Lesson 39
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Tasks This Lesson
- SOUNDS INTRODUCTION
- SOUNDS
- WORD READING
- WORD READING
- QUOTATION FINDING
- FIRST READING
- CHILD READS THE FAST WAY
- PICTURE COMPREHENSION
Script
LESSON 39
TASK 1 SOUNDS INTRODUCTION
1. (Touch ball for h.) We always have to say this
‘sound fast. My turn to say it fast. (Quickly
move to end of arrow as you say sound.) h.
My turn to say it fast again. (Touch ball for h.)
Say it fast. (Quickly move to end of arrow.) h.
3. (Touch ball.) Your turn. (Pause.) Say it fast.
(Quickly move to end of arrow.) “h.””
2.
TASK 2 SOUNDS
1. Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
2. (Touch first ball for 4.) Get ready. (Quickly
move to second ball. Hold.) “aaa.”
3. (Repeat step 2 for ¢, g, w, h, and I.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
EO cae
POE MI ont hia
Jha 1
(To correct if child says “huh,” “hah,” or
“hih”:) Listen: h. Say it fast. "Yes, h.
TASK 3 WORD READING
1. (Touch first ball for said.) Sound it out. (Touch
under sounds as child says:) “sssaaaiiid.”
Again. (Return to first ball.) Sound it out,
(Touch balls for sounds as child says:}
“sssaaaiiid.””
That's how we sound out the word. Now say
the word, “said.” Yes, said.
3. Let's do it again. (Return to first ball.) Sound
it out, (Touch balls for sounds as child says:)
“sssaaailid.” Now say the word. “said.” Yes,
said.
.
TASK 4 WORD READING
1. (Touch first ball for wish.) Sound il out.
(Touch balls for sounds.) “wwwilishshsh.”
(Repeat until firm.) What word? “wish.”
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did
see
, (Repeat step 1 for fish, made, game, dish, 4. (Touch first ball for wish. Pause three 155
4 did, and now.) seconds.) Read it the fast way. (Slide.)
3, Now you get to read all these words the fast “wish.” Yes, wish.
5. (Repeat step 4 for remaining words.)
Fish ad a
i . Made game _
ee e e ee > @ e
now
TASKS WORD READING
4. (Touch first ball for wow.) Sound it out.
{Touch balls for sounds. ) “wwwooowww.”
What word? “wow.” Yes, wow.
(Return to first ball. Pause.) This word
rhymes with (pause) ow. Read it the fast way.
(Slide.) “wow.”
. (Touch ball for cow.) This word also rhymes
with (pause) ow. Read it the fast way. (Slide,)
“cow,” Yes, cow. Good rhyming
|. (Touch first ball for ate.) Sound i out. (Touch
ball for sounds.) “aaa.” What word? “ate.”
‘Yes, ate.
.. (Touch ball for hate.) This word rhymes with
(pause) ate. Read it the fast way. (Slide.)
“hate.” Yes, hate, Good rhyming,
.. (Touch ball of gate.) This word also rhymes
with (pause) ate. Read it the fast way. (Slide.)
“gate.” Yes, gate. Good rhyming
wow
TASK6 SOUNDS
‘1, Take a good look at each sound, Say it slowly
i if you can. Don't get fooled.
(Touch first ball for a.) Get ready. (Quickly
move to second ball. Hold.) "aaa."
. (Repeat step 2 for h, g, u, f, and w.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
a
9g .u
tN
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156 TASK 7 QUOTATION FINDING
1. (Point to quotation marks around wow in
second sentence.) These are quotation
marks, Quotation marks show that somebody
is saying something. Somebody is saying the
word between these marks
2. (Point to quotation marks around that fat fish
is mom in last sentence.) These marks show
that somebody is saying something
Somebody's saying all the words between.
these marks.
3. (Point to quotation marks around wow.)
Touch these quotation marks, Somebody is
saying the word between those marks.
4, (Point to quotation marks around that fat fish
is mom.) Touch these marks, Somebody is
saying all the words between those marks.
5. (Repeat steps 3 and 4 until firm.)
TASK 8 FIRST READING
1
Pe
Now you're going to read the story and |'ll ask
questions. Finger on the ball of the top line.
Touch under the first word, What word? “uh.”
. Sound out the next word. (Child touches
under and says:) “Illiiitill.”” What word? “little.”
|. (Repeat step 2 for remaining words in story.)
. (After child reads:)
(You say:)
“The little fish said,” Now wo're going to
read what he said.
“Wow. ‘What did the litte fish
say?
“The little fish said," Now we're going to
read what he said
“That fat fish is What did he say?
Tt fish satona fat fish. _
ali
thé littl. Fish said, “wow.”
the littl fish did not feel sad.
see
thé | littl fish said, “that fat
fish is mom.”
e °
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NSK 9 SECOND READING
You're going to read the story again. Find the
first period. Read all the way to that period
and stop. Sound out each word and tell me
the word, When you get to the period, I'll ask
a question.
(After child reads:)
“Alittle fish satona — Who saton whom?
fat fish,”
{You say:)
“The little fish said, What did he say?
“Wow.”
“The little fish did not Did the little fish feel
feel sad.” sad?
“The little fish said, What did he say?
‘That fat fish is Who said, “That fat
A Mom.’ fish is Mom"?
' 3. I'llread to the first period of this story the fast
Y way, Later on you'll get to.raac to that period
the fast way.
4. (Point to first word of first sentence. Pause.
: Say word. Repeat for remaining words in
sentence.)
TASK 10 CHILD READS THE FAST WAY
Your turn to read to the first period of this
‘story the fast way, Find the period. Then read
each word the fast way.
TASK 11 PICTURE COMPREHENSION
|. What will you see in the picture?.
2. Look at the picture and get ready to answer
some questions.
What's the little fish doing?
4, Which fish is Mom?
. What would you do if a little fish sat on you?
2:
v
TASK 12 SOUNDS WRITING 187
Here’s the first sound you're going to write.
(Write 0 at beginning of first line. Point to 0.)
What sound? “ooo.”
First trace the 000 that | made. Then make
more of them on this line. (After tracing o
several times, child is to make three to five
o's. Help child if necessary. For acceptable
letters say:) Good writing 000.
Here's the next sound you're going to write.
(Write m at beginning of second line. Point to
m.) What sound? “mmm.”
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.
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8
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: