Lesson 1
Tasks This Lesson
- SOUNDS INTRODUCTION
- SAY THE SOUNDS
- SOUNDS REVIEW
- SAY IT FAST
- SOUNDS WRITING
Script
LESSON 1
> TASK 1 SOUNDS INTRODUCTION
an
4 1... (Point to m.) I'm going to touch under this
_ sound and say the sound. (Touch first ball of
arrow. Move quickly o second bail. Hold two.
~ seconds.) mmmmmm. (Release point.)
Your turn to say the sound when | touch
under if. (Touch first ball.) Get ready, (Move
quickly to second ball. Hold.) "mmmmmm.”
TASK 2 SAY IT FAST ‘ ca
1. Let's play say-it-fast. My turn: motor (pause)
boat. (Pause.) Say it fast. motorboat.
2. Your turn, Wait until | tell you to say it fast.
motor (pause) boat. (Pause.) Say it fast.
“motorboat.” (Repeat step 2 until firm.)
_ {To correct child saying a wrong sound or
"not responding:) The sound is mmmmmm.
{Repeat step 2.)
(To correct child saying word slowly—for
example, “motor [pause] boat”:) You didn't
say it fast. Here's saying ft fast: motorboat.
Say that. “motorboat."' Now let's:do,that/part
again. (Repeat step 2.)
4.
8. (Touch first ball) Again. Get ready. (Move
quickly to second ball. Hold.) “mmmmmm.”
(Repeat three more times.)
i
3
‘
om
o—_———
e
}. (Point to s.) I'm going to touch under this
sound and say the sound. (Touch first ball of
arrow, Move quickly to second ball. Hold.)
ssssss. (Release point.)
j.. Your turn to say the sound when | touch
under il. (Touch first ball.) Get ready: (Move
quickly to second ball. Hold.) “ssssss.”
_ (To correct child saying a wrong sound or
Not responding:) The sound is ssssss.
(Repeat step 5.)
6. (Touch first ball.) Again. Get ready, (Move
quickly to second ball. Hold.) “ssssss.”
(Repeat three more times.)
3. New word. Listen: ice (pause) cream.
(Pause.) Say it fast. “icecream.”
New word, Listen: sis (pause) ter. (Pause.)
Say it fast. “sister.
5. New word. Listen: ham (pause) burger.
(Pause.) Say it fast. “hamburger.”
6. New word, Listen: mmmééé. (Pause.) Say it
“ig
8. (Repeat any words child had trouble with.)
TASK 3 SAY THE SOUNDS
1. I'm going to say some words slowly, without
stopping. Then you'll say them with me.
2. First I'll say am slowly. Listen: aaammm.
Now I'll say me slowly. Listen: mmmééé,
Now I'll say in slowly. Listen: iiinnn. Now I'll
say she slowly. Listen: shshshéée. ©
3.. Now it’s your turn to say the words slowly
with me. Take a deep breath and we'll say
aaammm. Get ready. “aaammm.”
(To correct if child stops between sounds—
for example, ‘aaa [pause] mmm":) Don't
slop, Listen. (Don't pause between sounds
a and m as you say aaammm.) Take a deep
breath and we'll say aaammm. Get ready,
“aaammm.’ (Repeat until child responds
with you.) i
4. Now we'll say iiinnn. Get ready. “iiinnn." Now
we'll say ooonnn. Gel ready. “ooonnn.”
5. Your tum to say words slowly by yourself. Say
aaammm. Get ready. “aaammm.” Say iiifff.
Get ready. ." Say mmmééé. Get ready.
“mmmééé.” Good saying the words slowly.
--- PAGE 25 ---
TASK 4 SOUNDS REVIEW
1. Let's do the sounds again. See if you
remember them. {Touch first ball for m.) Get
ready, (Quickly move to second ball. Hold.)
“mmmmmm.”
(Touch first ball for s.) Gel ready. (Quickly
move to second bail, Hold.) “ssssss.”
N
TASK 5
SAY IT FAST
2. mmmééé. (Pause.} Saj
(Pause.) Say it fast. °
(Pause,) Say it fast. “she.”
TASK 6 SOUNDS WRITING
(Note: Refer to each symbol by its sound, not by
its letter name. Make horizontal rules on paper
or a chalkboard about two inches apart. Sepa-
rale writing spaces by spaces about one inch
apart. Optionally, divide writing spaces in half
with a dotted line:
1. See chart on page 24 for steps in writing m
and s.} You're going to write the sounds that I
write. You're going to write a sound on each
line. I'l show you how to make each sound.
Then you'll write each sound, Here's the first
sound you're going to write.
2. Here’s how you make mmm, Watch. (Make
mM at the beginning of first line, Start with a
vertical line:
Then add the wie Wy
(Point tom.) What sound? “mmm.” First
you're going to trace the mmm that | made.
Then you're going to make more of them on
the line.
3. (Help child trace sound two or three times,
Child is then to make three to five m’s on top
line. Help child if necessary. For each
acceptable letter child makes, say:) Good
writing mmm,
4, Here's how to make sss. Walch. (Make s at
beginning of second line. Point to s.) What
sound? “sss.”
5. First you're going to trace the sss that |
made, Then you're gaing to make more of
them on the line. (Help child trace sound two
or three times. Child is then to make three to
five s’s on second line. Help child if
necessary. For each acceptable letter child
makes, say:) Good writing sss.
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
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