Lesson 10
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Tasks This Lesson
- SOUNDS REVIEW
- WORD READING
- WORD READING
- WORD READING
- RHYMING
- WORD READING
- WORD READING
- WORD READING
- SOUNDS WRITING
- SOUNDS REVIEW
Script
LESSON 10
TASK 1 SOUNDS REVIEW
1. You're going to say all these sounds. (Touch
first ball for r.) Get ready. (Quickly move to
second ball. Hold.) “rrr.”
2. (Touch first ball for m.) Get ready. (Quickly
r m
move to second ball. Hold.) “mmm.”
3. (Touch ball fort.) Take a good look and get
ready. (Pause.) Say it fast. (Move quickly to
end of arrow.) “t.” (Repeat until firm.)
4. (Touch first ball for a.) Get ready. (Quickly
move to second ball. Hold.) “aaa.”
T a
> e
5. (Touch first ball for s.) Get ready. (Quickly
move to second ball. Hold.) “sss.”
6. (Touch first ball for é.) Get ready. (Quickly
move to second ball. Hold.) “ééé.”
Ss e
--- PAGE 48 ---
‘SK 2 SAY THE SOUNDS
Say erruuunnn. ( rrrauunnn.”*
Say sss060. “ssseeé.”
Say it fast. “see,”
Say mmmaaat. “mmmaaat.”
Say it fast, “mat.”
Say mmmé6ée. “mmmeéee.”
Say i fast:"""me,’
Say aaammm. “aaammm.”
Say it fast. “am.”
2. Let's do those words again, (Repeat step 1
until firm.)
, You're going to do these sounds a new way.
We're going to say all of them fast.
(Touch ball for m.) Say it fast, (Move quickly
to end of arrow.) “m.””
{Touch ball for a.) Say it fast. (Move quickly to
end of arrow.) "a."
Say itfast. (Move quickly to
2. (ouch bal for) Say it fast. (Move quickly to
Ot an) Wf
| Ba
TASK 4 WORD READING
1. (Touch first ball for am.) !'m golng to sound
out this Word. Then you'll say it fast. (Point to
ball under a.)
2. What's the first sound I'm going to say?
(Touch for two seconds.) “aaa.” (Release.)
(Point to ball under m.) What's the next
sound I'm going to say? (Touch for two
seconds.) “mmm.” (Return to first ball.
Repeat until tiem.)
3, (Retum to first ball.) My turn to sound it out.
(Touch under a and m as you say:)
aaammm, (Retum to first ball,) Say it fast.
(Slide quickly to end of arrow.) “am,”
4. (Touch first ball.) You're going to sound out
this word, then say it fast. Sound it out. Get
feady. (Touch under a and m as child says
“aaammm” without pausing between sounds.
Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
of arrow.) “am.” Yes, what word? "am." You
read the word am, Good reading,
am
--- PAGE 49 ---
TASK 5 WORD READING
1. (Touch first ball for mé.) I'm going to sound
‘out this word. Then you'll say it fast. (Point to
ball under m.)
2. What's the first sound.|'m going to say?
(Touch for two seconds.) “mmm.” (Release.)
{Point to ball under 6.) What's the next sound
I'm going to say? (Touch for two seconds.)
“eeé.” (Retum to first ball. Repeat until firm.)
3. (Return to first ball.) My turn to sound it out.
(Touch under m and 6 as you say:)
mmméée. (Return to first ball.) Say it fast,
(Slide quickly to end of arrow.) “mé,”
4. (Touch first ball.) You're going to sourid out
this word, then say it fast. Sound it out. Get
ready. (Touch under m and é as child says
“mmmééé" without pausing between sounds.
Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
of arrow.) “"mé." Yes; what word? "me." You
read the word me. Good reading.
me
TASK 6 WORD READING
1. (Touch first ball for s€6.) I'm going to sound
out this word. Then you'll say it fast. (Point to
ball under s.)
2. What's the first sound I'm going to Say?
(Touch for two seconds.) “'sss.” (Release.)
(Point to ball under @.) What's the next sound
I'm going to say? (Touch for two seconds.)
666.” (Return to first ball. Repeat until firm.)
{Return to first ball.) My turn to sound if out.
(Touch under s and é as you say:) ssseee.
(Return to first ball.) Say it fast. (Slide quickly
to end of arrow.) “séé.”
»
4. (Touch first ball.) You're going to sound out
this word, then say it fast. Sound it out. Get
ready. (Touch under s and 6 as child says
“sss@6é6" without pausing between sounds.
Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
of arrow.) “S66.” Yes, what word? “see.” You
read the word see. Good reading.
see
TASK 7 RHYMING
1. I'm going to rhyme. (Point tor, m, and s.)
These are the sounds I'm. going to start with.
(Touch first ball for r.) Say the sound. (Quickly
slide to second ball and hold.) “rrr.” (Touch
first ball for m.) Say the sound. (Quickly slide
to second ball and hold.) “mmm.” (Touch first
ball for s.) Say the sound. (Quickly slide to
second ball and hold.) “sss.”"
(Touch first ball for r.) 'm going to rhyme with
(pause) at. What am | going to rhyme with?
“at.” (Quickly slide to second ball and hold for
about three seconds, then slide to end of
arrow as you Say:) rrrat. (Touch first ball for
m. Quickly slide to second bail and hold for
about three seconds. Then slide to end of
arrow as you say:) mmmat. (Touch first ball
for s. Quickly slide to second ball and hold for
about three seconds. Then slide to end of
arrow as you Say:) sssat.
ind
--- PAGE 50 ---
5 (Touch first ball for r.) Your turn, Rhyming with
(pause) at. (Quickly slide to second ball and
‘hold. Then slide to end of arrow as child
“rrrat.” (Return to first ball.) Say it fast.
.) “rat.”
/ {Touch first ball for m.) Rhyming with (pause)
"at (Quickly slide to second balll and hold.
Then slide to end of arrow as child says:}
“mmmat.” (Retum to first ball.) Say it fast.
Slide.) “mat.”
Ca ‘(Touch first ball for .) Rhyming with (pause)
at. (Quickly slide to second ball and hold,
Then slide to end of arrow as child says:)
- “$ssat.” (Retum to first ball.) Say jt fast.
{Slide.) “sat.”
(Repeat steps 3-5 until firm.) You rhymed
"Youre going to rhyme: (Touch first ball for'r.)
This is the sound you're going to start with.
Get ready to say the sound. (Quickly slide to
second ball and hold.) “rrr.”
wath rer. And you're going to rhyme with:
” (pause) un. What are you going to rhyme
with? “un,”
3, Rhyming with (pause) un. (Slide quickly to
_ second ball. Hold for about three seconds,
_ then slide quickly to end of arrow.) “rrrun.”
_ (Return to first ball.) Say it fast. (Slide to end
‘of arrow.) “'run.” You rhymed with (pause) un.
| {Touch first ball.) Now you're going to rhyme
with (pause) 6d. What are you going to.
rhyme with? “dd.” Rhyming with (pause) od.
{Slide quickly to second ball. Hold for about
three seconds, then slide quickly to end of
arrow.) “rrrdd.” (Return to first ball.) Say it
“fasl. (Slide to end of arrow.) “réde." You
rhymed with (pause) od.
16, {Touch first ball.) Now you're going to rhyme
| wth (pause) at. What are you going to rhyme
| with? “at.” Rhyming with (pause) at. (Slide
quickly to second ball. Hold for about three
seconds, then slide quickly to end of arrow.)
‘rat. (Return to first ball,) Say it fast. (Slide
to. end of arrow.) “rat.” You rhymed with
_ (pause) at.
TASK 9 WORD READING
1. (Point to sé.) You're gaing to touch under
the sounds as you sound out this word and.
say it fast. (Touch under s.) What's the first
sound you're going to say?“sss.” (Touch
under first 6.) What's the next sound you're
going to say? “€6é." (Touch under second 6.)
it’s the next sound you're going to say?
2. Touch the first bail of the arrow. Take a deep
breath and say the sounds as you touch
under them. Get ready. Go (Child touches
under s and 6@ and says “sss@éé" without
pausing between sounds.) Touch the first ball
and sound it out again. "sssééé.” (Repeat
until firm.)
3. Say it fast. “966.” Yes, whal word? “see.” You
read the word see. Good reading.
see
TASK 10 WORD READING
1. (Point to mé.) You're going to touch under the
sounds as you sound out this word and say it
fast. (Touch under m.) What's the first sound
you're going to say? “mmm.” (Touch under
é.) What's ine. next sound you're going to
say? “866.
2. Touch ie first ball of the arrow. Take a deep
breath and say the sounds as you touch
under them. Get ready. Go. (Child touches
under m and é and says “mmmééé” without
pausing between sounds.) Touch the first ball
‘and sound it out again. “mmmééé.” (Repeat
until firm.)
3. Say it fast. “mé.” Yes, whal word? “me.” You
read the word me. Good reading.
me
--- PAGE 51 ---
TASK 11 WORD READING
1
(Point to sat.) You're going to touch
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: