beginning with that sound be marked with black; at another seat work
period, words beginning with "b" are marked with "green;" and again,
words beginning with "f" sound are marked with blue pencils, etc.

Underline digraphs, blended consonants, and phonograms.

2. The teacher writes a phonogram on the board and below it all the
consonant sounds from which words may be built. Pupils write the entire
words.

3. Phonograms are written on the board; pupils supply consonants and
write out the words.

4. Have a number of phonograms and three or four sets of consonants in
envelopes. Give an envelope to each child and let him build the words on
his desk. Duplicate copies can be made on a hectograph, one set for each
lesson; then if one envelope from each set is preserved, those
miscellaneous lessons can be used in review for a long time, each child
using a different set each time.

5. Write on the board lists of words ending in various phonograms and
let the children re-write them, arranging in columns according to
phonograms.

6. Write families from memory.



GENERAL SUGGESTIONS