Lesson 16
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Tasks This Lesson
- FIRST READING
- SECOND READING
- PARENT READS THE FAST WAY
- PICTURE COMPREHENSION
- WORD READING
- CHILD TOUCHES SOUNDS
- FIRST READING
- SECOND READING
- PICTURE COMPREHENSION
- SOUNDS WRITING
Script
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76
mad .. at _.mé.
TASK 6 FIRST READING
1. (Point to story.) Now you're going to read this
Story, Finger on the ball of the first word
(Child touches ball for mad.) Sound it out,
(Child touches under m, a, and d and says:)
“mmmaaad.” (Repeat it not firm.) Say it fast
“mad,” Yes, what word? “mad.”
2." Touch the ball tor the next word: Sound it out.
(Child touches under a and t and says:)
“at,” (Repeat if not firm.) Say it fast. “at,”
Yes, what word? at.””
3. Touch the bail for the next word. Sound it out,
(Child touches under m and @ and says:)
“mmmééé.” (Repeat if not firm.) Say it last
“me.” Yes, what word? “me,”
TASK 7 SECOND READING
1. Get ready to read the story again. Touch the
ball fof the first word, Sound it out.
“mmmaaad,” (Repeat if not firm.) Say it fast,
“mad.” Yes, what word? “mad,”
2. Touch the ball for the next word: Sound it put
“aaat.” (Repeat if not firm.) Say it fast. “at.”
Yes. What word? “at
3.., Touch the ball for the next word,’ Sound it out,
“mmmeééé,” (Repeat if not firm.) Say it fast
“me.” ‘Yes, what word? “me.”
TASK 8 PARENT READS THE FAST WAY
1. I'm goltg to read the words in the story the
fast way, Watch.
2. (Touch ball for mad. Slide quickly under
mad.) mad, (Pause. Touch ball for at. Slide
quickly under at.) at. (Pause, Touch ball for
me. Stide quickly under me.) me. |) do it
again. (Repeat step 2.)
TASK 9 PICTURE COMPREHENSION
1. /YOu just read (pause) mad at me. One gitl in:
Abe picture is-asking the other\girl/ Why are
you (pause) mad al me?”
Look at the picture.
Which gitt is mad?
Why is she mad at the other girl?
Did anybody ever get mad at you for/stahding
in front of the TV?
SOUNDS WRITING
1. Hete’s the first sound you're going to write,
(Write r at beginning of first line. Point to r.)
What sound? “rrr.”
First trace the rrr that | made. Then make
more of them.on this ting. (After tracing r
several times, child is to make three to five
t's. Help child if necessary. For acceptable
letters say;) Good writing rrr,
3.'¢Here’s the next’sound you're going to write:
(Write t at beginning of second line. Point to
t) What sound? 41.7
4, First trace the t that | made. Then make more
‘of them On this line. (After tracing t several
times, child is to make three to five t's. Help
child if necessary. For acceptable letters say:
Good writing t)
2
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{Point to th.) Here's a new sound. I'm going
to touch under this sound and say the sound.
(Touch first ball of arrow. Move quickly to
second ball. Hold.) ththth.
Your turn to say the sound when Itouch:
under it. (Touch first ball.) Get ready. (Move
quickly to second ball. Hold.) “ththth.”
| (To correct child saying a wrong sound or
| not responding:) The sound js ththth.
| (Repeat step 2.)
| 3. (Touch first ball.) Again. Get ready. (Move
quickly to second ball. Hold.) “‘ththth.”
1, Take a good look at each sound. Say it slowly.
if you can. Don't get fooled.
2. (Touch ball for d.) Get ready. (Quickly move
to end of arrow.) “d.”
d
BS
3. (Touch first ball for €.) Get ready. (Quickly
move to second ball.) “666.”
e
>
ca
{Touch first ball for i.) Get ready. (Quickly
move to second ball.) “iii.”
(on
e
(Touch first ball for th.) Get ready. (Quickly
move to second ball.) “ththth.”
th
. (Touch first ball for r.) Get ready. (Quickly
move to second ball.) “rrr.”
r
(Touch ball for t.) Get ready. (Quickly move to.
end of arrow.) "t.”
T
ee
TASK 3 WORD READING
Ae
Now you're going to read some words.
(Touch first ball for is.) Sound it out, (Touch
balls for sounds as child says:) “‘ilisss.”"
(To correct if child says “ilizzz," touch
under $.) This sound is sss. You've got to
say the sounds | touch. (Repeat sounding
out.)
That's how we sound out the word. Here's
how we say the word. (pause.) is (iz). How do
we say the word? “is.”
(Return to first ball.) Sound it out again.
(Touch balls for sounds as child says:)
“iiisss." Now say the word. “is.” Yes, is.
Reading is fun.
is
7
--- PAGE 71 ---
as
WORD READING
(Touch first ball for It.) Sound it out, (Touch
alls for sounds as child says:) “iit.” (Repeat
until firm.)
(Retum to first ball.) Say it fast. (Slide to end
of arrow.) “it.” What word? “it.”
. (Touch first ball for sat.) Sound it out, (Touch
balls for sounds as child says:) “sssaaat.”
(Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
of arrow.) ’'sat.” What word? “sal.”
. (Touch first ball for ar.) Sound it out. (Touch
balls for sounds as child says:) "6éérrr.”
(Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
of arrow.) “ear.” What word? “ear."”
}. (Touch first ball for méét.) Sound |! out,
(Touch balls for sounds as child says:)
“mmmééet.” (Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
of arrow.) “meet.” What word? “meet.”
. (Touch first ball for 866m.) Sound it out.
(Touch balls for sounds as child says:)
"sss66mmm.” (Repeat until firm.)
(Return to first ball,) Say it fast. (Slide to end
of afrow.) "seem." What word? “seem,”
(Touch first ball for réad.) Sound it out. (Touch
balls for sounds as‘child says:) “rrre6éd,”
(Repeat until firm.)
(Return to first ball.) Say it fast. (Slide to end
Of arrow.) “read.” What word? “read,”
é
sat
al~
meet
Ss
Ba
eem
rEad
--- PAGE 72 ---
i TASKS RHYMING
}
4. (Point to r,s, and m.) You're going to rhyme.
"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.) “rrr.”
(Touch first ball for s.) Say the sound.
(Touch first ball for m.} Say the sound.
; (Quickly slide to second ball and hold.)
“mmm.”
2. (Touch first ball for r.) You're going to rhyme
with’ (pause) am. What are you going to
(Quickly slide to second ball and hold. Then
slide to end of arrow as child says:) “trram.”
(Return to first ball.) Say it fast. (Slide.)
3. (Touch first ball for s.) You're going to rhyme.
with (pause) am. What are you going to
rhyme with? “am."Rhyming with (pause) am.
(Quickly slide to second ball and hold. Then
slide to end of arrow as child says:) “sssam.”
(Return to first ball.} Say it fast. (Slide.)
“sam.”
4. (Touch first ball for m.) You're going to rhyme
with (pause) am. What are you going to
rhyme with? "am." Rhyming with (pause) am.
(Quickly slide to second ball and hold. Then
slide to end of arrow as child says:)
“mmmam.”
(Return to first ball.) Say it fast. (Slide.)
‘mam.’
(Quickly slide to second ball and hold.) “sss.”
rhyme with? “am.” Rhyming with (pause) am.
TASK 6 CHILD TOUCHES SOUNDS
1. Your turn to touch the sounds'and say them.
‘Touch the first ball for the first sound. Move to
the next ball and say the sound slowly.
“thtnth.” Now say it fast. “th.”
2. Touch the ball for the next sound. You have to
say this sound fast. So say it fast when you
touch Under it, Say it fast. “d.”
3. Touch the first ball for the next sound. Move
to the next ball and say the sound slowly.
“mmm.” Now say it fast. “m.”
4. Touch the first ball for the next sound. Move
to'the next ball and say the sound slowly.
“rrr.” Now Say it fast. "r."”
5. Touch the first ball for the next sound. Move’
to the next ball and say the sound slowly. “iii.”
Now say it fast. “i.”
6. ‘Touch the ball for the next sound. You have to.
say this sound fast. So say it fast when you
touch under it. Say it fast. “t.”
79
--- PAGE 73 ---
TASK 7 FIRST READING
1. (Point to story.) Now you're going to read this
story. Finger on the ball of the first word.
(Child touches ball for read.) Sound it out.
(Child touches under r, 6, and d, and says:)
“nrré66d," (Repeat if not firm.) Say it fast.
“read.” Yes, what word? “read.”
2. Touch the ball for the next word, Sound it out
(Child touches under i and t and says:) “iit.”
(Repeat if not firm.) Say it fast. “it,” Yes, what
word? “it.”
TASK 8 SECOND READING
1. Get ready to read the story again. Touch the
ball for the first word. Sound jt out. "nréééd,”
(Repeat if not firm.) Say it fast. "r
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: