c-l-a-p s-w-ee-p f-l-y b-ow d-u-s-t r-u-n j-u-m-p s-i-t s-l-ee-p p-u-sh d-r-i-nk w-a-k-e m-a-r-ch s-t-a-n-d s-t-r-e-t-ch

If at first children are not able to distinguish the words when separated thus; s-t-a-n-d, d-r-i-n-k, blend the sound less slowly thus:  st-and, dr-ink, gradually increasing the difficulty to st-an-d, d-r-ink, and finally to the complete analysis.

These ear training exercises should continue until a “phonetic sense” is established.  Not all children can readily blend sounds and “hear the word.”  Patient drill for weeks, even months, may be necessary before a sense of phonetic values is attained.  Haphazard and spasmodic work is fatal to progress; but a few minutes of brisk, lively drill, given regularly each day will accomplish wonders.

The exercises should be varied from day to day to insure active interest and effort.

Second Day:

Touch your n-o-se; your ch-ee-k; your ch-i-n; l-i-p-s; k-n-ee; f-oo-t; b-oo-k; p-e-n-c-i-l; d-e-s-k; sh-o-e; d-r-e-ss, etc.

Third Day:

Place a number of toys in a basket.  Pupils find as the teacher sounds the name of each, saying:  “Find the t-o-p”; “the s-p-oo-l;” “the d-o-ll”; “the h-o-r-n”; etc.

Fourth Day:

Sound the names of pupils in class; or names of animals; colors, fruits, places, etc.

Fifth Day:

    R-u-n to m-e. 
    C-l-a-p your h-a-n-d-s. 
    W-a-v-e the f-l-a-g. 
    Cl-o-se the d-oo-r. 
    F-o-l-d your a-r-m-s. 
    B-r-i-n-g m-e a r-e-d b-a-ll. 
    B-ou-n-ce the b-a-ll. 
    Th-r-ow the b-a-ll to Fr-e-d. 
    R-i-n-g the b-e-ll. 
    H-o-p to m-e. 
    S-i-t in m-y ch-air. 
    R-u-n to the ch-ar-t. 
    S-i-n-g a s-o-n-g. 
    B-r-i-n-g me the p-oin-t-er. 
    B-o-w to m-e. 
    F-l-y a k-i-t-e. 
    S-w-ee-p the fl-oo-r. 
    R-o-c-k the b-a-b-y. 
    W-a-sh your f-a-ce. 
    D-u-s-t the ch-air-s. 
    Sh-a-k-e the r-u-g. 
    F-ee-d the h-e-n-s. 
    C-a-ll the ch-i-ck-s. 
    M-i-l-k the c-ow. 
    Ch-o-p w-oo-d. 
    R-ow a b-oa-t. 
    B-l-ow the h-o-r-n.

The pupil should now begin sounding words for himself, at first, if need be, repeating the sounds after the teacher, then being encouraged to attempt them alone.  He will soon be able to “spell by sound” names of common objects in the room, as well as easy and familiar words dictated by the teacher.

II. Teach the Single Consonant Sounds.

b, d, f, h, j, k, l, m, n, p, r, s (as in see), v, w, g (hard), c (hard), and qu as in queer.