Teaching Reading in Ten Cities (Paperback)

Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: going to have my chalk write just what Elsie said," at the same time writing the sentence on the blackboard in large, clear script. All reading should be from script for at least six weeks and even after the transition to print is made, the script work should not be dropped. All blackboard work should be in script. Several similar sentences may be given. "My leaf is yellow." "My leaf is green." "This leaf is brown," etc. At the next lesson the teacher may place these sentences on the board and let TClsie find hers. John his and Mary hers, etc. Again the sentence "My leaf is yellow" may be written and one child allowed to find from a collection of leaves the one just written about. Such exercises may be kept up until the children are able to read a dozen or more sentences, such as, " I have a seed." " I see a flower." " Iv see a leaf." " I have a nut." " My leaf is green." " This flower is pink." "My nut is brown." "' The seed is black." "I have a red apple." "I see a yellow peach," etc. The next step is to have the child recognize the words in the sentence. To aid in this it is well to have a list of words already used in the sentences on a side board; to have them written with a rubber pen on pieces of cardboard. Colored crayons and circles of colored paper pasted on cards are useful. But above all have quantities of leaves, flowers, fruits, nuts, etc., at hand. Let one child read slowly a sentence such as " I see a leaf," then ask if someone can get a pretty leaf and hold it under the part of the sentence that says leaf. Let another child draw a line or a picture of a leaf under the part that says leaf. Another may find a card with the word leaf on it, while still another may take the pointer and find the word leaf in the list on the side board. As it is quite astep fo...