AN ALTERNATE PLAN
 Teach the vocabulary of "The Little Red Hen" and "The
Gingerbread Boy" to page 24. Children should have at
least two reading lessons daily from the blackboard and
one each for word development and drill. These reading
lessons from the board should consist of sentences in
which all words taught are used as given in the book,
but they may be in different arrangement from the
sentences in book. Sentences printed with a sign
printer, upon long strips of manila cardboard, the
perception cards and word cards should be used also.
About three weeks should be spent on the board work.
When all the words of "The Little Red Hen" story have
been taught and read in sentences in this way, the
children may read the story in the book. Continue in
this way through the Primer. "The Gingerbread Boy"
will usually take about two and one-half weeks. The
Primer should ordinarily be finished before January.
Then as many good supplementary readers should be read
as possible, allowing time for the "Reading-Literature
First Reader" to be read by the end of the first year.
In the Language period the teacher should take up the
subject of wheat, find out what the pupils know, then
adding to their knowledge by having illustrative
materials such as sheaves of wheat, a flail, pictures
of a mill, etc. The Gleaners is a good masterpiece to
show in connection with
 this literature. The teacher should describe the
processes through which wheat goes and what it is made
The First Reading Lesson
The teacher tells the story of "The Little Red Hen" to
the children. She should keep the sentence form in the
book but should enlarge and amplify the story between
the sentences. This Primer version of the story has
purposely been made very brief and simple. Allow the
pupils to talk about the story and then say: "This all
happened because the little red hen found a seed."
Then have several children repeat, "The little red red
hen found a seed." The teacher may then say: "My
chalk will say it," and she writes, "The Little Red
Hen found a seed."
The teacher reads it from the blackboard, sliding the
pointer under the writing. Then ask other children to
say it, always sliding the pointer underneath. Also,
the teacher says, "I shall read it again and I want you
to find where it says seed." She reads, pausing
slightly before seed. One child finds the word,
places his hands around it, and tells what he found.
Then several children do the same. The teacher says,
"Would you know it if I wrote it here?" She writes
seed in various places on the board, children
saying it each time. In passing to their seats, each
pupil touches some part of the reading lesson and tells
what it is.
Second Reading Lesson
The teacher says, "I am glad (then writes while
saying)—The little red hen found a seed;
for if she hadn’t (pointing to the words) found a
seed, we shouldn’t have had this delightful story,
and another thing, because (writing sentence again)
The little red hen found a seed we have learned
so much about wheat and bread."
 Now will you tell me what this sentence is? And what
is this (pointing to the other just like first)?
Do you see anything in this sentence that looks like
part of that sentence? Let’s read to ourselves and see
what it is.
If this word is seed, show me another
If this is found, where is the other
Where is The little red hen?
Where else is The little red hen?
The teacher says, "This hen must have had very sharp
eyes to find the seed, for (teacher writes and says)
'It was a little seed,’ and though (writes
again) 'It was a little seed,’ she knew it was
good for something."
The teacher asks, "Who knows where it tells what kind
of seed it was?" A pupil takes the pointer, slides it
under the sentence and reads, It was a little
seed. "Where else does it say that?" Another
pupil slides the pointer under the other sentence,
reading, It was a little seed.
"Do you see any word in one sentence that looks like a
word in the other? Let us find out what it is. Read
silently until you come to the word and then tell it."
If the word is seed, ask pupils to find seed in
the sentence, The little red hen found a seed.
If no pupil responds to the teacher’s request, she
might say, "I see seed here. Do you see
seed in that sentence?"
In closing this lesson a game called "Clean House" is
great fun and affords another opportunity of re-reading
the sentences. A pupil takes an eraser, goes to the
board, tells a sentence he chooses to clean off, and
then erases it. Another follows in the same way. This
is done until the sentences are all cleaned off.
Any device that secures interested attention upon words
and sentences and activity on the part of pupils is
The Third Lesson
 Commence with a short word-drill on seed, hen,
found, little, and wheat. Then write such
sentences as these upon the board:
The hen found a seed.
The little hen found a seed.
The hen found a little seed.
The hen found the seed.
The red hen found the wheat seed.
The hen found the little wheat seed.
The little hen found the seed.
After children have read the sentences, the teacher
says, "Find every place it says seed." A child
takes pointer, runs to the board and every time he
points to seed he must say the word so his
classmates hear him. Another pupil finds the word
hen as often as he can, and so on.
The is planned to give word drill on it and
was, reviewing other words of previous lesson by
means of a game.
Write one word at a time upon the board, asking pupils
to give it, until the eight words are written. One
child is then told to stand in a corner with his back
to the class, covering both eyes with his hands.
Another pupil is given a pointer and told to point to
one of these words. When this has been done, the
teacher says, "All right, John," and John, who is in
the corner, comes back, takes the pointer and says,
pointing to a word, "Is it hen?" Class
responds, "It is not hen." Then he says, "Is it
little?" If it is, the others reply, "Yes, it
is little," and they clap. If John doesn’t find
the word in three guesses, the others say, "It is
red." Then John points to red and
 If he can’t find red, another pupil might show
him where it is.
Then the pupils are ready to read from the board such
sentences as these, re-arranged from the story, but not
contradictory to the story.
The hen found the seed.
It was the little seed.
It was the little wheat seed.
The hen found the little wheat seed.
Was it the little red hen?
It was the little red hen.
The teacher says, "I wonder how much you can read of
this story." She writes,
The little red hen found a seed.
It was a little seed.
Then she produces the two sentences printed upon manila
cardboard and says, "Can you take the printed sentence
which says, It was a little seed, and hold it
under the same sentence at the board?
"Who can match this one?" holding up the other card,
The little red hen found a seed.
"Tell what it says. Show me seed here. Show me
seed on the board. Show me which part says,
The little red hen. Where is it on the board?
"Show me found on this paper; now at the board."
Each time a child finds a word on phrase or sentence he
should be required to tell it to the class.
Then take the perception cards, hen, little, red,
etc. Have pupils match each to the printed word in
the sentence. Match each to the written word on the
This time in the game "Clean House" each child might
erase but a word or phrase.
 The teacher says, "What did the little red hen say when
she found the seed?"
A pupil—"The little red hen said, Who will
plant the seed?"
The teacher writes the sentence and then says, "Find
The little red hen. Find seed. Which
part says, Who will plant the seed? Read to
yourselves until you find plant. Where is
John takes the pointer and points to plant.
"Read to yourselves until you find who. Show it
to me, Mary."
Mary points to who.
The teacher says, "Who said (then writes) Not
A child—"The pig."
Then teacher makes it read, The pig said, "Not
Then a pupil reads the whole sentence.
"Who else said, ‘Not I’ "?
A pupil says, "The cat." The teacher writes
The cat said before Not I.
Then the teacher says, "Who else wouldn’t work?"
Teacher—"What did he say?"
The teacher then writes, "The dog said, ‘Not I.’
The teacher says, "Which sentence says, ‘The cat
said, Not I’? Which part says, ‘Not I’?
Show me some more Not I’s." This should be
easily recognized by pupils if the teacher has been
very careful to write all these similar groups one
Teacher—"Which word is cat? Where is
said? Show me another said, and
 The other sentences should be dealt with in a similar
way. In concluding the lesson use the "Clean-House"
As part of the phonic lesson a short drill on the words
already studied should be given each day, but sometimes
it is well to sharpen the children’s wits with a short
drill just before the reading lesson.
For example, What did the (teacher writes and speaks)
The teacher writes that under cat. Pointing the
words, the teacher says, "Who else said, ‘Not
The teacher writes dog under not I.
Teacher—"Who else refused to work?"
Teacher writes pig under dog.
Then she reviews the whole sentence, Who will plant
the seed? by saying, "What did the hen say when the
pig said, ‘Not I’?"
Now rearrange the sentences like this and write them
upon the board:
"Who will plant the seed?" said the little red hen.
"Not I," said the cat.
"Not I," said the pig.
"Not I," said the dog.
Have the children find all the places it says Not I,
said, I. Find pig, cat, dog, plant, etc.
The teacher writes, The little red hen said, "Who
will plant the wheat?"
 A child reads the sentence. Then she writes, The
pig said, "Not I."
Another child reads this, and so on until she has
written what is on page four. The last sentence is
new, but it almost teaches itself. Then the children
play "Match," that is, matching the printed sentences
which the teacher has prepared with the written
sentences upon the board. Then find the separate words
and match the printed words to the written words upon
the blackboard and to the separate words in the printed
By this time the pupils should be familiar with the
seven different sentences.
A new game can now be played. It is called "Draw."
The teacher holds the printed sentences face down in
her hand. Each child draws from her hand a sentence
and studies it.
The teacher says, "Sentences over!" which means that
the pupils turn the cards face down in their laps and
fold their hands. She chooses one pupil at a time to
stand before the class, hold his long strip so the
pupils can read it, too, and he tells them what his
sentence says. If there are not enough sentences to go
around, the rest of the class "draw" after this first
group have read. This game affords another opportunity
for review, but unless there be spice and the spirit of
play in the work, review so early does not appeal to
From now on the number of sentences grows quite rapidly
and each pupil will soon have a different sentence.
This same game can be played with the separate words.
These games and devices are good all through the story
of "The Gingerbread Boy."
With the Gingerbread story the phonic drills should
begin and they should be followed as outlined in
 Do not permit pupils to "read until they make a
mistake." Emphasis should not be placed upon words
alone, but upon the thought of the sentence. Class
criticism which runs to mere fault-finding should not
be permitted. An atmosphere of helpfulness and
sympathy is what is needed. It is generally better for
the teacher to make the criticisms. If the pupil reads
too poorly to go on, require him to study the work, and
get ready for the oral reading. Say to him, "You
haven’t the thought, better look again." If he gives
the thought correctly but not in the words of the book,
say to him, "You have the thought, but exactly how does
the book give it?"
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