Lesson 100
Tasks This Lesson
- WORD READING
- WORD READING THE FAST WAY
- FIRST READING
- SECOND READING
- WRITING LETTERS
Script
LESSON 100
TASK 1 WORD READING
1. Get ready to read these words the fast way.
2. (Touch ball for sing. Pause three seconds.)
Read it the fast way. (Slide.) "sing." Yes,
sing.
3. (Repeat step 2 for remaining words.)
TASK 2 WORD READING THE FAST WAY
1. Now you get to read all the words the fast
way again.
2. (Touch ball for first word of lesson. Pause
three seconds.) Read it the fast way. (Slide
Child reads word.) Yes, good reading.
3. (Repeat step 2 for remaining words of
lesson.)
shouted,
sand
thank
kept
licked
nose
noses
house
389
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390
Hunting for Tigers—Part 2
An old man was shooting at a tiger.
The tiger sat down and started to sing. The old
man shot. This shot hit a rock. A bug was in back of
that rock. “Stop making this rock jump,” the bug
shouted. ®
But the old man did not stop shooting. The man
shot a hole in the sand. An ant said, “Thank you. That
is a good ant hole.” ®
The tiger kept singing and the man kept shooting.
Then the man stopped. He said, “I am out of shots. So
I must stop hunting.”
The tiger came over and licked the old man on the
nose.© The old man said, “You can not do that. Tigers
do not lick. They bite.”
The tiger said, “Not this tiger. I am a tame tiger.” ©
Then the tiger said, “I love to lick noses and I love to
sing.”
The old man said, “I must get out of here. But I
can not see. So I can not find my house.”
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The tiger said, “I will take you home if you give
me a good coat.” ©
So now the tiger has a tiger coat and a coat from
the old man.© And the old man has no coats. ®
This Is the Last Ending.
Fe AR EIRENE NEG CET IS Tiegh
TASK 3 FIRST READING
4, Last time you reas the first part of the story
about hunting for tigers. What happened at
the end of that part of the story?
2. In this part of the story, we'll find out what
happened to the old man shooting at the tiger.
After you read this part of the story, you'll
read it again and I'll ask questions.
Read the title the fast way. (Child reads title.)
Read the first sentence the fast way. (Child
reads first sentence.
5. Read the next sentence the fast way. (Child
reads second sentence.)
6. (Repeat step 5 for remaining sentences in
story.)
tad
TASK 4 SECOND READING
1. Now you're going to read the story again.
This time I'll ask questions when you read to
the circled letters. Start with the tile and read
until you get to the first circled letter. Then
stop.
2. (Ask following questions when child reaches
each letter.)
What did the bug shout?
© Did the ant like that hole in the sand?
Why?
What did the tiger do? Is that a very mean
tiger?
What did the tiger say it was?
© What did the tiger want for taking the man.
home? How many coats does the old man
have?
f) Which coat is the tiger coat? That's the
coat the old man wanted.
How many coats does the old man have?
He's worse off than he was before he
went hunting.
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392 TASKS PICTURE COMPREHENSION
Look at the picture. How many coats is the
tiger. wearing? ‘Touch the tiger coat. Touch the
coat the tiger got from the old man. Who:
Jooks happier, the tiger or the old man?
TASK 6 WRITING LETTERS
1,
You're going to write the letters that | write,
Here's what you're'going to write first Watch.
(Write a at beginning of first line. Point to a.)
‘What's the:name of this Jeter? “'a-") What
sounds does that letter make? A&a,.8aa.””
We're going to write a without a line.
. First trace the a'that | made.Then make more
‘of them on this jine.
{After tracing a several times, child is to make
three to five a's. Help child if necessary. For
acceptable letters say:) Good writing a.
}.. Here's the next letter you're going to write.
Watch. (Write z at beginning of second line.
Point'to z.) What's the name of this letter?
"2." What sound does that letter make?
22Z."
. First trace the z that. made. Then’ make more:
of them on this line,
(After tracing z several times, child is to make
three to five 2's. Help child if necessary. For
acceptable letters say:) Good writing z.
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WHAT NOW?
Your child has taken the biggest step in read-
ing—that of learning what words are, how they
work, and how written statements are the same
as orally presented utterances. With the know]-
edge that your child has gained, reading com-
prehension is not a serious issue. If the child
knows what something means when somebody
says it verbally, the child knows what the writ-
ten counterpart of that utterance means, Of
course, your child may have trouble understand-
ing some of the textbooks that will be presented
in school, but this prediction says nothing about
the adequacy of your child, merely about the ad-
equacy of the textbooks.
As you know, your child is not yet sufficiently
skilled in decoding to read (decode) many larger
words and irregulars. The next steps in instrue-
tion should focus on the decoding skills the child
has not yet mastered.
Here are some suggestions:
Teach new sound combinations. Teach new
words that have the sound combination al (as in
also), using a presentation that parallels the
one presented in the program for teaching the
sound combination ar in Lessons 49-51. (Present
words; underline the part that contains the let-
ters al; tell the sound; then require the child to
identify the sound made by the underlined part
and then read the word.) Use these words: also,
all, fall, call, ball, tall, always, almost. Then
mix the words in this list with other words the
child has learned, particularly ar words: tar,
bar, car, and so on. Give the child practice in
saying the letter names for each word after
reading a list of words.
‘Teach words that have the sound combination
ee. The child already knows some of these words
(tree, see, feel). Use the procedure described for
teaching al words. Introduce wheel, feed, need,
indeed, speed, and other ee words.
‘Teach other combinations such as igh (night,
right, sight, fight, fright, high, and so on). Use
the same basic procedure suggested for intro-
ducing the other combinations.
Introduce new reading material. It might
seem that if your child has mastered the first
steps in decoding, the child should easily be able
to read other material that is ostensibly de-
signed for beginning reading, such as the easy-
to-read books that are advertised in stores and
on TV. The problem is that your child probably
reads at the second-grade level (if the child has
completed the program successfully). Most of
these books are written for the third-, fourth-,
or fifth-grade level. Most of them contain an out-
rageous vocabulary. The best of them are good
listening books, but not very good reading books
for the neophyte reader.
However, of the incredibly large group of chil-
dren’s books that is available, there are a hand-
ful that can be presented with some preteaching
to a child who reads at the second-grade level.
Below is a list of twenty books that you can in-
troduce. A list of the words that you should pre-
teach before presenting the book is included for
each book.
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394
Lad
2
10.
ll.
12.
13.
17.
18.
19.
20.
BOOK
. Have You Seen My Cat?
by Eric Carle (Franklin Watts). 102 words,
. Snake In, Snake Out
by Linda Banchek (T. Y. Crowell), 38
words.
. Look What I Can Do
by Jose Aruego (Scribners). 19 words,
. We Hide, You Seek
by dose Aruego and Areane Dewey
(Greenwillow). 29 words,
. If at First
by Sandra Boynton (Little, Brown). 27
words.
. I Love You, Dear Dragon
by Margaret Hillert (Follett). 277 words.
. 1 Can Read
by Dick Bruna (Methuen). 55 words.
If All the Seas Were One Sea
by Janina Domanska (Macmillan). 89
words.
The School
by John Burningham (T, Y. Crowell), 61
words.
How Do I Put It On?
by Shigeo Watamahe (Philomel). 100
words,
Blue Sea
by Robert Kalan (Greenwillow), 75 words.
Find the Cat
by Elaine Livermore (Houghton Mifflin).
105 words.
Inside, Outside, Upside Down
by Stanley Berenstain and Janice
Berenstain (Random House). 69 words
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: