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(f) Do they spell the words in common use in their work correctly? (g) Has syllabication given any assistance in clear pronunciation and helped the pupils to spell better?

(h) Have pupils added to their store of memory work a number of select poems, memory gems, etc.?

(i) Have they read any of the books in the library for secondgrade pupils?

(j) Can they copy sentences from the blackboard correctly?

THIRD GRADE.

I. Conversational and Other Oral Exercises.

(a) Frequent review of stories told to and read by pupils in their previous work.

(b) Longer stories from travel, history, and other stories, including Indian folk lore, which will inculcate truthfulness, honesty, industry, perseverance, clean thoughts, loyalty, politeness, cleanliness, good manners, etc.

(c) Personal experiences and observations of the pupils.

(d) Common forms of food and articles of clothing, how obtained. (e) Dramatization of stories, poems, lessons in health, manners, and right conduct.

(f) Oral compositions in the form of topical recitation in reading and in other subjects.

(g) Picture lessons to have pupils talk.

(h) Farming, gardening, dairying, agriculture, sewing, cooking, shopwork, and other home industries.

(i) The effect of seasonal changes in vegetation, animal life, home life, and life of the child.

(j) The sky--appearance, sun, moon, stars, big dipper.

(l) Distance and directions, modes of travel and transportation. (2) Forms of water, as clouds, fog, rain, hail, snow, frost, ice. (m) Running water, common land forms, kinds of soil, as rock, gravel, sand, clay, loam.

II. Reading.

(a) Read suitable material from supplementary second readers. (b) Complete the basic third reader.

(c) Select suitable supplementary reading material on nature, history, biography, geography, travel, legends, fairy stories, right conduct, etc. (All the geography and history instruction given to pupils in this grade should be in connection with their English work.)

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(d) Give special drill on a few of the choice selections found in the readers which bring out a variety of expressions.

(e) Continue work in phonics and in different sounds of the letters. During the latter half of the grade begin the teaching of diacritical marks.

(f) Special attention should be given in this grade to the formation of correct habits in reading. (See introduction.)

(g) Pupils should be requested to pass judgment on selections read as to which they like best and why.

1. Which paragraphs or stanzas seem the truest, and why.
2. What truth is worth remembering and in which stanza or
paragraph is it given.

3. Which part seems to have the best rhythm.

4. Which stanza or paragraph seems to form the clearest mental picture.

(h) Select and read books from the school library.

(i) Assign carefully and definitely reading lessons to be prepared at seats, so that pupils will be anxious to study their lessons.

III. Spelling.

(a) From reading, language, and other lessons.

(b) From the basic speller.

(c) Oral spelling in connection with reading and other lessons.

(d) In oral spelling pause between the syllables.

(e) Write easy sentences from dictation.

(f) Use each word spelled in a complete sentence which reveals the meaning of the word.

(g) Teach the use of the apostrophe.

(h) Teach the pupils to spell and use the most common homonyms.

IV. Mechanics of Language and Written Exercises.

A large amount of the work of the development of the mechanics of language should be given with conversational and other oral exercises. Not more than two written lessons should be given each week.

(a) Review work of the first and second grades.

(b) With the aid of the pupils, work out series of related sentences from personal observations and experiences and from familiar stories. (Write these sentences on the blackboard, calling attention to spelling, capitals, punctuation, and have pupils copy them.)

(c) Later combine related sentences into paragraphs, and call attention to indentation of paragraphs in the different books.

(d) The use of apostrophe to show ownership.

(e) Continue drill work in fixing correct forms and use of words. (f) Dictate exercises calling for use of capitals and punctuation taught.

(g) Use of comma in a series and in direct address. (h) Extend list of abbreviations and contractions.

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(i) Make a list and teach the use of the most common homonyms found in work and in the basic speller.

(j) To write a short letter of friendship, also a short business letter, and to address the envelopes correctly. (Consult a good primary language book.)

(k) Abbreviations for the days of the week, months of the year; also, St.-Street, Ave.-Avenue, Mr.-Mister, Prof.-Professor, Dr.-Doctor, Capt. Captain.

(7) The common contractions in sentences.

(m) Use of period at close of statement and in abbreviations. (n) Correst use of capitals, comma, period in writing dates and in letter writing. (Give special drills in this work.)

(0) Use of comma in direct address, and its use after "yes" and "no" in sentences answering questions.

(p) Use of quotation marks, and that the first word of a direct quotation should begin with a capital letter. Call attention to quotations and show that quotations are separated from the remainder of the sentence or sentences.

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(g) I and O when standing alone should be capitals.

(r) Correct use of "see," "saw," "seen," "eat," "ate," "eaten,"

go," "went," "gone," "sit," "sat," "drink," "drank," "drunk," etc. (8) Correct use of "most," "almost," "then," and "than in

sentences.

(t) Words of opposite meaning.

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(u) Write a list of words on the board that may be made to mean more than one thing when "s" is added. Have pupils write the words adding the "s" afterwards.

(v) Teach that sometimes we add "es" to make a word mean more than one.

(w) Give lists of words used and have them written and arranged in columns meaning (a) one and (b) more than one.

(x) Give drills in fixing correct forms of pronouns.

(y) Teach sentence, statement, and question.

V. Seat Work.

(a) Arrange lists of words alphabetically, first, according to the first letter; second, according to the first two letters, as preparation for use of the dictionary.

(b) Begin the use of the dictionary the latter half of this grade. (c) Study of lessons.

(d) Assign regular period to do suitable library reading at their

seats.

(e) The pupils should memorize suitable poems, memory gems, etc. (f) Children write answers to questions given by the teacher that require the pupils to read and think carefully, as, What word pic

ture do you find in the third paragraph? Do you think the persons in the story did right? Why?

(g) Copy sentences from blackboard, reader, and other books. (h) Draw pictures suggested from certain selected sentences and paragraphs.

(i) Have pupils from their readers or other sources write 10 words that mean one, and 10 words that mean more than one.

(j) Draw map of schoolroom, school grounds, and local section of the country.

(k) Draw land and water forms, as island, cape, gulf, strait, etc. VI. How to Measure the Success of Third-Grade Work in English. (a) Do pupils read fluently and in a thought-giving manner after a little preparatory silent reading easy, new third-grade material? (b) Are they forming correct habits in reading?

(c) Can they recite three or four poems learned during the past year?

(d) Have they read at least two books from the library which are suitable to their mental attainments?

(e) Do the pupils know what an alphabetical list is?

(ƒ) Can they find words in a small dictionary?

(g) Do they syllabicate in oral spelling?

(h) Can the pupils name any of the selections read during the year; tell the author of the selection?

(2) Are they cultivating a love for good literature?

(j) Do they like to read good books from the library?

FOURTH GRADE.

A great deal more time should be spent on oral than on written English since people talk more than they write, and correct speech is universally recognized as a mark of an educated mind.

I. Conversational and Other Oral Exercises.

(a) Review stories, etc., used in the third grade.

(b) Teach stories from the lives of great men and about the most important events in history.

(c) Observations and personal experiences of the pupils. (Agriculture, health, nature study, home industries, industrial work, manners, right conduct, and competitive group games, etc.)

(d) Poems and choice memory gems; studied and recited from memory.

(e) Changing direct quotations to indirect, and vice versa, giving special attention to time expressed by the verbs and the choice of words.

(f) Dramatization of the work of this grade.

(g) Oral composition by topical recitations in geography, history, and other subjects.

(h) Oral compositions by pupils on the industrial work in which each is engaged.

(i) Oral spelling.

(j) Local civics.

(k) Frequent drills in the use of the most common irregular verbs and nouns.

(7) Drills in the different uses of pronouns in sentences in the nominative and objective cases. (Use dialogue form.)

II. Reading.

(a) Read as much of the suitable material from the basic reader for this grade as time permits.

(b) Read stories from the lives of great men and women, and give special attention to those that have influenced the different periods of United States history.

(c) Group historic events around the lives of these men and women taken up in chronological order. (All the history taught in this grade should be in connection with the English work.)

(d) Select suitable reading material from different books for this grade according to timeliness of interest, rather than the arrangements of stories in the books; that is, read stories that apply to the particular seasons at hand or to the particular thought of the day, (See suggestive list on page 48).

(e) Pupils should be taught to pass judgment on what they read with regard to truth, to beauty in thought and in choice of words, to rhythm, and to the purpose of the lesson.

(f) Continue use of the dictionary. (The teacher should give this. work special attention. See that pupils use the dictionary.)

(g) Oral reading to the school or class, as an audience, of choice selections at least once each month by each pupil. (This can be done in connection with opening exercises and literary societies.)

(h) Short, vigorous drills in the use of the organs of speech for articulation and pronunciation.

(i) Reading material in dramatic form appeals to the children, and should be used extensively.

(j) After arousing appreciation in choice of selections continue work of memorizing and reciting.

(k) Encourage reading for pleasure of good literature adapted to interest and capability of pupils.

(7) Give special attention to the forming of good habits in reading.

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