t.
B-l-ow the h-o-r-n.

The pupil should now begin sounding words for himself, at first, if need
be, repeating the sounds after the teacher, then being encouraged to
attempt them alone. He will soon be able to "spell by sound" names of
common objects in the room, as well as easy and familiar words dictated
by the teacher.

II. _Teach the Single Consonant Sounds._

b, d, f, h, j, k, l, m, n, p, r, s (as in see), v, w, g (hard), c
(hard), and qu as in queer.

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