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Lesson 11

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Lesson 11

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Tasks This Lesson

  • WORD READING
  • RHYMING
  • SOUNDS WRITING
  • SOUNDS INTRODUCTION
  • SOUNDS REVIEW
  • RHYMING
  • SAY THE SOUNDS
  • WORD READING
  • RHYMING
  • SOUNDS REVIEW

Script

TASK 5 WORD READING

  • 1- (Touch under first ball for am.) You’re going 10 read this word You’re going to sound it out Then you re going to say it fast
  1. Sound itout. (Touch under a and im as child says aaammm” without pausing between sounds.)

(Return to first ball.) Say it last. (Slide quickly to end of arrow.) “am? What word? “am.”

(To correct if child misidentifies a sound for example, says eée”instead ofMaaa”. immediately say sound:) aaa. (Point to sound? This souncis aaa. Whatisound? (Touch a) “aaa.” Yes, aaa: Let’s start again (Repeat step 2.

  1. (Touch a in eat. This word has a lttle sound in it We don’t say that sound, Just say the big sounds. (Return to first bail.) Sound it out (Touch under e and t as child says “eeet” without pausing between sounds:) (Return to first ball) Say it fast. (Slide quickly to end of arrow.) “eat. What word? “eat.

am

  1. (Touch first ball for ram.) You’re going to read this word. You’te going to sound if out. Then you re going to sayit last Sound lout. (Touch underr, a, and m as child says traaammm/ without pausing between sounds.)

(Return to first ball.) Sayitfast (Slide quickly to end of arrow.) ram,” What word? fram.”

  1. (Touch first ball for sée.) You’re going to read this word.Youlre going to/sound it out Then you’re going to sayi ast sound tout.

(louch unders, e, and e as child says Issseee” without pausing between sounds.) (Return to first ball.) Say itfast (Slide quickly to end of arrow.) “sce.” What word? see.

  1. (Touch first ball for rat.) You’re goinghto read this word. You’re going to sound out. Then you’re going to say tilast. Sound it out (Touch under r. a, and t, as child says “rrraaat” without pausing between sounds.) (Return to first bally) Say it fast (Side quickly to end of arrow) “rat. What WordP grat

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eat

ram -. see rat

TASK 6 RHYMING

  1. (Point to m and r. You re going to thyme These are the sounds you’re going to start with (Touch first ball for m.) Say the sound (Quickly slide to second ball and hold.) mmm. (Touch first ball for r.) Say the sound (Quickly slide to second ball and hold.) Frr.”
  2. ouch first ball for m.) You re going to rhyme with (pause) at. What are you going to rhyme with at.* Rhyming with (pause) at. (Quickly slide to second ball and hold. Then slide to end of arrow as child says:) “mmmat.” (Return to first ball.) Say it fast. (Slide.) mat.”
  3. (Touch first ball for r.) You re going to rhyme with (pause) at. What are you going to rhyme with? “at.” Rhyming with (pause) at. (Quickly slide to second ball and hold. Then slide to end of arrow as child says:) “rrrat.” (Return to first ball) Say it lasti (Slide.) Frat.”
  1. You re going to say all these sounds fast
  2. Touch ball for s.) Say it fast. (Move to end of arrow.) s
  3. (Repeat step 2 for each soung.)

TASK & WORD READING

  1. (Point to at and sat.) You’re going to read these words.
  2. (Point to at.) Touch the first ball of the arrow for this word. Sound it out. (Child touches under sounds and says “aaat” without pausing between sounds.) Touch the first ball and sound it out again. “aaat.” Say it fast “at.” What word? “at.” Yes, at.

(To correct if child misidentifies a sound for example, says “eée” instead of “aaa”. immediately say sound:) aaa. (Pointito sound.) This sound is aaa. What sound? (Touch a.) “aaa.” Yes, aaa. Let’s start again. (Repeat step 2.)

  1. (Point to sat.) Touch the first ball of thelarrow for this word. Sound it out. (Child touches Under sounds and says “sssaaal” without pausing between sounds.) Touch the first baill and sound it out again. sssaaat.” Say it fast. “sat.” What word? “sat.” Yes, sat.

TASK 9 SOUNDS WRITING

  1. Here’s the first sound you’re going to write. (Write t at beginning of first line. Point to t.) What sound? it.”
  2. First trace the t that limade. Then make more of them on this line. (After tracing t several times, child is to make three to five t’s. Help child it necessary. For acceptable letters says) Good Writing t
  3. Here’s the next sound you’re going to wate (Write e at beginning of second line. Point to e.) What sound? “éée.”
  4. · First trace the eee that I made. Then make more of them on this line. (After tracing é several times, child is to make three to five e’s. Help child if necessary. For acceptable letters say:) Good writing eee:

TASK 1 SOUNDS INTRODUCTION

  • 1.(Touch ball for d.) We always have to say this soundifast.My/turn-to/say.it fast. (Quickly move to end of arrow as you say sound?) d.
  1. My turn to say it fast again. (Touch ball for d.) Say it fast. (Quickly move to end of arrow.) d.
  2. (Touch ball) Your turn. (Pause.) Say it fast. (Quickly move to end of arrow.)d./

(To correct it child says “duh,” “dah.or dih’*) Listen: d. Say it last (Repeat steps 1-31

TASK 2 SOUNDS REVIEW

  1. You’re going to say all these sounds. (Touch first ball for a.) Get ready Quickly move to second ball. Hold.) laaa
  2. (Touch first ball for é.) Get ready, (Quickly move to second ball. Hold.) “eee
  3. (Touch ball for t.) Take a good look and get ready (Pause.) Sayiit fast. (Move quickly to end of arrow.) t (Repeat until firm.)
  4. Touch first ball for r.) Getready: (Quickly move to second ball Hold.) “rr
  5. (Touch ball for d.) Take a good lbok and get ready. (Pause.) Say it last. (Move quickly to end of arrow.) “d. (Repeat until firm.)

d

TASK 3 RHYMING

  1. (Point to r and s.) You’re going tonyme These are the sounds you re going to start with. (Touch first ball for r.) Say the(sound. (Quickly slide to second ball and hold.) “r.” (Touch first ball for s.) Say the sound (Quickly slide to second ball and hold.) sss
  2. Touch first ball for r.) You’re going to thyme with (pause) eed. Wnat are you going to rhyme with? weed.Rhyming with (pause) éed. (Quickly slide to second ball and hold. Then slide to end of arrow as child says:) “rrreed. (Return to first ball.) Say it fast, (Slide:) reed
  3. (Touch first ball for s.) You’re going to rhyme with (pauso) eed. What are you going to rhyme with? eed.” Phyming with (pause) eed. (Quickly slide to second ball and hold Then slide to end of arrow as child says:) I’ssséed.” (Return to tirst ball.) Say it fast. (Slide.) “seed.)

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TASK 4 SAY THE SOUNDS

  • 13 Say it fast read.” Say ssseeed. sssééed.” Say it fast/seed Say sssaaad. “sssaaad.” Say it last Msad."" Say ssseeet. sssobet.” Say it fast m/seat: Say mmmaaadi immmaaad Say it fast. “mad.”
  1. Let’s do those words again! (Repeat step 1 until firm:

TASK 5 WORD READING

  1. (Touch under first ball for seed.) You’re going to read this word. You’re going to sound it out. Then you’re going to say it fast. Sound it out.

(Touch unders, eye, and d, as child says “ssseeed” without pausing between sounds) (Return to first ball) Say it fast. (Slide quickly to end of arrowat”seed.” What word? “seed.”

  1. (Touch under first ball for sam.) Youre going to read this word. You’re going to sound it out. Then you re going to say it fast. Sound it out.

(Return to first ball) Say it fast (Slide quickly to end of arrow.) ""sam.” What word? “sam.”

(Touch under s, a, and m, as child says “sssaaammm” without pausing between sounds.]

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seed sam

TASK 6 RHYMING

  1. (Point to m, r, and s.) You’re going to rhyme. These are the sounds you re going to start with. (Touch first ball for m.) Say the sound (Quickly slide to second ball and hold.) mmm. (Touch first ball for r.) Say the sound.
  2. (Touch under first ball for rat.) You’re going to read this word. You re going to sound it out Then you’re going to say it fast Sound it out.

(Touch under r, a, and tas child says Arraaat” without pausing between sounds.) (Return to first ball) Say it fast. (Slide quickly to end of arrow.) “rat.” What word? rat.”

  1. (Touch under first ball for me.) You’re going to
  2. Then you’re going to say it fast. Sound it ouf (Touch under m and e as child says m

RuneClaw Notes

Use this space to log what the scholar discovered, struggled with, or said during this lesson.

Scholar: Date: Breakthrough: Still wrestling with:

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