SUGGESTIONS FOR SIXTH YEAR
Words Used in the Schoolroom
In many courses of study the formal teaching of history begins in the sixth grade. The spelling work of this grade gives many lessons directly, or indirectly, connected with the teaching of history. Lessons 1 to 17, and 104 to 109, have for their foundation lessons on the flag and government.
However, there are always special words in various subjects of the curriculum which should be learned because of their use in the school work of the year, rather than for their general use in the world at large. These words are not included in the spelling book and should be taught as supplementary words as occasion requires. This is also true of local and proper names. Proper names, with very few exceptions, are not taught in this text. The teacher should make up a list of such local names as her pupils need to know, and teach the spelling of any that have spelling difficulty.
Dictionary Work
The dictionary work of the sixth year aims to establish the dictionary habit. Lesson 30 is the beginning of the use of the synonym, although this word is not used in the pupil’s text at this point. This lesson should be worked out very carefully under the immediate supervision of the teacher. The formal work on synonyms is presented in the seventh grade, but this preliminary work is of very great importance.
The rule for forming the plurals of nouns ending in o is given in Lesson 35, and for nouns ending in s, sh, ch, and x, is given in Lesson 36.
On pages 63 and 64 are presented lessons consisting of words having i before e, or e before i. After teaching Lessons 45 to 50 inclusive, the words of these lessons should be reviewed as a whole. Other reviews of them should be frequent enough to be sure that the rule is fixed in the child’s mind and is being followed. There is no greater cause for misspelling than the confusion existing because of these two combinations of letters. Careful teaching at this point means much. Lessons 51 to 54, inclusive, are exceptions to the rule and should be carefully noted.
Individual words are constantly occurring which well illustrate the rules that have been taught. Teachers should not fail to take advantage of these opportunities in the teaching part of the lesson.
Building a Vocabulary
Throughout the book every possible opportunity to present root words and derivatives together has been taken. Lessons 6, 8, 9, 13, 20, 30, 55, 67, and many others illustrate this feature. It was not possible to present derivatives in all cases, or to present all that might well be discussed with each root word. A great opportunity for splendid word building exists in connection with the spelling lesson. The resourceful teacher will supply additional words of this class at every opportunity, calling especial attention to any changes of form because of the formation of the derivative. This will mean not only a larger spelling vocabulary but a larger speaking vocabulary.
Teaching synonyms also furnishes a chance to greatly increase the speaking vocabulary.
Demon and Review Words
On page 65 is given another list of “demons” prepared by the authors. The sixth grade teacher should hold herself responsible for this list. Keep on urging and testing until each child has mastered his particular demons. Remember that they are an individual affair and that no two pupils have the same difficulties.
A special review list of common words is also given on pages 84 and 85. This list should be tested from time to time, and a very high percentage of accuracy may reasonably be expected.
Vocabulary
The vocabulary at the end of the work for the grade serves four purposes:
1. It shows the teacher all the words which are in the text.
2. It enables the pupil to find the word which has occurred in the year’s work.
3. The asterisk shows which words have been previously taught.
4. It gives a list of words with which to test the pupils at the end of the year’s work.