to the class and easily remembered. For "d" it may be "doll," "day," or
"dog;" for "y", "you", "yellow", etc.

The teacher should previously go through the text and select the words
she wishes to use as type words in teaching the consonant sounds.


3. _First Steps in Writing and Spelling._

As each consonant sound is taught its written form may be learned. On
rough manila paper, using waxed crayons, make copies of the letters
about two inches in height, for each pupil. At his desk the child traces
with his fore finger, going over the smooth path again and again--thus
developing psycho-motor co-ordination. Each time the letter is traced,
the pupil sounds it softly, and as soon as he is sure of the form, runs
to the board and writes it.

The writing at first may be entirely at the blackboard, where the
teacher's copy may be reproduced. For the slower ones who have
difficulty with the form, a good practice is to "write it in the air,"
the pupil pointing with index finger and following the teacher as she
writes, also tracing the teacher's copy with pointer, using free, rapid
movement. (Tracing with crayon or pencil tends to slow, cramped writing,
and should not be encouraged.) Thus when the forms of the letters are
learned and associated with the sound, the pupils are able to write
phonetic words from dictation as well as to "spell by sound."


4. _Consonant Drill._