Part 2

There is abundant material throughout the book illustrating the changes in root words when derivatives are formed. This does not mean, however, that there is nothing for the teacher to do. The teacher must keep constantly in mind that it is not necessarily true that because the child can spell “health,” he can spell “healthy.” Below is given a list of twenty-three words and one or more derivatives which were given to approximately 1,000 children in the sixth grade. It was known beforehand that the root word had been taught either during the year or in the fifth grade. The number following each word indicates the percentage of accuracy with which each word was spelled. It will be noted that in each case the root word was spelled with from 5% to 40% higher accuracy than the derivatives.

COMPARISON OF ROOTS AND DERIVATIVES

(All root words occurred in the sixth grade minimum list.)

abbreviate 78 abbreviates 75 absence 85 absences 75 accident 90 accidents 77 arrange 92 arranging 86 attack 94 attacked 87 attacking 94 boundary 87 boundaries 67 century 93 centuries 77 commence 85 commenced 81 commencing 74 conquer 89 conquered 80 deceive 80 deceiving 70 decide 87 decided 85 deciding 85 describe 82 describing 76 industry 96 industries 79 judge 98 judges 93 material 84 materials 75 mosquito 94 mosquitoes 59 recognize 87 recognized 85 return 98 returned 93 returning 95 salary 86 salaries 77 telegraph 98 telegraphed 90 telephone 98 telephoned 95 ventilate 87 ventilated 85 wharf 99 wharves 69

In every case but one (attacking) the derivative proved itself a harder word to spell even though it, too, had been taught. Since it is important that children should know how to spell such common words as “judges,” “mosquitoes,” etc., as well as the root word, _many derived forms must be considered as presenting new spelling problems and taught as such_. Since it is impossible to teach all derivatives and the needs of the pupils are varied, careful training in the formation of derivatives must be given.

HOMOPHONES OR HOMONYMS

Homophones, or as they are more commonly called, homonyms, are words spelled differently but pronounced alike. Throughout the text of this book they have been purposely kept apart. Investigation strongly points to the conclusion that they should be kept apart until the correct spelling has become a fixed habit, and the ability to use them correctly in sentences reasonably sure. In order that no confusion as to the proper use of a homophone may arise in the child’s mind, it should be presented in a phrase, or still better in a complete sentence. In dictating words it should never be taken for granted that the child knows which one of a pair of homophones is meant. A sentence should be given to show which one is required. Spelling _there_ correctly in a column of words does not necessarily mean that the word would be spelled correctly in a sentence. If the child _always_ hears it in its proper setting there will be a tendency always to _see_ it in this setting with the correct spelling naturally following.

PROPER NAMES

The proper names that should be taught vary with the community and the school. The teacher should herself select those that need to be taught to her class. 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 should be taught at the discretion of the teacher. In later grades the names that are needed in Geography and History should be taught in connection with those subjects.

USE OF THE DICTIONARY

The “dictionary habit” is a most desirable one. Those children are fortunate who have instant access to a dictionary when they begin the work in the fourth grade. However, _children must be taught how to use the dictionary_. Suggestions for teaching the use of it may be found in the suggestions for each grade. (See pages 37, 42, 46, 55, etc.) Do not deaden the interest by requiring the pupils to look up every word in the lesson, but rather have them look up all words whose spelling or pronunciation is uncertain. Such work may be used very profitably as a language lesson rather than as a part of the spelling lesson. Many interesting and helpful lessons may be given in forming plurals, adding prefixes and suffixes, selecting derivatives, and finding synonyms other than those given in the book. _No lesson should be assigned in the dictionary before the children have been taught how to use it._ The lessons in this book suggest how to teach its use and give some practical experience in consulting it for the pronunciation of words. The resourceful teacher will find opportunity for much additional practice.

RULES AND THEIR USES

The ALDINE SPELLER aims to develop a few general rules for spelling. These are carefully developed throughout the grades but appear as formal rules only in the later grades. The foundation of some of the rules is laid in Part I, and the development continues throughout the succeeding grades. (See lesson 57, grade III, lesson 74, grade IV, etc.)

REVIEW LISTS

Throughout the book, review lists are common. The time usually allotted to the spelling lesson is short and, therefore, only those words which have been shown by investigation to need reviewing occur in these review lists. Words presenting the most difficulty are often repeated in the same and succeeding grades. The words which are recurring constantly in the written vocabulary of children are the words which they need to be sure that they have mastered. Including only such words for review will enable both teacher and pupil to conserve the time of the school day. The lessons are short and it is expected that each word is to be carefully taught the first time. If this is done and the pupil’s list of the misspelled words is kept, the need of long reviews will be minimized.

Other lists in the form of reviews consist of groups of words especially alluded to by other authors. For example, at the close of the work of the third grade will be found the hundred commonest words in the English language. Ayres points out that these words with their repetitions constitute about one-half of all the words we write. There is no question about the need of thoroughly mastering them early. On pages 42 and 43 of the fifth year work and pages 84 and 85 of the sixth year will be found lists of words taken from the 1,000 commonest words of the English language. At the end of other grades will be found lists of known trouble makers which should be carefully reviewed.

USE OF VOCABULARY

At the end of the work for each grade, the list of the words taught in the grade is given. If the word is taught in any previous grade an asterisk is placed before the word. For example, _which_ appears in the vocabulary of grade VI in this manner: * which. This shows that _which_ has been taught in a previous grade but does not tell in what grades, nor how many times it occurs in each grade. It is given in the vocabulary of grade V in the same manner. In grade III it occurs without the asterisk, showing that this word occurs for the first time in grade III.

These vocabularies should be of great value to both teacher and pupil as they will enable both to determine at once the words which have been taught in the respective grades. If the word has been taught in a previous grade the teacher will know it and govern herself accordingly. If the word has been presented in that grade the pupil has a chance to find out the spelling without consulting the teacher, thus saving the teacher’s time.

PHONETIC WORDS

Many of the words in this book are grouped into phonetic lists. The object of this is strongly to impress the basic part of these words upon the child. The repeated sight, sound, and spelling of this common combination of letters makes it possible to learn the words in a list easily and in a short time.

AN EFFECTIVE METHOD

1. Write _one_ of the words on the blackboard. While writing the word _pronounce_ it very distinctly by syllables, being clear in enunciation.

2. Have the word pronounced in concert by the class and individually by poor spellers, particularly those whose enunciation is naturally poor.

3. Develop the meaning orally by using the word in a sentence, or defining it.

4. Rewrite the word dividing it into syllables either by a slight break or a line. Call on pupils to spell orally by syllables, as: i-n—d-e—p-e-n-d—e-n-t—independent.

5. Have pupils indicate familiar parts or phonograms in the words. Have them point out peculiarities, non-phonetic elements, silent letters, double consonants, etc. Call attention to any that they do not observe.

6. Have pupils write the word at least two or three times, pronouncing it softly by syllables, or spelling it silently as they write.

7. After the words of the lesson have been studied in this way, allow pupils to study the words silently, laying stress on words which have seemed most difficult to them.

8. Bear in mind the following:

(_a_) A single lesson should consist of a small number of words. The ALDINE SPELLER plans for two or three new sight words (or five to seven words in a phonic series) for a lesson in the lower grades, gradually increasing until five or six new words may be used in a lesson in the upper grades.

(_b_) Errors should be anticipated and prevented as far as possible. _Create a strong impression of the word at the beginning._

(_c_) Correct pronunciation, and above all _clear enunciation_, should be insisted on at all times.

(_d_) Writing the word on the board or on paper immediately after the oral discussion of it gives the “muscle feel” of the word that is of great importance.

(_e_) The ancient custom of requiring the writing of words a number of times as a punishment is a crime.

(_f_) A weekly test should be given. This should consist of words taught during the week, of words previously misspelled by the pupils, of words from the “Demon Books,” or personal lists of the pupils.

CORRECTION OF A WORD

In the past teachers “corrected” spelling papers solely for the purpose of determining which words were spelled incorrectly. The better thought is to examine spelling papers for the purpose of finding which words are wrong in order to determine why _they are misspelled_. This helps the teacher because it enables her to place the emphasis on the part of the word which is difficult and tends to prevent further misspelling. _Prevent the misspelling of a word at the beginning. Form right habits of spelling rather than attempt to correct bad habits of spelling_, should be the slogan of every teacher.

In correcting spelling it should be borne in mind that some words have more than one correct spelling. The child’s spelling should not be called incorrect if it is an approved form. Call his attention to the preferred form, telling him why it is preferred.

PUPIL LISTS

One method of bringing about this formation of good habits is to have each pupil keep a list of his _own_ “demons.” Each pupil’s list will be different, for many words are “demons” for one pupil but not for another. This list may include root words and derivatives, or only derivative words. Each pupil should be required to keep his own list on which he, personally, may be tested from time to time to see if he has mastered the words that have proved difficult for him to learn. This list should not include the words that have been misspelled accidentally.

Writing misspelled lists as a punishment should _be absolutely forbidden_.

THE FUTILITY OF SOME OF THE SPELLING GRIND

Evidence that simple and necessary words are neglected. Attempting to learn these,

spectacle halo legacy gossamer sluice lurid buoyant linear aggrieve superlative romantic obstinate

while misspelling these:

SUGGESTIONS FOR FIRST YEAR

THE ALPHABET

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 7 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

Lesson 1, Page 8

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 the new words.

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 _perfect_. 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 8

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

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 12.

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.”