Lesson 21
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Tasks This Lesson
- SOUNDS INTRODUCTION
- SOUNDS
- WORD READING
- RHYMING
- SECOND READING
- PICTURE COMPREHENSION
- READING THE FAST WAY
- WORD FINDING
- SOUNDS WRITING
Script
LESSON 21
TASK 1 SOUNDS INTRODUCTION
TASK 2 SOUNDS
1. Take a good look at each sound. Say it slowly
4. (Point to 0.) Here's a new sound. I'm going to if you can. Don't get fooled.
touch under this sound and say the sound. 2. | (fouch first ball for'é-) Get re
i ickly te move to second ball, Hold.)
Moeller eet MONI LICK IY: AC, 3. (Repeat step 2 for d, i, th, and c. Remember
to move quickly to end of arrow if there is no
ball under the sound.)
(Quickly
2. Your turn to'say the sound when Itouch
under it. (Touch first ball.) Get ready. (Move
quickly to second ball. Hold.) “660.”
ea
(To correct child saying a wrong sound or e
not responding:) The sound is 660. (Repeat
step 2. -) e
3. (Touch first ball.) Again, Get ready. (Move i
e
quickly to second ball, Hold.) “300,” d i
re) © ianesiua sue %
ih Cc.
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TASK 3 WORD READING
1.
4.
Here are the words you're going to read.
(Touch first ball for sick.) Sound it out. (Touch
balls for sounds.) "sssilik." (Repeat until firm.)
What word? “sick.”
. (Touch first ball for rack.) Sound jt out. (Touch
balls for sounds.) “rrraaak.” (Repeat until
firm.) What word? “rack.”
(Touch first ball for this.) Sound it out. (Touch
balls for sounds.) “thththiiisss.” (Repeat until
firm.) What word? “this.”
(Touch first ball for am.) Sound it out. (Touch
balls for sounds.) “aaammm.” (Repeat until
firm.) What word? “am.”
(Touch first ball for mad.) Sound it out. (touch
balls for sounds.) “mmmaaad.” (Repeat until
firm.) What word? “mad,”
(Touch first ball for méét.) Sound it out.
(Touch balls for sounds.) “mmmééét.”
(Repeat until firm.) What word? “meet."
._ (Touch arrow under c.) Remember, | can't
stop under this sound, but you have to say
the sound with the next sound | stop at.
(Touch first ball for cat.) Sound it out, Get
ready, (Slide past ¢, touch a for two seconds,
slide past t to end of arrow.) “caaat." (Repeat
until firm.) What word? “cat.” Yes, cat.
(Touch first ball for that.) Sound it out. (Touch
balls for sounds.) ‘'thththaaat.” (Repeat until
firm.) What word? “that.”
SICk
eee
a
rack
this
mad
meet
cat
>
that
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TASK 4 RHYMING
1.
2.
4,
(Point tor, s, and d.) 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 bail.) “rrr.” (Touch
first ball for s.) Say the sound. (Quickly slide
to second ball.) sss.” (Touch ball for d.) Say
the sound, (Quickly slide to end of arrow.)
(Touch first ball for r.) Rhyming with (pause)
un. (Quickly slide to second ball and hold.
Then slide to end of arrow.) “trun.” (Return
to first ball.) Say it fast. (Slide.) “run.”
(Touch first ball for s.) Rhyming with (pause)
un. (Quickly slide to second ball and hold.
Then slide to end of arrow.) “sssun.” (Return
to first ball.) Say it fast. (Slide.) “sun.”
(Touch first ball for r.) My turn to rhyme with
(pause) un and say it fast. (Quickly slide to
end of arrow as you say:) run.
(Touch first ball for s. Quickly slide to end of
arrow as you Say:) sun.
(Touch ball for d. Quickly slide to end of arrow
as you say:) dun.
. (Touch first ball for r.) Your turn to rhyme with
(pause) un. Say it fast. (Quickly slide to end
of arrow as child says:) “run.”
(Touch first ball for s.) Say it fast. (Quickly
slide to end of arrow.) “sun.”
. (Touch ball for d.) Say it fast, (Quickly slide to
end of arrow.) “dun.”
TASK5 SOUNDS 97
1. Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
2. (Touch ball for c.) Get ready. (Quickly move to
end of arrow.) “ec.”
3. (Repeat step 2 for o, th, r, t, andi.
Remember to move quickly to end of arrow if
there is no ball under the sound.)
Cc
O
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TASK6 FIRST READING
1. Now you're going to read the story. Finger on
the ball of the top line. Sound out the first
word. (Child touches under and says:)
“thththilisss.” What word? “this.”
2. Sound out the next word. (Child touches
under and says:) “caaat.” What word? “cal.”
3. (Repeat step 2 for remaining words in story.)
TASK 7 SECOND READING
1. This time you read the story again and I'll ask
questions, Touch the ball on the top line and
get ready to read the words. (Repeat task 6
procedures from first reading for each word.
Ask following comprehension questions after
child has read indicated sentences.)
2. After child has read: — (You say:)
"This cat is sick.”
How does the cat
“This cat is sad.” thd
What else do you
know about this cat?
Why is the cat sad?
(To correct if child does not give an
acceptable answer, have child reread
sentence that answers question. Then ask
question again.)
,_ this =Catais
SiCk. = this
cat siS=sad.
TASK 8 PICTURE COMPREHENSION
1. What are you going to see in the picture?
2. Look at the picture and get ready to answer
some questions.
3. Whatis this cat doing?
4. Why is he sick? Yes, | think he ate too much,
5. Did you ever eat too much and feel sick?
TASK 9 READING THE FAST WAY
1. Let's read this the fast way. (Touch under is.)
This word is (pause) is. (Touch under sad.)
This word is (pause) sad.
2. (Point to is.) What are you going to say when
| touch this word? “is.” (Point to sad.) What
are you going to say when | touch this word?
“sad.” (Repeat until firm.)
My turn, (Point to this. Pause two seconds.)
this. (Point to cat. Pause two seconds.) cat.
4, Your turn, (Touch under words as child says:)
is... sad.”
(Repeat steps 1—4 until firm.)
2.
cd
TASK 10 WORD FINDING
1. Now see if you can find words in your story.
You're going to find the word (pause) sick.
Listen; sssiiik. Touch (pause) sick. (Check.)
Good finding sick.
2. Now you're going to find the word (pause)
sad. Listen: sssaaad. Touch (pause) sad.
(Check.) Good finding sad.
TASK 11 SOUNDS WRITING
Here's the first sound you're going to write.
(Write Tat beginning Of first line. Point to i.)
What sound? “
2. First trace the ili that | made. Then make
more of them on this line. (After tracing i
several times, child is to make three to five
i's. Help child if necessary. For acceptable
letters say:) Good writing iii.
3. Here's the next sound you're going to write.
(Write t at beginning of second line. Point to
t.) What sound? “t.”
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.
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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: