Order in which the Vowel Sounds are to be taught.
/Diacritic / ã | Mark < wall | | || 2 < \ aw, o |Phonetic \ wol \ Spelling /
/Diacritic / ä )o ü )e e o i a u öë | Mark | path hot blu(e) set see ton(e) pi(e) lat(e) mul(e) boy | < || || || || || || || || || || 1 < | a o u e i ou ai ei iu oi | \ ee |Phonetic \ path hot blu set si toun pai leit miul boi \ Spelling /
/Diacritic / )a )u i | Mark < hat hut hit 3 < | || || || | \ a u i |Phonetic \ hat hut hit \ Spelling /
The consonants are as follows, though the order of teaching them varies:--
p; f; s; h; sh; v = _f_; th (thin; moth); _th_ (then; smooth); l; r; t; k; b; d; g (go; egg); z = _s_; m; n; ch = tsh; j = dzh = g; ph = f; kc = k; cs = s; q = kw; x = ks; ng; w = oo; wh = hw; y = e.
The following mode of writing the sounds is now preferred by some as it renders the diacritic marks unnecessary:--
ar or oo ee er oa igh ai ew oi ou aw ea ir o-e i-e a-e u-e oy ow au ur ay a--
h p /ph\ t s th sh ch /k \ l r m n ng w \f / \ck/ b v d z _th_ zh / j \ g \dzh/
These charts are given as examples of those used, but they vary in different schools, as does the order of teaching the vowel and consonant sounds and the combinations. The exact order is not important. Words are made up by combining vowels and consonants as soon as the pupil can say each sound separately.
Here are extracts from the directions on articulation written by a principal to the teacher of the lowest class, which show the method of procedure:--
"(1) Produce the sound of a letter. Each pupil to reproduce, and write it on the tablet.
(2) Point to the letter on the tablet, and make each pupil say it.
(3) The same with combinations of vowels and consonants.
(4) Instead of tablet, each pupil to use rough exercise-book.
(5) Write on tablet and make each pupil articulate from teacher's writing.
(6) When a combination is made of which a word may be made make all write it in their books, thus:--'te--tea,' 'sho--show,' 'ov--of,' 'nalz--nails,' &c.
(7) When one pupil produces a combination correctly make the others lip-read it from him. In this way make them exercise each other.
(8) When they have a good many sounds and combinations written in their books make them sit down and say them off their books as hearing children do.