Lesson 26
← Lesson 25 | Index | Lesson 27 →
Tasks This Lesson
- SOUNDS
- FIRST READING
- PICTURE COMPREHENSION
- WORD FINDING
- SOUNDS WRITING
Script
LESSON 26 O f
TASK 1 SOUNDS ry °
1, Take a gdod look at each sound. Say it slowly 6
if you can. Don't get fooled.
2. (Touch first ball for.0.} Get ready. (Quickly r I
move to second ball, Hold:) “ooo.” — © _
3. (Repeat step 2 for f, r, i, d, and th. ° ry
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.) d { |
—_—_
e
TASK 2 WORD READING 2. (Touch first ball for fan.) Sound it out. (Touch
balis for sounds.) “ ‘tagan nnn.” (Repeat until
1. Now here are the words you get to-read, firm.) What word? “fan.”
(Touch first bail for fat.) Sound it out. (Touch 3. (Touch first ball for feet.) Sound it out. (Touch
balls for sounds.) “fffaaat.”
firm.) What word? “fat.”
_fat
(Repeat until
flan
balls for sounds: ) itt
firm.) What word? “feet.
._ feet
.” (Repeat until
--- PAGE 105 ---
112 4. (Touch first ball for
) Sound it out. (Touch
balls for sounds.) “fff.” (Repeat until firm.)
What word?,
(Touch first ball for on.) Sound it out. (Touch
balls for sounds.) “ooonnn.” (Repeat until
firm.) What word? “on.”
6. (Touch arrow under ¢.) Remember, | can’t
stop under this sound, but you have to say
the sound with the next sound | stop al.
(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.)
e
a
“caaannn.” (Repeat until firm.) What word?
“can.” Yes, can.
7. (Touch first ball for and.) Sound it out. (Touch
balls for sounds.) “aaannnd.” (Repeat until
firm.) What word? “and,”
8. (Touch first ball for not.) Sound it out. (Touch
balls for sounds.) "nnnooot.”’ (Repeat until
firm.) What word? “not.”
9. (Touch first ball for in.) Sound it out. (Touch
balls for sounds.) “iiinnn.” (Repeat until firm.)
What word? “in,”
_on
_,_can
=— @
and
not _
in
ee
TASK 3 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.)
2.4.
Je
TASK 4 FIRST READING
1. Now you're going to read the story. Finger on
the ball of the top line. Touch under the first
word. What word? “uh.”
2. Sound out the next word. (Child touches
under and says:) “mmmaaannn.” What
word? “man.”
3. (Repeat step 2 for remaining words in story.)
TASKS 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 steps
from first reading for each word. Ask following
comprehension questions after child has read
indicated sentences.)
2. (After child has read:) (You say:)
“A man sat on a Where did the man
ram,” sit?
“Thal ram can not What's the matter
see.” with the ram?,
TASK 6 PICTURE COMPREHENSION
1. What will you see in the picture?
2. Where will the man be sitting?
3. And what's the matter with the ram?
4. Look at the picture and get ready to answer
some questions.
5. Why can't the ram see?
6. Can the man see?
7. Why are they wearing those big hats? Yes,
it's raining.
8. What do you wear when it's raining outside?
--- PAGE 106 ---
a=man=sat 0
e eee
on#as#fam.
e e e eo; e
e ee e @ e > @ e
Cele
noT=#see.
o——
e ee eee
TASK 7 READING THE FAST WAY TASK 8 WORD FINDING
1. Let's read this story the fast way. (Touch 1. Now get ready to find the words | say.
under not.) This word is (pause) not. (Touch 2. Find the word (pause) ram. ram.
under s6é.) This word is (pause) see. 3. (Repeat step 2 for man, see, ram, see, ram,
2. (Point to not.) What are you going to say man, see, man, ram.)
when | touch this word? “not.” (Point to see.) 4, Good finding those words.
What are you going to say when | touch this
word? “see.” (Repeat until firm.)
3. My turn. (Point to that. Pause two seconds.) TASK 9 SOUNDS WRITING
that. (Point to ram. Pause two seconds.)
ram. (Point to can. Pause two seconds.) can. 1. (Write f at beginning Of first line. Point to f.)
4, Your turn. (Touch under words as child says:) What sound? “fff,
“not... see.” 2. First trace the fff that | made. Then make
5. (Repeat steps 1—4 until firm.) more of them on this line. (After tracing f
several times, child is to make three to five
f's. Help child if necessary. For each
acceptable letter say:} Good writing fff.
3. Here's the next sound you're going to write.
(Write s at the beginning of the second line.
Point to s.) What sound? “sss.”
4. 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
s's. Help child if necessary, For acceptable
letters say:) Good writing sss.
--- PAGE 107 ---
™
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: