Special Method in Primary Reading and Oral Work with Stories Part 11

The mode of travelling is written beside the name of each familiar bird as the children make the discoveries, thus:--

{ hops. { walks.

Robin { runs. Crow { { flies. { flies.

Questions arise during the recitation which the children will answer later from observation. That the children may not forget them they are placed high up on the board where they can be preserved. Frequent reference is made to them to see if the pupils are prepared to answer them. When a question is answered it is erased, making room for another.

THE READING RECITATION

For the early reading, Games, Literature, and Nature Study may form the basis.

(I) _Games as a Basis for the Reading._ The child enters school from a life of play. It is our purpose, so far as possible, to make use of this natural bent of the child to insure interest in his reading, as well as to give him the free exercise, which he needs, of his muscles. It may be urged as an argument against the use of the games, that they are too noisy and attract the attention of the children who are busy at their seats. Often it would be a good thing for these children to watch the younger ones at their games. It would rest them and put them into closer sympathy with the little ones. In a short time they will not care so much to watch them. The little children should be thoughtful of the older ones and move about as quietly as is possible.

The following are some of the games which we have used in our primary school. They are given in the way of suggestion only. They are played at first by following spoken directions. When the children are perfectly familiar with the oral direction, the written direction is gradually subst.i.tuted. The children do not stay long enough on one game to become tired of it. Two or three or even more are played at a single recitation. It is not the plan to drill the pupils upon the written directions, but by frequent repet.i.tions to familiarize them with them.

The games are most suitable for the very earliest reading lessons. The plan for teaching one of them, the first one given here, will be written out quite fully. The others will be given with less detail.

THE RING GAME

_Material._--Six celluloid rings, red, white, blue, yellow, green, and black. Surcingle rings can be painted the colors desired.

_Directions._--Take the red ring, Jennie.

Take the blue ring, Eva.

Take the yellow ring, Wallace.

Take the green ring, Chauncey.

Take the black ring, Gregory.

Take the white ring, Lloyd.

When the children are ready to hide the rings this direction is given to the remainder of the cla.s.s:--

Close your eyes.

This to the pupils who hold the rings:--

Hide the rings.

When the children have all the rings hid they announce it by lightly clapping their hands, upon which the children open their eyes.

Directions are then given to those who did not hide rings, for finding the rings, _e.g._:--

Find the red ring.

Find the blue ring, etc.

No notice is taken of any ring but the one called for. A limited time is given for the finding of each. At the close of that time, if the ring is not discovered, the one who hid it gets it. When the written directions are first used the whole sentence need not be put upon the board, _e.g._, the teacher need write only--_the red ring_. She says to the child, "find _this_"--pointing to the board; or _red_, alone, may be written, in which case the teacher points to the word, saying, "You may find _this ring_." There is considerable rivalry to see who will find the most rings.

When the children seem to know the written directions perfectly, a test is made of their ability, actually, to read them; thus, instead of writing, "_Take_ the red ring," the teacher writes, "_Find_ the red ring." She writes "Hide the rings," before she writes, "Close your eyes." If the children recognize what is written they will set the teacher right.

BALL AND CORD

_Material._--Small, soft rubber b.a.l.l.s with short rubber cords attached.

The cords have a loop for the finger.

Ball in right hand.

Toss up.

Hold.

Toss down.

Hold.

Toss to the right.

Hold.

Toss to the left.

Hold.

Ball in left hand.

Toss up, etc.

In this and succeeding games it is left to the discretion of the teacher as to when the written directions shall be introduced.

BALL GAME

_Material._--A soft rubber ball.

Form a circle.

Take the ball, Roy.

Toss the ball.

Roll the ball.

Bounce the ball.

Throw the ball.

Give the ball to Sadie.

In this game one of the children takes the ball to the circle. Each, as the ball is tossed to him, tosses it to another. At the direction of the teacher the game of _tossing the ball_ is changed to one of _rolling_ _the ball_, the pupils squatting on the floor; this in turn is changed later as the directions indicate. Care must be taken that all children are treated alike in this game. The children themselves will look out for this if properly directed at the outset of the game.

HUNTING THE VIOLET

_Material._--Violets scattered about the room.

Find a blue violet, Glenn.

Find a violet bud, Edith.

Find a yellow violet, Lloyd.

Find a violet leaf, Sadie.

Find a white violet, Jennie.

Find a purple violet, Rudolph.

Sing to the violets.

Children sing softly:--