STUDIED DICTATION 51 vided attention of every one, dictate a complete sentence, clearly, distinctly, and slowly. Have all pupils in concert repeat the sentence, clearly, distinctly, and slowly. Then let the one at the board write it. The others watch closely to detect any mistake. Let each sentence be corrected as soon as written. Let the corrections be made just as directed in the last lesson. Pupils at the seats, as called upon, may indicate where there is an error, and the one at the board may tell, if he can, what the correction should be, and why; then he may make it. Or pupils at seats, as called upon, may tell what corrections to make, and why; then the one at the board, or some other, as directed, may make the corrections. Never fail to have given, by some one, the reason for the correct form before it is made. If Proceed in this way with each sentence. there is time, erase the sentences from the board, and have them written and corrected again in the same way. This time let the dictation be taken by one of the poorer pupils. Never break a sentence in the dictation, reading only two or three words at a time. The exercise is not on the writing of words, but of sentences. Given as directed above, it is not difficult for children to grasp and to hold in mind the whole sentence while they write it. Far fewer mistakes will be made when dictation is taken by sentences, rather than by words, or even by phrases. Do not be swerved from this plan just because some children forget the sentence before they have completed it. Let them do better with the next one. Much prac tice of this kind in grasping sentences as wholes has a most important influence on the development of the sentence sense, of the feeling for a completed thought adequately expressed in a definite group of related words. IX (36). Unstudied Dictation to Test the Use of The sentences below contain no word not used in 1, page 34, of the pupils' book. Hence, they should be able to spell every word without study. If you think it necessary, however, write on the board the two or three that may give trouble, let the children pronounce and spell them aloud, then erase them. Now dictate, as directed in the last lesson, these sentences. Let the children write on paper; it is a test exercise, in which each one should show what he can do absolutely alone. Let them understand clearly the two things for which the exercise is especially given, the use of the capital to begin every sentence and the use of the period to end every statement. The little plant was sad. She tried to grow. The oak tree tossed his branches. He was proud. He looked down on the little plant. QUESTIONS AND THE QUESTION MARK 53 Have the pupils correct their work at once, just as directed in a previous exercise (p. 49). X (36). Questions and the Question Mark Study with the children their first lesson on questions and the use of the question mark. Merely help them to study out and to understand the lesson for themselves. Note that this is a type lesson, similar to the lesson on the use of capitals and the period. As that lesson taught everything that can be taught about the use of a capital to begin a sentence and a period to end a statement, so this lesson teaches all that can be taught about the use of a capital to begin, and a question mark to close a sentence that asks a question. The study and the practice now necessary to form the habit of correct usage in this matter must follow the principles and plan outlined in connection with Exercise VII (p. 48). Study that lesson again most carefully. The application of its teaching is fundamental to your success as a language teacher. XI (38). Copying Questions to Learn the Use of Capitals and the Question Mark Have pupils correct mistakes in this copying exercise at once. Begin the examination of their work as soon as they begin to write. Follow directions already given (VII, p. 49). If a child has failed to place a question mark at the end of a question, ask: “What kind of mark should be used after this sentence? Why?". Insist on the answer: "A question mark, because a ques tion mark must be placed after every sentence that asks a question." Then let the child make the correction at once. XII (39). Using Capitals and the Period This is a lesson to be corrected as it is written, and according to previous directions (VII, p. 49). XIII (40). Picture Stories (The toy shop picture, p. 41) Make preparation for the study of this lesson with the children, as directed in Chapter One (p. 22). The number of distinct and interesting stories, that may be worked out of this picture is almost unlimited. The pupils' book and the supplementary work below suggest several; sketch in your mind the possibilities of several more stories, so as to be prepared to encourage every sign of originality that the children may show. Help the children to understand and study the lesson as outlined for them in their book. The center of interest in any story that may be worked out is in the actions of the children before the window. Experience with the picture, however, shows PICTURE STORIES 55 that pupils direct their attention first to the toys; hence the order of the questions in their book. When they have somewhat satisfied their own interest in the toys they are ready to consider the picture children, their relation to the toys and to each other. The children's own interests in the toys to which they first give expression prepare them to interpret sympathetically the interests of the picture children. Encourage such interpretation in working out the stories; for instance, let the pupils choose the presents they would select if they were the poor children, Help the children to finish the stories suggested in their book, but let them do the thinking. This is the opportunity for them to show their originality; do not deprive them of the opportunity. Your function is to help them to express their conceptions in an orderly and effective way. When the lesson has thus been worked out, have several children tell a complete story. Let each one choose his own standpoint, that of the rich or the poor children. Encourage originality in the stories - even in those told from the same standpoint. Do not let a child merely repeat from memory the story that another child has told; this has slight value and is not in harmony with the spirit and purpose of all this picture story work Without discouraging, try to prevent the children rambling in their story-telling, bringing in many |