Lesson 18
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Tasks This Lesson
- SOUNDS
- PICTURE COMPREHENSION
- SOUNDS WRITING
- WORD READING
- SOUNDS
- FIRST READING
- READING THE FAST WAY
- SOUNDS WRITING
Script
LESSON 18
TASK 1 SOUNDS
1. Take a'good look at each sound: Say it'sk
if you can. Don't get fooled.
2. (Touch first ball for a.) Get ready. (Quickly
move to second ball.) “aaa.”
3. (Touch first ball for th.) Get ready. (Quickly
move to second ball.) “‘ththth,” f
4. (Touch first ball for r.) Get ready. (Quickly
move to second ball.) “rrr.”
5. (Touch first ball fori.) Get, ready. (Quickly
move to second ball.) “ii.”
6. (Touch ball for t.) Get ready. (Quickly move
end of arrow.) “t.”
TASK 9 PICTURE COMPREHENSION
1. You just read (pause) that rat is sad. So what a
will the picture show?
2. Look at the picture and tell me why the ratis
sad. (Idea: It's wet and cold.)
3. Where do you think that rat would like to be?
4. Do you see any animal in the picture that
seems to like the water? (Idea: the frog.)
5. Are you more like that frog or more like that
rat when you get wet?
°
TASK 10 SOUNDS WRITING
1. Here's the first sound you're going to write, I
(Write s at beginning ot first line. Point to s.)
What sound? “sss.” e
2. First trace the sss that | made. Then make
more of them on this line. (After tracing s
several times, child is to make three to five e
s's. Help child if necessary. For acceptable 1]
letters say:) Good writing sss.
3. Here's the next sound you're going to write.
(Write e at beginning of second line. Point to bf
e.) What sound? "ééé.”
4. First trace the €éé that | made. Then make
more of them on this line, (After tracing e
several times, child is to make three to five
e's. Help child if necessary. For acceptable eo
letters say:) Good writing ééé. S
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_ TASK 2 WORD READING
1. (Point to words.) Here are the words you're
going to read.
{Touch first ball for mé.) Sound it out. (Touch
balls for sounds as child says:) “mmmééé.”
(Repeat until firm.)
(Return to first ball, Slide to end of arrow.)
“me.” What word? “me.”
2, (Touch first ball for thé.) Sound it out. (Touch
balls for sounds as child says:) “thththééé.”
(Repeat until firm.) What word? “thé.” Yes,
but you can call that word thi. The boy. The
cat. What word? “the.”
{Touch first ball for this.) Sound it out. (Touch
balls for sounds as child says:) "thththiiisss.”
{Repeat until firm.)
{Return to first ball. Slide to end of arrow.)
“this.” What word? “this.”
}. (Touch first ball for that.) Sound it out. (Touch
balls for sounds as child says:) “thththaaat.”’
(Repeat until firm.)
(Return to first ball. Slide to end of arrow.)
“toat.” What word? "that."
{Touch first ball for rat.) Sound it out. (Touch
balls for sounds as child says:) “rrraaat."”
(Repeat until firm.)
(Return to first ball. Slide to end of arrow.)
“ral.” What word? “rat.”
_ 6. (Touch first ball for sam.) Sound it out. (Touch
f balls for sounds as child says:)
“sssaaammm.” (Repeat until firm.)
{Return to first ball. Slide to end of arrow.)
“sam.” What word? “sam.”
o
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TASK3 RHYMING
i 1. (Point to m and th.) You're going to rnyme.
"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 th.) Say the
sound. (Quickly slide to second bali and
hold.) “‘ththth.”
(Touch first ball for m.) You're going to rhyme
with (pause) iss, What are you going to
rhyme with? “iss.” Rhyming with (pause) iss.
(Quickly slide to second ball and hold. Then
slide to end of arrow as child says:)
“mmmiss.”
"(Return to first ball.) Say it fast, (Slide.)
| “miss.”
a.
. (Touch first ball for th.) You're going to rhyme
with (pause) iss. What are you going to
rhyme with? “iss.” Rhyming with (pause) iss.
(Quickly slide to second ball and hold, Then
slide to end of arrow as child says:)
“thththiss.””
(Return to first ball,) Say it fast, (Slide.) “this.”
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TASK 4 SOUNDS
1.
2.
Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
(Touch first ball for i.) Get ready.(Quickly
move to second ball) “iii.”
(Touch first ball for th.) Get ready. (Quickly
move to second ball.) “ththth.”
}. (Touch ball for d.) Get ready (Quickly move
to end of arrow.) “d,”
(Touch first ball for s.) Get eady: (Quickly
move to second ball.) “sss.”
. (Touch first ball for r.) Get ready.(Quickly
move to second ball.) “rrr.
=
TASK 5 FIRST READING
1
Now you're going to read this story. This story
is harder than the stories you've read. The
words of this story are on two lines. And
there is just one arrow for the line. But-you
an sée where the words are because there's
a big box between words, Watch me touch all
the words. (Touch under Sam.) First word.
(Touch under is.) Next word, (Touch under
mad.) Next word. Now | follow the arrow to
the ballon the next line. (Follow arrow. Touch
under at.) Next word (Touch under me.) Next
word.
2. Your turn. Finger on the bali of the top line.
Touch under the first word and all the words
that come next. (Check.) Good touching. Go
back to the ballon the top line and get ready
to read the words.
3. Sound out the first word. (Child touches
under s, a, and m and says:) “sssaaammm.”
What word? “sam.”
‘Sound out the next word. (Child touches
under | and s and says:) “ilisss.” Now say the
word, “is.”
5. (Repeat step 4 for remaining words in story.)
4.
sam#is=mad___
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_TASK6 SECOND READING
_ Read the story one more time and then we'll
400k at the picture/‘Touch the ballon the top
fhe and get ready to read the words. Sound
out the first word, “sssaaammm.” What
word? "sam,"
Sdund out the next word, “iiss,” What
word? “is,”
Sound out the next word. “mmmaaad,” What
word? “mad.”
Follow the arrow to the next fine.
Sound out the next word, “‘aaat.” What word?
"at."
. Sound out the next word. “mmmééé,” What
word? “me.”
[ASK7 PICTURE COMPREHENSION
1, You just read (pause) Sam is mad at me. In
the picture you'll see why (pause) Samis
mad al me.
})2, Look at the picture and see why Sam is mad
7) aime,
4, Why is that cat'so mad?,
‘4, What do you think the cat's name is?
§, What do you think is in that dish? Yes, | think
it's milk,
6. What would you do if you were Sam and
‘somebody took your milk away?
TASK 8 READING THE FAST WAY
1, We're going to read the story the Jast way.
(Point to sam is mad at.) || read the first
words. (Point to mé.) When | get to this word,
you read it the fast way. The word is (pause)
me. What word? “me.” Remember that word
When we get to it, you'll read (pause) me the
fast way.
2. (Point to sam. Pause two seconds.) sam.
(Point to Is. Pause two seconds.) ts. (Point to
mad. Pause two seconds.) mad. (Point to at.
Pause two seconds.) at. (Point to mé.) Your
turn, Read it the fast way, “me,”
3. (Repeat step 2 until firm.)
TASK9 WORD FINDING
1, Now see if you can find words in your story.
You're going to find the word (pause) at.
Listen: aaat. Touch (pause) at. (Check)
Goad finding at.
(To correct if child finds wrong word:)
|. Sound out the word you touched... What
Word? .. . Bul you were supposed to find
at (or me), (Repeat step for missed
| word.)
2. Now you're going to find the word (pause)
me. Listen: mmmééé. Touch (pause) me.
(Check.) Good finditig me.
3. (Repeat steps 1 and 2 until firm.)
TASK 10 SOUNDS WRITING
1, Here's the first sound you'te going 10 write.
(Write m at beginning of first line. Point to m.)
What sound? “mmm.”
2.. First trace the mmm that | made. Then make
more of them on this line, (After tracing m
several times, child is to make three to five
m’s. Help child if necessary, For acceptable
letters say:) Good writing mmm.
3. Here's the next sound you're going to write.
(Write a at beginning of second line. Point to
a.) Whal sound? “aaa.”
4. First trace the aaa that! made. Then make
more of them on this line. (After tracing a
several times, child is to make three to five
a's. Help child if necessary. For acceptable
letters say:) Good writing aaa.
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RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: