l ch ild both wh y they
sh y ch air doth wh ere these
sh ore ch ill mirth wh ich those
sh ine ch erry worth wh at the
sh ow ch ildren birth wh ile thy
sh e ch urch tooth wh ose that
sh all ch ase loth wh ite this
sh ould ch est girth wh ale thus
sh ake ch ange thin wh eat thine
sh ame ch alk thick wh eel there
sh ape ch ain think wh ack their
sh are ch ance throat wh ip them
sh ark ch arge thorn wh irl though
sh arp ch ap three wh et thou
sh awl ch apel third wh ey
sh ed ch apter thaw wh isper
sh ear ch arm wh istle
sh epherd ch eck

THIRD YEAR

_I. Rules or Reasons for Sounds._

(The effect of the position of the letter upon its sound.)

_II. Effect of "r" Upon Vowels._

_III. Equivalents._

_IV. Teach Vowel Sounds Other Than Long and Short Sounds, by Analyzing
Known Words and Phonograms._

Pupils know the phonogram "ark," learned when the following list of
words was pronounced: bark, dark, hark, lark, mark, park, shark, etc.
Attention is now called to the long Italian "a" sound (two dots above)
and other lists pronounced; as, farm, barn, sharp, charm. Broad "a" (two
dots below) is taught by recalling the familiar phonogram "all" and the
series: ball, fall, call, tall, small, etc., pronounced. Also other
lists containing this sound: as, walk, salt, caught, chalk, haul, claw,
cause.

(The rules for sounds apply to the individual syllables in words of more
than one syllable as well as to monosyllables.)

HOW TO DISTINGUISH BETWEEN VOWELS AND CONSONANTS

Before the rules for the sounds are taken up, it will be necessary that
the pupils know how to distinguish the vowels from the consonants.

Have the vowels on the board, also lists of words, and drill on finding
the vowels in the lists. The teacher says, "These letters are called
vowels." "How many vowels are there?" "Find a vowel in this
word"--pointing to one of the words in the lists. As the pupil finds it
he says, "This is a vowel." Find the vowels in all the words in the
lists.

PHONICS A