Public school methods . the Tongue. To train the tongue, havethe children spell by sound part of the words in (a). Thewords should be spelled with the teacher and without her,in concert, and individually. Encourage children to attemptwords for themselves; to call each other by initial sounds;to give names of objects by sound. To do things is easierand more interesting than to spell words by sound, so train-ing the tongue is harder and not so enjoyable as the variousapplications of training the ear. Hence, exercises in trainingthe tongue should be given less time than exercises in trainingthe e
Public school methods . the Tongue. To train the tongue, havethe children spell by sound part of the words in (a). Thewords should be spelled with the teacher and without her,in concert, and individually. Encourage children to attemptwords for themselves; to call each other by initial sounds;to give names of objects by sound. To do things is easierand more interesting than to spell words by sound, so train-ing the tongue is harder and not so enjoyable as the variousapplications of training the ear. Hence, exercises in trainingthe tongue should be given less time than exercises in trainingthe ear, and these exercises should be handled very should be presented in the light of pleasant recreations. 26. Associating Sound and Symbol. This exercise shouldbegin within a few days after introducing the work in Section25, and may begin on the same day. It should be presentedwithout delay, because phonics should be used early and often,so that the habit of spelling new words by sound RECOGNITION OF SOUNDS Second Year Reading and Phonics 85 (a) Resemblances. In order the more readily to asso-ciate sounds with letters, make liberal use of fancied resem-blances. These resemblances may be adroitly introducedthrough a story, in which the dog growls (r); the cat says/; the cow, m; and sh says be still; ch is a sneeze; and whblows out a candle. (See Suggestive Lesson Two, Section 3i.) Vowels are introduced very interestingly through the childrens initial sounds, and the sounds blended into wordswhich the children more readily recognize because of thepractice in the Sharp Ears game. Indeed, the Sharp Earsgame is then applied to written as well as to oral use of fancied resemblances is merely temporary aid;it is a helpful finger stretched out to the toddler who is takinghis first unsteady steps; it will soon be withdrawn and for-gotten. (See Suggestive Lesson Three, Section 32.)The following is a list of representative sounds: ch — engine
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