D. C. HEATH & CO., PUBLISHERS, BOSTON, NEW YORK, CHICAGO. COPYRIGHT, 1902, By D. C. HEATH & CO. HARVARD LIBRARY TO THE TEACHER 1. In THE COMPREHENSIVE METHOD changes in vowel and consonant sounds and the sound values of diphthongs, digraphs, and vowel equivalents, are developed without the use of diacritical marks or the memorizing of phonic rules. 2. This reader is designed for the second half of the first year. As in Book One, the work is outlined by months; this plan enables the teacher to note definitely the progress of her class. The phonic facts indicated in the outlines for the several months should be developed by means of the Letter-Squares and Phonic Charts before the lessons illustrating these facts are read. After the stories for any one month are read, supplementary reading should be used until new phonic facts are developed. 3. The child acquires readiness of utterance or word mastery by means of the simple, logical, comprehensive phonic drill, but intelligent reading is far more than the mere calling of words. The skilful teacher will lead the child to see that reading is thought getting and thought expressing. 4. The selections from Frank Dempster Sherman and Oliver Wendell Holmes are used by permission of and by special arrangement with Houghton, Mifflin & Co. Grateful acknowledgment is also made to Oliver Ditson Co., G. P. Putnam's Sons, Fleming H. Revell & Co., The American Tract Society, and Mabel L. Pray, for permission to use such of their publications as are included in the reader. DIRECTIONS TO TEACHERS 1. SIXTH MONTH I. No new phonic facts are developed in this month. Review thoroughly all previous facts. II. Sight Words: buy, who, guess, word, large, Mrs., caw, view, head, ears. 2. PHONIC FACTS FOR SEVENTH MONTH I. Simple phonograms: y initial; a after w; equivalents of a, e, i, o; c and g before e, i, or y. II. Blended phonograms: ed final after any consonant. III. Sight Words: wolf, Alice, lambs, want, door, stalk, heart, through. 3. DRILL Equivalent Charts, Nos. 1, 2, 3, 4 1. The Equivalent Charts (see Book One, page xi) illustrate the fact that much may be learned through association. They are to be used in teaching the vowel equivalents and digraphs. Keep them in plain sight of the class. Lead the child to see that the phonograms grouped on each chart have the sound of the indicated vowel. Refer to the charts when hesitation is shown over a word containing one of these phonograms. (a) Write several equivalents and digraphs on the blackboard. Ex. — eigh, oa, igh, ey, ea. Require the child to find them on the Equivalent Charts and to tell what each one says; thus, "This (pointing to eigh) is on A's card; it says, a. This (oa) is on O's card; it says o.' (b) Write lists of words to be sounded, selected from those in common use or from advance reading. Sound: 1, pl; 2, ay; 3, play; 1, eight; 1, br; 2, ight; 3, bright. 2. Short a preceded by w sometimes has the sound of short 0. Place the letter-square w before the short a families on the Phonic Charts, noting the change in vowel sound as the initial is placed. Avoid the use of the letter-square before at, Sound: 1, ab; 2, wab. 1, atch; 2, | watch. ag, ack, ank, ax. 3. C before e, i, or y is soft. |