THE GORDON READERS "First, learn to read; then, read to learn" FIRST BOOK-For beginners. SECOND BOOK-Completes the work of first year. THIRD BOOK - Can be read by second year classes. FOURTH BOOK- Completes the preparation for reading to learn. CHARTS-Three Phonic Charts. Each 24 × 36 inches. Six Equivalent Charts. Each II × 22 inches. Forty-four Letter Squares. Each 4 × 4 inches. Forty Word Drill Charts. Each 7 × 12 inches. JUL 8 1911 GIFT COPYRIGHT, 1910, By D. C. HEATH & Co. TO THE TEACHER IN the preparation of this book, emphasis has been placed upon the literature that belongs rightfully to childhood. A few information lessons about animals familiar to every child have been included, but the object of the book is not to instruct; it is rather to interest and to arouse a desire to read. Goose rhymes and tales, fables, fairy tales, and folklore, with short poems by well-known authors, form the larger part of the book. Mother Some of the selections are longer than those usually included in readers of this grade. It is believed that this fact will add to the attractiveness in the eyes of the children. Such selections have been divided into parts of sufficient length for one lesson. Consideration has been given to the drill necessary in learning to read. The review facts indicated in the phonic scheme on each page are gathered from the lesson it heads. They should be emphasized in the daily phonic drill given from the charts. The "sections" indicated in each phonic scheme are to be found in the Word List of the Teacher's Manual. In this list words are grouped according to a common phonic element, or to illustrate a phonic rule. Words from the list should be written upon the blackboard in sufficient numbers to illustrate a given fact. They should be used by the pupil in the sound iii 217073 ing, copying, and word-building exercises of the day. The sections referred to in each phonic scheme contain words that illustrate the phonic facts of the lesson it heads. The new facts presented in this book are: The sound of kn, of u and ew after r, of ou before l and r, of bu, wr, gu, gn; silent initial h, silent w, silent n, ch like k. Words illustrating these facts are found in sections 372, 349, 235, 374, 373, 376, 377, 378, 379, 381, 375, 380. The words at the head of each lesson contain problems either of pronunciation or of meaning that the child may need help in solving. These problems should be solved before the lesson is read. If help is needed in the phonic problem, the teacher should stand ready to give it as the child reaches the point in the word where it is needed. All the words at the head of a lesson should be sounded. As far as possible, these words are the key words of the lesson. The meaning should be developed by the use of the word in sentences rather than by definition, although both methods may be used. As each word is sounded, call for sentences in which it is used. Eliminate all sentences beginning: I see in favor of the state a I have a Sometimes a ment of an interesting fact. This will lead the child to acquire clear images. It will enlarge his vocabulary and increase his appreciation of the stories in which these words appear. Grateful acknowledgment is made of the courtesy of various publishers for permission to use selections from their copyright publications. |