grew    do      poor   rude   wolf      wool
chew    you     soon   rule   could     foot
crew    to      noon   tool   would     good
brew    shoe    whom   school should    hood
drew    prove   food   spool  woman     wood
threw   broad   whose  roof   shook     stood
screw   moon    tomb   broom  crook     pull
strew   goose   stoop  roost  hook      bush
shrewd                        took      full
brook     put
book      puss
look

o==[)u] oy==oi

come fun boy oil none gun joy soil son run Roy voice dove sup toy spoil love cup troy joint some sun join point ton hum coin choice won drum noise noise does plum toil moist touch nut glove shut month much none must

FOURTH YEAR

I. Review and continue to apply the principles of pronunciation, with a more complete mastery of the vowel and consonant sounds as found in Webster’s dictionary.

II.  Teach the diacritical marks found in the dictionary to be used.  The marks needed will be found at the foot of each page of the dictionary.

III.  Teach the use of the dictionary.

(1) See that every child owns, if possible, one of the new dictionaries, in which unphonetic words are respelled phonetically.

(2) See that all know the alphabet in order.

(3) Pupils practice finding names in the telephone directory, catalogs, reference books, etc.

(4) Practice arranging lists of words in alphabetical order, as in the following dictation exercise.

Rewrite these words in the order in which they would occur in the dictionary.

chance value alarm hurdle green evergreen window feather indeed leave sapwood monkey bruise kernel double jelly

Also lists like these:—­a step more difficult.

arbor angry alarm after artist age afford apron apple appear athletic approve assist answer always anchor

After teaching the alphabetical order, with dictionary in hand, have the pupil trace the word to its letter, then to its page.

Having found his way to the word, he must now learn to read what the dictionary has to tell him about it.  His attention is called to syllabification as well as to diacritical marks. (Those found at the foot of the page will furnish the key to pronunciation.)

He finds that his dictionary is a means of learning not only the pronunciation of words, but their meaning and spelling.  Later, as soon as the parts of speech are known, he should learn the various uses of words—­their grammatical uses, derivation, etc., and come to regard the dictionary as one of his commonest tools, as necessary as other books of reference.