v oice l oud bl ouse gr owl ch oice cl oud p out sc owl c oin pr oud sh out d own j oin c ouch sp out g own j oint p ouch spr out t own p oint s ound st out br own n oise b ound tr out cl own m oist r ound m outh cr own f ound s outh dr own w ound fr own

DIGRAPHS

(For rapid pronunciation drills.)

sh          ch           th          wh          th
sh eep      ch ick        bath       wh en       then
sh ell      ch ild        both       wh y        they
sh y        ch air        doth       wh ere      these
sh ore      ch ill        mirth      wh ich      those
sh ine      ch erry       worth      wh at       the
sh ow       ch ildren     birth      wh ile      thy
sh e        ch urch       tooth      wh ose      that
sh all      ch ase        loth       wh ite      this
sh ould     ch est        girth      wh ale      thus
sh ake      ch ange       thin       wh eat      thine
sh ame      ch alk        thick      wh eel      there
sh ape      ch ain        think      wh ack      their
sh are      ch ance       throat     wh ip       them
sh ark      ch arge       thorn      wh irl      though
sh arp      ch ap         three      wh et       thou
sh awl      ch apel       third      wh ey
sh ed       ch apter      thaw       wh isper
sh ear      ch arm                   wh istle
sh epherd   ch eck

THIRD YEAR

I.  Rules or Reasons for Sounds.

(The effect of the position of the letter upon its sound.)

II.  Effect of “r” Upon Vowels.

III.  Equivalents.

IV.  Teach Vowel Sounds Other Than Long and Short Sounds, by Analyzing Known Words and Phonograms.

Pupils know the phonogram “ark,” learned when the following list of words was pronounced:  bark, dark, hark, lark, mark, park, shark, etc.  Attention is now called to the long Italian “a” sound (two dots above) and other lists pronounced; as, farm, barn, sharp, charm.  Broad “a” (two dots below) is taught by recalling the familiar phonogram “all” and the series:  ball, fall, call, tall, small, etc., pronounced.  Also other lists containing this sound:  as, walk, salt, caught, chalk, haul, claw, cause.

(The rules for sounds apply to the individual syllables in words of more than one syllable as well as to monosyllables.)

HOW TO DISTINGUISH BETWEEN VOWELS AND CONSONANTS

Before the rules for the sounds are taken up, it will be necessary that the pupils know how to distinguish the vowels from the consonants.

Have the vowels on the board, also lists of words, and drill on finding the vowels in the lists.  The teacher says, “These letters are called vowels.”  “How many vowels are there?” “Find a vowel in this word”—­pointing to one of the words in the lists.  As the pupil finds it he says, “This is a vowel.”  Find the vowels in all the words in the lists.