FOREWORD The vocabulary of Essential Words is based on the extensive and practical investigation of Doctor Leonard P. Ayres, of the Russell Sage Foundation, Doctor Franklin W. Jones, of the University of South Dakota, and of the New Orleans Committee. By the employment of heavy black type special prominence has been given the one thousand commonest words in personal and business correspondence. Important words from the Ayres List which present spelling difficulties are reviewed in the "Timed Dictation Reviews" which occur every twentieth lesson. Beginning with the fifth grade difficult review words are printed in italics. No time is wasted, however, in reviewing words which the Ayres Measuring Scale shows that children in the particular grade do not misspell. Explicit directions and exercises for the work of the pupils are given in immediate connection with each lesson. These directions have been prepared and graded on a definite plan. They provide a concrete and progressive method for attacking and solving the problems of the spelling class, and are designed to take the place of the ordinary manual of directions to teachers. It is, therefore, not necessary to publish in this preface, or in a separate manual, elaborate instructions for the guidance of teachers using this text. The exercises supply motivated work to train the pupils to a competent and ready use of the dictionary, to form habits of accurate pronunciation, and to spell correctly in spontaneous written compositions. The exercises provide further, a methodical treatment of word-building, diacritical marks; homonyms, synonyms and antonyms, prefixes and suffixes, derivatives, abbreviations and contractions. 3 €28028 Beginning with the third year each twentieth lesson is devoted to dictation sentences timed according to the Thorndyke Writing Scale. These sentences contain important review words. If a sentence is written by the pupil correctly in the time designated, it may be assumed that the spelling is automatic and the fixation of the words permanent. Written contextual spelling is an excellent test of spelling ability. Frequently children who spell isolated words correctly make mistakes when the same words are used in sentences. The pupils may write the dictation reviews at their desks or on the blackboard. The teacher may give two periods to a dictation review if she thinks it necessary. From time to time original sentences should be dictated by the teacher. The text has many lessons devoted to phrases of frequent occurrence in correspondence. It will be found helpful and interesting to incorporate these phrases in dictated sentences. Investigations have shown that much misspelling is due to slovenly pronunciation. The teacher should pronounce the words for the class, dwelling on the syllables distinctly. Have the pupils pronounce the words, individually or in concert, enunciating each syllable clearly. In every lesson insist on careful pronunciation. In the making of this series, many people had a part. The author wishes to acknowledge his indebtedness to Miss Mary Peeples and Miss Laura Lester, of the Jackson Schools, for a careful and critical reading of the manuscript, and for many helpful suggestions. He wishes especially to acknowledge his obligation to the late Doctor John Greer Deupree, Professor of Pedagogy, University of Mississippi. JACKSON, MISSISSIPPI EDWARD L. BAILEY Write the words of this poem in columns according to the number of syllables they contain. What two words sound like scent? How do the three words differ in meaning? Words which sound alike but are different in meaning are called homonyms. Write sentences showing the use of the three words. list. REVIEW: began, watch, walk, grant, war, talk, March, indeed, wish, 1 TO THE TEACHER: Have the pupils explain what makes the italicized words in the "Reviews" hard to spell. |