The Aldine Speller: for Grades One and Two

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Title: The Aldine Speller: for Grades One and Two
Author: Sherman, Frank J., Bryce, Catherine T. (Catherine Turner)
Language: English
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ONE ***

THE
ALDINE SPELLER

PART ONE
FOR GRADES ONE AND TWO

BY
CATHERINE T. BRYCE
ASSISTANT SUPERINTENDENT OF SCHOOLS
MINNEAPOLIS, MINN.
AND
FRANK J. SHERMAN
FORMERLY SUPERINTENDENT OF SCHOOLS
MONSON, MASS.

[Illustration]

NEW YORK
NEWSON & COMPANY

_All rights reserved._

PREFACE

To teachers and the public alike, probably no subject taught in
the public schools has been more disappointing than spelling. This
disappointment is undoubtedly due to:

1. Defective material for study and poor methods of teaching;

2. Too much testing and too little teaching;

3. Finding errors rather than preventing them;

4. The use of a theoretical, rather than the practical, vocabulary of
children and adults.

The teaching of spelling must be done from a spelling book in the hands
of the children, since the individual teacher does not have the time to
prepare lists of words which will produce as good results as the lists
given in a spelling book, the selection and preparation of which are the
result of years of special observation and testing.

A plan of teaching spelling to secure the best results should consist of
a thoughtful, systematic, and comprehensive presentation of the words and
spelling facts which every pupil must learn. It must contain an adequate
and simple system of phonics for the primary grades, since a large
percentage of the words in common use are purely phonetic and present no
spelling difficulties once a sane and practical phonetic foundation is
fixed. It must have a vocabulary selected and graded with such care that
it will give the child the ability to spell correctly those words which
he needs to use in his written work, and that it will also develop and
broaden his vocabulary for his future needs. It should contain suitable
directions and hints to the teacher, sufficiently removed from the
pupil’s text so that he may not be confused by them. It may, and in many
grades should, contain information and suggestions to the pupil that will
help him to master the many peculiarly non-phonetic words which present
their individual problems and must be individually mastered. It should
contain a very few of the most important spelling rules simply stated.
It should contain a large variety of sentences for dictation, which
may wisely take the form of gems of thought. Such a plan, well taught,
constantly supplemented by the teacher with such words as the peculiar
difficulties of individual pupils and classes may require, will produce a
maximum of ability to spell correctly.

In the Aldine Speller the authors have presented a plan of teaching
which in actual results has proved singularly effective. The vocabulary
has been selected and graded with unusual care to meet the actual needs
of life and to develop a spelling sense. In its preparation a careful
comparison was made of the vocabularies of several of the most popular
spelling books of the day in respect to both gradation and selection.
Paralleling this, the various recent tests and investigations, notably
those of Ayres, Jones, and Cook and O’Shea, have been checked. The
resulting vocabulary is thought to represent the real writing vocabulary
of the average child of the grade in which it is taught. Special and
repeated drills are given on the real trouble makers—the one hundred
and more words that comprise four-fifths of the misspelled words of the
schoolroom.

In the primary grades use is made of exceptionally valuable phonetic
lists. Emphasis is placed upon this important and very practical
foundation for the development of a spelling sense, and its mastery in
the primary grades will do much to train children to spell correctly. A
few comparatively uncommon words are used in these lists chiefly for the
value of the phonetic drill.

As every error creates a tendency, and if repeated quickly establishes
a habit, it is important that the correct spelling of words be taught
before children have occasion to write them. Every worth-while test and
investigation shows the most common and most useful words in our language
to be the words used early by children. It is likewise certain that very
many of the misspelled words are one-syllable words in very common use.
It would, therefore, seem essential that the real teaching of spelling
should be done as early as possible in the grades—somewhat earlier than
has frequently been the case—that correct habits, rather than incorrect
ones, may be formed.

Obligation is expressed to Dr. Leonard P. Ayres of the Russell Sage
Foundation for kind permission to make use of his list of “The Thousand
Commonest Words.” These and some four thousand other very common and
important words constitute the Aldine vocabulary.

That the Aldine Speller may lead to some real teaching, and decrease
“lesson hearing,” is the hope of the authors.

DIRECTIONS TO TEACHERS

ORAL SPELLING

Oral spelling should always precede written spelling in the primary
grades. Careful and distinct pronunciation by the child should always
precede oral spelling. Children cannot be expected to spell correctly
words that they cannot pronounce. It is well to emphasize the form of a
word of more than one syllable by syllabication. It makes the spelling
more obvious, promotes clear enunciation, and assists in creating a
correct mental picture of the word. The sight words in this book are so
syllabicated when first presented. A slight pause between the syllables
is usually sufficient in oral spelling. In writing the words they should
not be divided.

TESTING

The mere “hearing” of spelling lessons is happily a thing of the past in
most schools. However, teachers cannot be too strongly impressed with
the worthlessness of such exercises. The primary object is to instruct,
not to examine—to teach to spell correctly, not to find out how many
words may be spelled incorrectly. Review lessons are frequently given,
and these are sufficient for test purposes. All other lessons should be
thoroughly taught with instruction the aim and object of the lesson.

CORRELATION WITH PHONICS

The best possible preparation for teaching to spell is thoughtful,
intelligent drill in phonics. As all modern methods of teaching reading
give systematic phonic drills, and thus most children have had some
preparation before spelling is begun, the phonetic lists in this book
will be found to be easy. Not only will they be easy, if intelligently
taught, but they will serve the double purpose of teaching the children
to spell intelligently and independently, and of enabling them to
recognize new words. In other words, the right kind of phonetic teaching
may be made of great educative value, teaching at the same time both
spelling and reading. Thoughtful consideration will show the teacher
that a large proportion of words are strictly phonetic, i.e. “spell
themselves.” In learning the spelling of one word, if the phonetic
elements have been properly and thoroughly taught, the child is learning
the spelling of all words containing the same phonograms. It is,
therefore, of the utmost importance in the primary grades that a phonetic
sense be developed and utilized.

The lists used in this book are presented first in the text as short
lists, each of which precedes the use of any word of the series in
dictation. On page 61 will be found more complete lists for supplementary
drill. These are numbered in the same order and are similar to those
found on the Aldine Phonic Chart, which the teacher will find to be of
great assistance. Drills on these complete series may well be given
whenever a review or additional lesson is possible. The pupil may study
from his book; quick drills may be given from the Phonic Chart; then a
selected list may be dictated by the teacher. Too much intelligent drill
on these phonic series cannot be given.

INTEREST

It has been well said that “interest is nine-tenths of education.” This
is true in teaching spelling. Any means which will arouse interest in
mastering words is likely to be effective. So far as our forefathers
succeeded in securing results in this subject they did so by the interest
in the old-fashioned “spelling bee.” Spelling matches of various sorts
are desirable for creating interest. The review lists and phonetic lists
will be found admirable for this purpose. It should be remembered,
however, that this is testing what is already learned and is not teaching
something new.

PUPILS’ LISTS

Each pupil has his own difficulties in spelling. Teach him to make
private lists of the words which he finds especially hard to spell and
have him use extra effort to conquer these trouble makers. These may
be listed in the back of his textbook or in his individual notebook.
Occasional lessons may be devoted entirely to this kind of exercise, and
they should be individual and painstaking. Such words should be watched
for in the other written work and misspelling prevented rather than
corrected. Besides making the misspelled words the basis of a lesson
they may well be correctly and carefully written on the board with the
difficulty shown in colored crayon. If possible leave them in sight for
several days.

REVIEWS

Frequent reviews are given, and these should be used to test the
children, to check their accomplishment, and to supply a record of their
individual ability. The lists of “Initial Words of Phonetic Series” at
the end of the work for each grade should be used for the same purpose,
and much valuable reviewing may be done with the Series themselves. The
Phonic Chart is valuable for this purpose.

ALPHABETICAL LIST

That the teacher may know just what words have been taught, an
alphabetical list of all sight words is given at the end of the book.

HOMOPHONES

Words spelled differently but pronounced alike should be kept apart until
the spelling of each has become fixed and the ability to use correctly
in sentences, reasonably sure. Then only may they safely be brought
together for comparison. When this is done, much care must be used that
no confusion may exist in the child’s mind as to the proper use of each.

ORDER OF PRESENTATION

All children do not learn spelling equally well in the same way. Some are
sense-organ learners, while others are largely motor-organ learners. Most
children are both. In all cases the order of seeing words, hearing them
pronounced, pronouncing them, spelling them aloud, and then writing them,
will be found to be most effective. Appeal is thus made successively to
the eye, the ear, the memory, and the hand.

PROPER NAMES

In the first grade the child should be taught to spell his own name.
In the second grade he should be taught the most common names of other
children in the room, the name of the teacher, of the city or town, and
of the state. He should be taught that these names always begin with a
capital letter. Other local names of special importance may be presented
at the discretion of the teacher.

HOW THIS BOOK IS TO BE USED

THE ALPHABET

Page 1

Often the spelling of words is forced upon the child before he has
properly mastered the alphabet. This is the cause of much poor spelling,
much _guessing_ in the primary grades. Before a child is allowed to spell
orally he should be absolutely sure of the name of every letter, and he
should be able to recognize and name it at sight. Before he is allowed to
write one word in a dictated spelling lesson, the pupil should be able to
write any letter of the alphabet from dictation. This means that the real
study of spelling should not be undertaken until the middle of the first
year or later.

Be sure that your pupils know their letters before beginning spelling.
Following are some suggestions for Alphabet drills. Use any that you
think helpful.

ALPHABET DRILLS

1. Have pupils read the alphabet in order, pointing to each letter as it
is named.

2. Have pupils point to the letters in any order as you call them.

In this drill teach them the approximate place of the letters, that is,
to look for _a_, _d_, _c_, _f_, near the beginning; _j_, _n_, _k_, _o_,
near the middle; _t_, _v_, _w_, near the end.

3. Ask such questions as, “What letter comes after _m_? _n_? _d_? _t_?”

4. Consonant Drills.

(_a_) Call a letter and have pupils give the sound.

(_b_) Sound a letter and have pupils give the name.

5. Written Work.

(_a_) Have pupils copy the alphabet in script from print.

(_b_) Have pupils write the alphabet from memory.

(_c_) Dictate the letters in any order and require the pupils to write
them. Time the children in this exercise, encouraging them to write as
rapidly as possible.

6. The Typewriter Game.

Call the alphabet on page 1 of the child’s book the keys of a typewriter.
Have the children spell words, touching the letters as the letter keys.
Dictate as follows: “Write _at_ on your typewriter.” The pupils touch
_a_ and _t_ as they spell aloud. Then dictate _cat_, _bat_, _hat_. Use
phonetic words or words made of letters near together in the alphabet.
The object of the exercise is to find quickly the place of each letter
in the alphabet, as well as to give the ability to quickly recognize the
letters.

A PHONETIC LIST

Page 2, Lesson 1

As may be seen at a glance, this lesson contains five words using the
phonogram _un_.

The directions and suggestions given below for the study of this
particular lesson apply to all similar phonetic lessons in the book.

1. Pronounce each word distinctly, giving its meaning or using it in
a sentence, as, “sun—The sun is shining brightly.” You thus give the
children the word properly used and leave in no pupil’s mind the idea
that you meant _son_. “Fun—Did you have fun at recess time, Tom?” Tom’s
recollection of the recess games will associate the word and its meaning.
“Gun—Who has seen a gun? What is its use? Bun—The baker puts currants in
the bun.” By the variety of ways in which you give or suggest the meaning
of the word, try to arouse the pupil’s interest in the word itself. Never
require a pupil to study the spelling of a word until he has heard it
properly pronounced and knows the meaning.

2. Have the pupils read the words, pronouncing each correctly. The
children may give original sentences, using any unusual word.

3. Pupils pronounce and spell each word orally.

4. Ask what letters are found in every word. Teach the children to call
the common part the “family name” of the word and to spell it as a unit,
as, “sun—spell, s-_un_.”

5. Tell the children to look at the list of words and choose the hardest.
They may look at the word for a moment, then spell it without looking at
the book. In some such way arouse interest in the spelling of each word
in the lesson, as, “Who can find and spell the word that is the name of
something that makes a great noise?” “The one we all enjoy at recess?”
“The one that opens the flowers?” “The one we like to eat?”

6. Pronounce each word, give the family, and spell the word thus, sun,
-un, s-u-n. Have pupils emphasize the first letter—the part of each word
that is not common to the series—as, _s_un, _f_un, _b_un, _g_un, _n_un.

7. Children place their books face down on their desks, while the teacher
dictates the words. Children spell orally. If a word is missed, do not
pass it to another child. The one who missed turns over his book and
studies the correct spelling while the teacher continues to dictate words
to the other pupils. After all the children have spelled, those who
missed have a chance to spell their words correctly. From the beginning
every child must feel a responsibility for every word dictated to him. He
must spell it correctly before the lesson is ended for him.

In all oral spelling, save time by having the children respond in turn
without being called upon by name. Perhaps the best way is to go up and
down the rows.

COPYING A SPELLING LESSON

Spell the first word very softly and write it on the blackboard as you
pronounce each letter. The children look at the written form on the
board, and copy the word, saying to themselves each letter as they write.
Do the same with other words.

It is not necessary to copy each word more than once. The common part or
family name—the combination of letters that requires special drill—is
repeated in each word.

As pupils gain facility in written letter forms, they should copy their
lessons once in script from the printed lesson in the book. For the first
ten lessons, however, the teacher may well take the time to have the work
copied from the board.

DICTATING A SPELLING LESSON

The teacher who truly means to make her children realize the importance
of accurate spelling and neat writing will see that each child has a
notebook in which to keep his spelling lessons. She will show him just
how the work should be arranged in his book. (The child’s Spelling Book
shows a good arrangement.) She will insist that he follow the arrangement
and that his penmanship be neat. If the teacher cannot provide regular
blank books for spelling, the children may make their own of regular
writing paper, fastening the requisite number of sheets together with two
Magill fasteners, or sewing them with thread or raffia.

In dictating, pronounce each word clearly and distinctly. Have the
children repeat, then write the word. This habit of correct pronunciation
of the words cannot be overemphasized. It has been said, and the saying
is true, “A word correctly pronounced is half spelled.”

MARKING AND CORRECTING PAPERS

When a lesson is perfect, mark it. Mark it 100%. That is the mark
primary children like best. Mark it in colored pencil. If the child has
made a special effort in writing or in neatness, show your appreciation
and observation by affixing a star or some other symbol to his paper.
Encourage him, make him proud of his spelling, proud of his writing,
proud of his book, proud of himself.

Give no spelling mark but the mark for perfect work.

When a child makes a mistake in spelling, call his attention to it. If it
is only a careless mistake, he will spell the word orally. The _teacher_
then erases the mistake, and the child corrects it. If, however, the
child has not mastered the correct spelling, he should be referred to
his book. When he can spell the word, the teacher erases the incorrectly
spelled word, and the child writes it correctly.

The correcting of the lesson should follow as soon as possible the
writing of the lesson. In order that this may be done in the same period,
the lessons are kept very short. In order that there may be few mistakes
the lessons are very simple. If the lessons are studied as suggested,
there should be very few errors to correct. If the work is corrected
as definitely as outlined, the pupils will soon learn what is required
of them, and will take pride in having a perfect, attractive book. The
arousing of such pride, and the cultivation of habits of correctness and
neatness are of incalculable value.

1. By thoughtful, intelligent study, prevent errors.

2. When mistakes are made, have the pupils correct them immediately as an
important duty.

SIGHT WORDS

Lesson 3, Page 2

The children have had two series or families in past lessons. In the new
lesson ask them to look for words that belong to these families. They
will find _run_ in the _un_ family, and _me_, _the_, _tree_, in the _e_
(_ee_) family. These words should be distinctly pronounced and spelled
orally.

The remaining word is _to_. It belongs to no family that the children
have studied. Have the children pronounce it, use it in a number of
simple sentences, and spell it.

Give each child a small piece of paper. Tell the children to look at _to_
and spell it silently. Then without looking at the book have them write
the word on paper. Each word in the lesson may be studied and written in
the same way.

WRITING SENTENCES

Lesson 4, Page 2

No new spelling words occur in this lesson. It is a review, an
application of some of the words learned.

The first lesson, and perhaps a few others of the same kind, should be
taught from the board, although it is better that each child should have
a book before him.

A child reads the first sentence from the book. “Run to me.”

The teacher says, “I will write it on the board if you will spell the
words. The children in the first row stand.”

Without waiting to be called upon by name the children spell the words in
turn.

The teacher says, “_Run_ begins with a capital letter because it is the
first word in a sentence. Spell it, capital R-u-n.”

When all the words in the sentence have been spelled and written on the
board, the teacher places the period at the end, saying, “There is a
period at the end of this sentence.”

The second sentence is to be spelled by the children and written on the
board by the teacher in the same way.

The children may now copy the sentences from the blackboard.

The two things to be taught in this lesson are the capital to begin the
first word, and the period at the end of the sentence.

REVIEWS OF PHONETIC WORDS

Phonetic reviews are given frequently throughout the book. Each lesson
contains one word of the series taught. These words are numbered.

Have the children open their books to the review lesson, as that on page
6.

Let the children read the words and the families, as, _run-un_, _me-e_,
_play-ay_, _fly-y_. Then have each word spelled orally.

Now dictate other words from the same families, as, _sun_, _see_, _gay_,
_cry_, _sand_. If a pupil misspells a word, give him the number of the
family in which the word occurs. Let him look in his book, study his
word, and be ready to spell it when you have finished dictating other
words to the rest of the class. Thus you may dictate the word _say_. The
child hesitates or misspells the word. Give him number 3. He looks in his
book, finds 3 and the well-known word _play_ after the number. He knows
the word _say_ is in the same family, and he studies out the word while
you are hearing the rest of the class spell words in the other families.
When you return to him and ask, “What is your word?” he answers,
“Say—s-a-y.”

Never pass a word to a second child. Each child must spell, with help if
necessary, every word that is dictated to him.

For written review, dictate any words from the series represented in the
review lesson. Return again and again to these review lessons.

SEAT WORK

Have the children copy the words and under each write one or more words
in the same family. Thus:

run me play fly and
fun be hay try band

REVIEWS OF SIGHT WORDS

Use these reviews for oral spelling matches and for written tests. Keep
records of these written tests. There are 36 sight words assigned to the
first year.

The following chart is simple and effective in keeping a record of these
tests.

SPELLING CHART

We can spell:

Children’s Names 12 Words 24 Words 36 Words

John Smith 100% 100%
Mary Brown 100%
Tom Good 100% 100% 100%

This shows that John Smith can spell the first two columns of sight
words given on page 17, Mary Brown can spell the first column, and Tom
Good can spell all three. No mark but the 100% mark is placed on the
chart. Arouse the child’s interest and ambition to master these sight
words.

In the second year, keep a space on the chart for each review lesson as
it occurs.

ADDITIONAL SEAT WORK

1. Make the words or sentences in each lesson with “word builder”
letters. This work should be carefully examined to see that it is correct
and that it follows the arrangement given in the book.

2. Copy in script the lesson from the book.

THE QUESTION

Lesson 32, Page 8

Teach the use of the question mark as follows, “There is a question mark
after ‘Will they fall?’ because this sentence asks a question.”

QUOTATION MARKS

Lesson 23, Page 25

Have the children copy these sentences, telling them that the quotation
marks are put around, “Where are my baby stars?” because these are the
words of the moon. If omitted in dictation lessons, have the child open
his book and put them in, but do not count this omission an error.

THE ALDINE SPELLER

PART ONE

FIRST YEAR

[Illustration]

FIRST YEAR

THE ALPHABET

+---+---+---+---+
| a | b | c | d |
+---+---+---+---+
| e | f | g | h |
+---+---+---+---+
| i | j | k | l |
+---+---+---+---+
| m | n | o | p |
+---+---+---+---+
| q | r | s | t |
+---+---+---+---+
| u | v | w | x |
+---+---+---+---+
| | y | z | |
+---+---+---+---+

sun
fun
bun
gun
nun

be
he
we
see
bee

run
to
me
tree
the

[Illustration]

Run to me.

Run to the tree.

day
gay
hay
may
say

band
hand
land
sand
stand

play
and
with

[Illustration]

Run and play.

Play with me.

by
my
try
cry
dry
buy
why

bold
cold
gold
sold
told
hold
fold

fly
birds
lit tle
old

[Illustration]

The little birds fly.

Fly to the old tree.

best
rest
west
test
vest
chest
pest

all
ball
call
fall
hall
wall
small

pin
spin
tin
chin
win
skin
thin

nest
is
in
tall

ear
dear
fear
year
near
tear

low
row
grow
show
slow
snow

bit
hit
pit
sit
fit
wit

[Illustration]

Fly to the nest.

The nest is in the tall tree.

REVIEW

(1) run
(2) me
(3) play
(4) fly
(5) and
(6) bold

(7) all
(8) best
(9) in
(10) dear
(11) blow
(12) it

hear
wind
blow
it

[Illustration]

Hear the wind blow.

It blows the tall trees.

bill
fill
hill
mill
still
ill

ring
bring
wing
king
thing
spring

bad
had
lad
mad
sad
glad

book
hook
took
brook
cook
shook

bat
cat
hat
that
sat
fat

wade
fade
grade
shade
spade
made

will
sing
they

[Illustration]

The birds sing in the tree.

Will they fall?

look
who
at

[Illustration]

Look at the little nest.

Who made it?

fan
man
pan
ran

song
long
strong
gong

up
cup
sup
pup

can
you
yes

[Illustration]

Can you sing?

Yes, I can sing a song.

REVIEW

(1) will
(2) sing
(3) glad
(4) look
(5) at
(6) made

(7) can
(8) song
(9) blow
(10) it
(11) nest
(12) the

peep
deep
creep
keep
sheep
sweep

bed
fed
Ned
red
sled
led

might
sight
light
right
bright
fight

[Illustration]

Sleep, little bird.

Sleep in the little nest.

Sleep and rest.

night
are
a sleep

[Illustration]

It is night.

The birds are asleep.

fast
last
cast
mast
past
blast

hop
mop
drop
stop
shop
top

bake
cake
lake
make
rake
take

wake
up

[Illustration]

Wake up.

The night is past.

Fly to the tree-top.

REVIEW

(1) sleep
(2) bed
(3) night
(4) last
(5) top

(6) wake
(7) up
(8) look
(9) old
(10) all

one
two
three
four
five

six
sev en
eight
nine
ten

fa ther
moth er
broth er
sis ter
ba by

girl
boy
has
dog
doll

[Illustration]

The boy has a dog.

The girl has a doll.

blew
new
knew
dew
few
flew

Jack
back
black
tack
crack
sack

in to
into
up on
upon
a way
away

come
from

[Illustration]

The birds flew away from the nest.

Will they come back?

REVIEW OF PHONETIC WORDS

fun
he
say
stand
buy
told
west
small
skin
dear
know
sit
still
bring
had
took
that
made
man
long
keep
red
right
last
stop
knew
back
cup
make
ring
deep
hand
thin

REVIEW OF SIGHT WORDS

to
with
birds
little
is
wind
they
who
you
yes
are
one
two
three
four
five
six
seven
eight
nine
ten
father
mother
brother
sister
baby
boy
girl
has
dog
doll
into
on
upon
come
from

[Illustration]

THE ALDINE SPELLER

PART ONE

SECOND YEAR

[Illustration]

SECOND YEAR

moon
soon
noon
spoon
boon

did
hid
bid
lid
kid

star
far
bar
car
tar

you
were
was
too

[Illustration]

Did you see the sky last night?

The moon was bright.

The stars were shining too.

find
kind
bind
be hind
mind

fine
dine
line
mine
shine

cross
toss
boss
loss
moss

her
chil dren

[Illustration]

The moon is the mother.

The stars are her children.

REVIEW OF SIGHT WORDS

children
you
were
was
too
her

REVIEW OF PHONETIC WORDS

(1) moon
(2) find
(3) hid
(4) cross
(5) dine
(6) noon
(7) far

(1) did
(2) loss
(3) shine
(4) kind
(5) bar
(6) pine
(7) lid

(1) star
(2) fine
(3) soon
(4) boss
(5) bid
(6) bind
(7) nine

tell
well
bell
fell
spell

loud
cloud
proud

must
just
dust
rust
crust

would
not

[Illustration]

STARS AND DAISIES

One night the little stars were cross.

They would not shine.

They hid behind a cloud.

born
corn
horn
morn

grass
pass
class
glass

how
cow
now
bow

down
town
gown
clown
brown
crown
drown

get
let
yet
met
net
pet
wet

saw
paw
jaw
law
raw
straw
draw

Where
said
shin ing
do

“Where are my baby stars?” said the moon.

“Why are they not shining?”

“Tell me why they do not shine,” she said.

want
large
go ing

[Illustration]

We do not want to shine.

Let the large stars shine.

We are going to sleep.

no
go
earth
la zy
here

You were born to shine.

I will have no lazy stars here.

You must go to the earth.

REVIEW OF SIGHT WORDS

do
going
earth
too
said

want
here
would
why
children

large
not
lazy
where
were

REVIEW OF PHONETIC WORDS

(1) down
(2) loud
(3) drown
(4) corn
(5) how
(6) loss

(1) get
(2) soon
(3) just
(4) shine
(5) born
(6) now

(1) crust
(2) behind
(3) spell
(4) car
(5) did
(6) draw

their
lost
most
them

The lazy stars shook with fear.

Most of them lost their hold.

Down they fell to the earth.

[Illustration]

shone
stone
bone
tone

good
stood
wood
hood

love
above
dove
shove

[Illustration]

on
been
wish
lie
there

The little stars had to lie on the cold grass.

All night they had to lie there.

They wished they had been good.

done
an y
for

Did any one see the stars?

Father Sun saw them.

“What can be done for them?” he said.

[Illustration]

cov er
die
if

“How cold the stars look.

They will die,” said the sun.

“Not if we cover them with snow,” said the clouds.

rose
those
nose
hose
pose

sent
went
bent
tent
dent

came
name
game
same
lame

win ter

All winter the stars were covered with snow.

The stars above shone down on them.

But they did not wake.

rain
gain
pain
grain
chain
train
plain

rock
cock
block
lock
knock
clock
sock

eat
heat
beat
meat
neat
seat
cheat

his
dai sy
time
dai sies

At last the spring came.

The sun sent his rays down to the earth.

It is time for the stars to wake.

o pen
eyes
smile

The stars opened their sleepy eyes.

They looked up at the sun.

He smiled at them.

They were not cross now.

these
live
now

These stars now live on the earth.

They shine all day long.

Children call them daisies.

[Illustration]

REVIEW OF SIGHT WORDS

cover
their
die
lost
wish
been
done
for
his

March winds rock the trees. March
April brings the rain. April
May brings the birds back. May
June brings roses. June
July brings heat. July

REVIEW OF PHONETIC WORDS

(1) soon
(2) hid
(3) far
(4) sell
(5) kind
(6) shine
(7) loss

(1) brown
(2) get
(3) horn
(4) just
(5) class
(6) stone
(7) straw

deer
peer
cheer
queer
steer

hark
dark
bark
mark
park

gift
swift
lift
drift
sift

San ta Claus
as
rein deer
com ing

[Illustration]

Hark! I hear bells.

Santa Claus is coming.

His reindeer are as swift as light.

ought
bought
brought
thought
sought

big
dig
fig
pig
twig

bag
flag
drag
rag
tag

us
man y

Santa Claus came last night.

We were all asleep.

He brought us many gifts.

[Illustration]

does
what
car ry
him
our
ver y

We did not see him.

How does Santa carry our gifts?

He has a big bag.

What a very big bag it is!

As bright as day.
As swift as a deer.
As old as the hills.
As good as gold.
As red as a rose.
As dark as night.

cra dle
cook y
box
can dy
of

Santa brought Nell a doll cradle.

He brought Ned a box of candy.

He brought baby sister a cooky.

[Illustration]

kit ten
milk
some
don’t

He brought the kitten some milk.

He brought the dog a bone.

Don’t you love Santa?

REVIEW OF SIGHT WORDS

done
time
smile
now
Santa Claus
many
carry
candy
said
do

his
open
these
March
June
of
does
our
cooky
milk

eyes
if
live
April
July
reindeer
us
cradle
box
some

don’t
were
children
you
too
would
was
her
where

head
spread
dead
lead
read
bread
thread

ice
nice
slice
mice
rice
price
spice

air
hair
fair
pair
chair
lair
stair

to day
today
do not
don’t

[Illustration]

Cloud, cloud, don’t stay today,
But spread your wings and fly away.

A glass of milk and a slice of bread,
And then good-night, we must so to bed.

[Illustration]

barn
popped
kit ty

Some mice sat in the barn to spin,
Kitty came by and popped her head in.

feed
deed
need
seed
weed
reed
speed

gave
shave
save
brave
cave
wave
pave

pick
quick
Dick
kick
lick
sick
tick

bar ber

Barber, barber, shave a pig.
How many hairs will make a wig?

[Illustration]

words
like
gar den
full

A man of words and not of deeds
Is like a garden full of weeds.

REVIEW OF SIGHT WORDS

been
two
father
five
baby
nine
any
many

their
ten
three
brother
six
mother
cover
little

one
eight
dog
four
sister
seven
large
done

you will
you’ll
luck

See a pin and pick it up,
All the day you’ll have good luck.

out
about
pout
stout
spout
shout
scout
trout

broke
smoke
spoke
joke
poke
yoke
choke
woke

pail
sail
wail
tail
bail
fail
nail
mail

wa ter
tum bling
aft er

Jack and Jill went up the hill
To get a pail of water.
Jack fell down and broke his crown,
And Jill came tumbling after.

luck
duck
cluck
tuck
stuck
suck

owl
fowl
growl
howl
prowl

cried
dried
fried
died
lied
tied

[Illustration]

A little boy went into a barn
And lay down on some hay.
An owl came out and flew about,
And the little boy ran away.

REVIEW OF PHONETIC WORDS

(1) nice
(2) gave
(3) chair
(4) feed
(5) quick
(6) cried

(1) bread
(2) duck
(3) broke
(4) pail
(5) brave
(6) owl

(1) howl
(2) about
(3) sail
(4) spoke
(5) stick
(6) tied

once
so

[Illustration]

Once I saw a little bird
Come, hop, hop, hop;
So I cried, “Little bird,
Will you stop, stop, stop?”

lies
flies
cries
skies
dries
tries
ties

cool
school
fool
pool
spool
tool
stool

ate
late
gate
mate
hate
plate
Kate

there is
there’s
points
room

There’s a neat little clock,
In the schoolroom it stands,
And it points to the time
With its two little hands.

REVIEW OF SIGHT WORDS

100

where
kitty
words
like
garden
once

101

after
full
water
barn
done
now

102

candy
don’t
was
were
us
you

103

rise
nev er
wise

Cocks crow in the morn
To tell us to rise,
And he who lies late
Will never be wise.

104

ant
can’t
pant
lost
cost
frost
cap
lap
map

105

rap
nap
trap
rap ping
nap ping
trap ping
rapped
napped
trapped

106

Bo-peep
they will
they’ll
leave
home
can not
can’t

[Illustration]

107

Little Bo-peep has lost her sheep,
And can’t tell where to find them;
Leave them alone and they’ll come home,
And bring their tails behind them.

108

hive
live
drive
five
alive
dive

109

ten
then
hen
den
pen
men

110

kite
bite
site
white
write
quite

111

fish
caught
a gain

One, two, three, four, five,
I caught a fish alive.

Six, seven, eight, nine, ten,
I let it go again.

112

feet
meet
beet
sweet
sheet
fleet

113

found
round
a round
bound
ground
sound

114

hide
ride
side
wide
tide
glide

115

sup per
time
egg

SUPPER TIME

A cup of milk,
White bread,
An egg,
A cooky,
All for good girls and boys.

[Illustration]

116

on ly
shop ping
dime

SHOPPING

I went shopping today.

Mother took me.

We had a ride in the cars.

Then we came to the shops.

117

I looked along the street.

I saw a candy shop.

We went in.

I had only a dime.

I bought a box of candy.

I told the man not to wrap it.

118

pen cil
teach er
desk
les son

119

AT SCHOOL

Be on time.

Have a pencil.

Keep your desk neat.

Know your lesson.

Mind your teacher.

Never pout.

Smile and smile.

[Illustration]

120

not
lot
blot
cot
dot
got
hot

121

am
swam
dam
ham
jam
clam
slam

122

seen
green
queen
hang
sang
rang

SOME SIGHT WORDS

123

a go
door
goes
put
son

124

aim
do ing
leg
rob in
use

125

both
foot
on
rub
once

REVIEW OF SIGHT WORDS

126

rise
never
wise
Bo-peep
leave
home

127

cannot
fish
caught
again
supper
egg

128

only
dime
shopping
pencil
desk
teacher

129

lesson
ago
door
goes
put
son
any

130

aim
doing
their
leg
robin
use
does

131

both
foot
once
would
there
rub
very

INITIAL WORDS OF PHONETIC SERIES

132

sun
be
day
band
by
bold
best
all
pin
ear
low
bit
bill
ring

133

bad
book
bat
wade
fan
song
up
peep
bed
might
fast
hop
bake
blew

134

Jack
moon
did
star
find
fine
cross
tell
loud
must
born
grass
how
down

135

get
saw
shone
good
love
rose
sent
came
rain
rock
eat
deer
hark
gift
ought

136

big
bag
head
ice
air
feed
gave
pick
out
broke
pail
luck
owl
cried
lies

137

cool
ate
ant
lost
cap
hive
ten
kite
feet
found
hide
not
am
seen
hang

ALPHABETICAL LIST OF SIGHT WORDS

after
again
ago
aim
any
April
are
as
baby
barber
barn
been
birds
Bo-peep
both
box
boy
brother
candy
cannot
can’t
carry
caught
children
come
coming
cooky
cover
cradle
daisies
daisy
desk
die
dime
do
does
dog
doing
doll
done
don’t
door
earth
egg
eight
eyes
father
fish
five
foot
for
four
from
full
garden
girl
go
goes
going
has
her
here
him
his
home
if
into
is
July
June
Kitten
kitty
large
lazy
leave
leg
lesson
lie
like
little
live
lost
many
March
May
milk
most
mother
never
nine
no
not
of
on
once
one
only
open
our
pencil
point
popped
put
reindeer
rise
robin
room
rub
said
Santa Claus
seven
shining
sister
six
smile
so
some
son
supper
teacher
ten
their
them
there
these
they
three
time
to
too
tumbling
two
upon
us
use
very
want
was
water
were
what
where
who
wind
winter
wise
wish
with
words
would
yes
you

PHONIC SERIES

see
be
bee
me
he
she
the
we
tree
three
flee
knee
free
glee

fly
sky
by
my
try
why
cry
dry
buy
spry
fry
shy
spy

old
hold
cold
bold
fold
gold
mold
sold
told

nest
best
west
rest
chest
pest
test
vest

say
day
may
gay
hay
lay
play
clay
pay
ray
pray
gray
tray
way
sway
stay

all
fall
hall
call
tall
stall
ball
wall
small

flew
blew
few
hew
dew
new
knew
pew

grow
blow
snow
low
flow
slow
bow
tow
mow
sow
show
know
row
crow
throw
glow

get
let
yet
met
net
bet
pet
set
wet
fret

ill
will
till
fill
bill
hill
mill
kill
pill
spill
sill
still
drill
skill
gill
chill

sing
wing
ring
cling
fling
sling
bring
spring
string
king
thing
sting
swing

made
shade
spade
fade
wade
trade
grade
blade

glad
had
bad
lad
mad
sad

an
can
ran
man
fan
pan
span
tan
than
plan

look
took
cook
book
hook
nook
brook
shook

back
crack
Jack
pack
lack
black
rack
track
sack
tack

found
bound
round
ground
mound
pound
sound

tell
well
fell
bell
swell
cell
sell
spell
shell
smell
dwell

night
might
right
bright
fight
slight
flight
sight
tight
light

last
fast
past
blast
cast
mast

hide
side
ride
bride
pride
wide
tide
glide
slide

at
hat
cat
bat
fat
that
mat
pat
rat
sat
flat

long
song
gong
wrong
strong

feet
meet
beet
sweet
greet
fleet
sheet
street
sleet

kite
white
write
bite
quite

wake
make
bake
cake
lake
rake
sake
take
stake
shake
flake

ear
near
hear
dear
fear
rear
tear
year
clear

feed
need
deed
heed
seed
weed
reed
bleed
speed

rain
plain
grain
brain
gain
lain
slain
pain
main
vain
chain
train
strain
drain
stain
Spain
sprain

soon
moon
noon
spoon

and
land
sand
band
stand
grand
brand
hand

must
just
crust
dust
rust
trust

saw
paw
caw
jaw
law
raw
straw
claw
draw
gnaw
thaw

star
far
bar
car
mar
tar
jar
scar

bed
red
Fred
led
fled
sled
Ned
fed
wed
shed

did
hid
bid
kid
lid
rid

top
stop
drop
hop
mop
pop
crop
prop
shop
chop

morn
horn
corn
born
thorn

up
cup

sun
fun
run
bun
gun
nun

blue
due
glue
cue

peep
deep
keep
weep
sweep
steep
creep
sheep
sleep

it
sit
bit
fit
hit
wit
pit
quit

head
dead
lead
read
bread
tread
spread
thread

air
fair
hair
pair
chair
stair

went
sent
bent
dent
cent
rent
tent
spent

came
name
game
dame
fame
flame
same
tame
lame
blame
frame
shame

in
din
fin
sin
tin
win
pin
chin
spin
skin
grin
thin

down
town
gown
brown
crown
drown
frown

shone
stone
bone
cone
drone
tone

big
dig
fig
pig
rig
twig

seen
green
queen
screen
keen

him
dim
brim
trim
swim
skim
slim

over
clover
Rover

eat
beat
heat
meat
neat
seat
cheat
treat
wheat

hang
sang
gang
rang

rap
clap
gap
cap
lap
map
nap
sap
strap
slap
snap
trap
wrap

am
swam
dam
ham
jam
clam
slam

ought
thought
brought
bought
fought
sought

cool
fool
spool
pool
tool
stool
school

rock
cock
block
frock
flock
lock
mock
knock
stock
shock
clock
sock

not
lot
blot
cot
dot
got
hot
knot
pot
plot
shot
spot
tot
trot

hark
dark
spark
bark
mark
park
lark

hive
live
dive
five
alive
drive

find
kind
bind
hind
mind
wind
grind
blind

rose
those
nose
hose
pose
close

quick
tick
Dick
kick
lick
pick
sick
stick
brick
trick
thick
slick

then
hen
den
men
pen
ten
when

deer
peer
cheer
queer
steer

ice
mice
nice
price
rice
slice
spice
twice
vice

ail
sail
snail
nail
bail
fail
hail
jail
mail
pail
rail
trail
tail

ate
gate
Kate
late
date
grate
hate
mate
plate
rate
state
skate
slate

ant
can’t
grant
pant
slant

cried
died
dried
fried
lied
tried
tied

out
about
pout
stout
spout
shout
scout
trout

flies
skies
dries
lies
tries
cries

cash
dash
flash
clash
hash
lash
mash
sash
rash
trash

love
dove
glove
shove

fine
pine
dine
line
mine
nine
wine
vine
shine
whine
twine

grass
pass
mass
glass
lass
class
brass

moss
toss
boss
cross
loss

100

how
bow
cow
now
brow
plow
mow

113

gave
save
brave
cave
pave
shave
slave
wave
grave
knave

123

good
stood
hood
wood

124

spoke
broke
joke
poke
smoke
choke
yoke
woke

128

owl
growl
fowl
howl
prowl

145

aid
maid
paid
laid
braid

167

brag
flag
drag
stag
bag
rag
tag

[Illustration]

*** End of this LibraryBlog Digital Book "The Aldine Speller: for Grades One and Two" ***

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