Lesson 24
← Lesson 23 | Index | Lesson 25 →
Tasks This Lesson
- SOUNDS
- WORD READING
- RHYMING
- SOUNDS
- FIRST READING
- SECOND READING
- READING THE FAST WAY
- WORD FINDING
- SOUNDS WRITING
Script
LESSON 24
TASK 1 SOUNDS
1. Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
2. (Touch first ball for n.) Get ready. (Quickly
move to second ball. Hold.) “nnn.”
3. (Repeat step 2 for r, t, d, th, ands.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
n r
T d
th
Ss
TASK 2 WORD READING
1.
°
Here are the words you're going to read.
(Touch first ball for on.) Sound it out. (Touch
ball for sounds.) “ooonnn.” (Repeat until
firm.) What word?) “on.”
(Touch first ball for not.) Sound it out. (Touch
balls for sounds.) “nnnooot.”’ (Repeat until
firm.) What word? “not.”
(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 c, touch a for two seconds,
slide past t to end of arrow.) “caaat.” What
word? “cat.” Yes, cat.
O
n
>t
cat
--- PAGE 99 ---
106 4. (Touch first ball for in.) Sound it out. (Touch
balls for sounds.
What word? “it
5. (Touch first ball for an.) Sound it out, (Touch
balls for sounds.) “aaannn.” (Repeat until
firm.) What word? “an.”
6. (Touch arrow under ¢.) Remember, | can't
‘stop under this sound, but you have to say
the sound with the next sound | stop at,
(Touch first ball for can.) Sound it out. Get
ready. (Slide past ¢, touch a for two seconds,
move quickly to n, hold for two seconds.}
“caaannn.” (Repeat until firm.) What word?
“can,” Yes, can.
“ilinan." (Repeat until firm.)
in
can
s
TASK 3 RHYMING
1. (Point to th, m, and t.) You're going to rhyme.
These are the sounds you're going to start
with. (Touch first ball for th.) Say the sound.
(Quickly slide to second ball.) “ththth.” (Touch
first ball for'm.) Say the sound. (Quickly slide
to second ball.) “mmm.” (Touch ball for t.)
Say the sound. (Quickly slide to end of
arrow.) “t.”"
2. (Touch first ball for th.) My turn to rhyme with
(pause) en and say it fast. (Quickly slide to
end of arrow as you say:) then.
(Touch first ball for m. Quickly slide to end of
arrow as you say:) men.
(Touch ball for t. Quickly slide to end of arrow
as you say:) ten.
(Touch first ball for th.) Your turn to rhyme
with (pause) en. Say it fast. (Quickly slide to
end of arrow as child says:) “then.”
4. (Touch first ball for m.) Say it fast. (Quickly
slide to end of arrow.) "men."
5. (Touch ball for t.) Say it fast. (Quickly slide to
end of arrow.) “ten.”
3.
the.
m
peo ae
TASK 4 SOUNDS
1. You're going to say all these sounds fast.
2. (Touch ball for n.) Say it fast. (Move to end of
arrow.) “'n.””
3. (Repeat step 2 for each sound.)
Oa
Bo od.
TASK 5 FIRST READING
1. Now you're going to read the story, Finger on
the ball of the top fine. (Point to a in top line.)
When you see this sound in a story, iLis a
word, The word is uh. What word? “uh,”
2. Sound out the next word. (Child touches
under and says:) “rrraaat.” What word? “rat.”
3. (Repeat step 2 for remaining words in story.)
--- PAGE 100 ---
._asrataisain oe
._azsacx. = that=rat
is=not=«sad. &
TASK 6 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 lo read the words. (Repeat steps
from first reading for each word. Ask following
comprehension questions after child has read
indicated sentences.)
2. (After child has read:)
“A ratis in a sack.”
(You say:)
Who is in a sack?
“That rat is not sad.” Is the rat sad?
We'll have to find out
why he's happy.
TASK7 PICTURE COMPREHENSION
1. What animal will you see in the picture?
2. Where will the rat be?
3. Will the rat be sad?
4, Look at the picture and get ready to answer
some questions.
5. Where is the rat?
6. Why do you think he’s happy? Right, he’s got
packages and a toy airplane.
7. What would you do with that toy airplane?
TASK 8 READING THE FAST WAY
1. Let's read this story the fast way. (Touch
under not.) This word is (pause) not. (Touch
under sad.) This word is (pause) sad.
2. (Point to not.) What are you going to say
when | touch this word? “not.” (Point to sad.)
What are you going to say when | touch this
word? “sad.” (Repeat until firm.)
3. My turn. (Point to that. Pause two seconds.)
that. (Point to rat. Pause two seconds.) rat.
(Point to is. Pause two seconds.) is.
4. Your turn. (Touch under words as child ‘says:)
“not... sad.”
5. (Repeat steps 1—4 until firm.)
TASK 9 WORD FINDING
1. Now get ready to find the words | say.
2. Find the word (pause) sad. sad.
3. (Repeat step 2 for sad, sack, that, sack,
that, sad, that, sack, sad.)
4, Good finding those words.
--- PAGE 101 ---
108
TASK 10 SOUNDS WRITING
1. (Write n at beginning of first line. Point to n.)
What sound? “nnn.”
2. First trace the nnn that | made. Then make
more of them on this line. (After tracing n
several times, child is to make three to five
n’s. Help child if necessary. For each
acceptable letter say:) Good writing nan.
3. Here's the next sound you're going to write.
(Write d at beginning of second line. Point to
d.) What sound? “q."
First trace the d that | made. Then make
more of them on this line. (After tracing d
several times, child is to make three to five
d's. Help child if necessary. For acceptable
letters say:) Good writing d.
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: