Lesson 40
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Tasks This Lesson
- WORD READING
- WORD READING
- SECOND READING
- CHILD READS THE FAST WAY
- PICTURE COMPREHENSION
- SOUNDS
- WORD READING
- WORD READING
- SECOND READING
- CHILD READS THE FAST WAY
Script
LESSON 40 h Sh
TASK 1 SOUNDS * iy
1, Take a'good look at each sound. Say it slowly
if you can. Don't get fooled. f
2. (Touch bail for h.) Gel ready (Quickly move
to end of arrow.) “h.” > e
3. (Repeat step 2 for sh, g, f, w, and a.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.) WwW
TASK 2. WORD READING
1. (Touch first ball for was.) Here's a new word.
‘Sound it out. (Touch balls for sounds as child
‘Says:) “wwwaaasss” (not “wwwuuuzzz").
2, That's how we sound out the word. Here's
how we say the word. (Pause.) (wuz) was.
How do we say the word? "was." Yes, was—
i's a funny word.
3. (Retum to tirst ball.) Sound it out again.
(Touch balls for sounds as child says:)
“wwwaaasss.” Now say the word. “was.”:
Yes, was. A man was late.
TASK 3 WORD READING
_
1. (Touch first ball for ate.) Sound it out. Touch al
balls for sounds.) “aaat.” What word? “ate.” ; e
ee
Yes, ate.
2.. (Touch ball for late.) This word rhymes with
(pause) ate. Read it the fast way. (Slide.)
“late.” Yes, late. Good rhyming. —
3. (Touch ball for hate.) This word also rhymes alte
with (pause) ate. Read it the fast way. (Slide.) oe
“hate.” Yes, hate. Good rhyming.
, hate
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TASK 4 WORD READING
1. (Touch arrow under t in gates.) | can't stop
under this sound, but you have to say this
sound when |'stop at the sss. You'll say tsss.
Say that. “tsss.” (Repeat until firm.) (Touch
first ball for gates.) Sound it out. Get ready.
(Slide past g. Touch balls for other sounds.
Slide past t.) “gaaatsss.” (Repeat until firm.)
What word? “gates.” Yes, gates.
2. (Touch first ball for said.) It's a funny word.
Sound it out. (Touch balls for sounds.)
“sssaaaiiid.” (Repeat until firm.) What word?
“said.”
159
. (Repeat step 2 for sick, hill, feel, cow, fish,
ate, did, not, and hot, but do not say “It's a
funny word.”)
. Now you get to read all these words the fast
way.
. (Touch first ball for gates. Pause three
seconds.) Read il the fast way. (Slide.)
“gates.” Yes, gates.
. (Repeat step 5 for remaining words on this
page.)
. gates _ , said
_
eeee
hill feel
« I - @ = ae
»- @e8 e e e
Fish at d
1! -_ale Wg i
ee e ee ee
e ee > ee
TASK5 SOUNDS Sh h
1. Take a good jook at each sound. Say it slowly 5 —— ¢@ ri aa
if you can. Don't get fooled.
2. (Touch first ball for sh.) Get ready. (Quickly
move to second ball. Hold.) “shshsh.”
3. (Repeat step 2 for h, n, u, th, and a. n u
Remember to move quickly to end of arrow if e ig jie
there is no ball on arrow for sound.) e °
--- PAGE 153 ---
160 TASK6 QUOTATION FINDING
1. (Point to quotation marks around thé gate is
hot in second sentence.) These are quotation
marks. Quotation marks show that somebody
is saying something. Somebody's saying the
words between these marks.
2. (Point to quotation marks around | hate hot
gates in third sentence.) These marks show
that somebody is saying something
Somebody's saying all the words between
these marks.
3. (Repeat step 2 procedures for | will run
now.)
4. (Point to quotation marks around thé gate is
hot.) Touch these quotation marks in your
story. Somebody is saying the words
between those marks.
5. (Point to quotation marks around | hate hot
gates.) Touch these marks in your story.
Somebody is saying all the words between
those marks.
6. (Repeat step 5 for I will run now.)
TASK7 FIRST READING
1. Now you're going to read the story and I'll ask
questions. Finger on the ball of the top line.
Sound out the first word. (Child touches
under and says:) “'thththeeé.
What word? “the.”
2. Sound out the next word. (Child touches
under and says:) “cooowww." What word?
“cow.”
3. Repeat step 2 for remaining words in story.)
4. (After child reads:) (You say:)
“The cow said,” Now we're going to
read what the cow
said.
“'The gate is hot.” ” ‘What did the cow.
say?
“She said, ‘I hate hot
gates.’
Now we're going to
read what she said.
What did she say?
“She said, ‘Iwill run Now we're going to
now." read what she said.
What did she say?
@_thé cow sat on a littl. gat.
ofS cow sald, “thé gat. is hot.”
eohé said, “I hat. hot gat-s.”
Shé S
see
a ee sexe
said, “I will run now.”
--- PAGE 154 ---
TASK 8 SECOND READING
1. 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.
2. (After child reads sentence, ask questions
specified below. Then tell child to keep place
with one hand and find next period with the
other. Tell child to read to period and stop.
Ask question. Repeat procedure for each
period in story.)
(After child reads:)
“The cow sat ona
(You say:)
Who sat on the gate?
little gate.”
“The cow said, 'The — What did the cow
gate is hot.’ say?
‘hate hot What else did the
cow say?
“She said, ‘I willrun — What's the last thing
now.’ " she said?
3. I'll read to the first period of this story the fast
way. Later on you'll get to read to that period
the fast way.
4. (Point to first word of sentence. Pause. Say
word. Repeat for remaining words in
sentence.)
TASK 9 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 10 PICTURE COMPREHENSION
|. What will you see in the picture?
. What will the cow be doing?
Look at the picture and get ready fo answer
some questions.
What's the cow doing?
. Is the cow having fun?,
. Do you think the Cow will Keep sitting on that
gate?
7. Did you ever sit on something hot?
One one
TASK 11. SOUNDS WRITING
1,
Here's the first sound you're going to write.
(Write a at beginning of first line. Point to a.)
What sound? “aaa.”
. 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.
Here's the next sound you're going to write.
(Write h at beginning of second line. Point to
h.) What sound? “h.”"
. First trace the h that |! made. Then make
more of them on this line, (After tracing h
several times, child is to make three to five
h’s. Help child if necessary. For acceptable
letters say:} Good writing h.
Here's the next sound you're going to wnte.
(Write d at beginning of third line. Point to d.)
What sound? "‘d,"
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.
K>
Oe
PRK ORY
ages
BOOK?
161
--- PAGE 155 ---
1 LESSON 41
1. (Touch ball for k.) We always have to say this
sound last. My turn to say it fast, (Quickly
move to end ot arrow as you say sound.) k.
2. My turn to Say it fast again. (Touch balll for k.)
‘Say it fast, (Quickly move to end of arrow.) k.
3. (Touch ball.) Your tum, (Pause.) Say it fast.
(Quickly move to end of arrow.) "k.””
f
(To ‘correct if child says “kuh.
| “kih”:) Listen: k. Say it fast.
TASK 2 SOUNDS
1. Take a good look at each sound. Say it slowly
it you can. Don't get fooled.
2. (Touch ball for h.) Get ready. (Quickly move
to end of arrow.) "“h."
3. (Repeat step 2 for sh, g, u, n, and k.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
TASK 3 WORD READING
1. (Touch first ball for was.) Sound it out. (Touch
balls for sounds as child says:)
2. That's how we sound out the word, Here's
‘how we say the word. (Pause.) was. How do r
wo say the word? (Pause.) “was.” Yes,
wa! 's a funny word,
3. (Return to first ball.) Sound it out again.
{Touch balls for sounds as child says;)
Yes, was. (Repeat until firm.)
TASK 4 WORD READING
1. Here's a new word. (Slide under a and s.) } h
This part says az. e as
2. (Touch first ball.) This word rhymes with -
(pause) az. Read it the fast way, (Slide.)
“has.” Yes. has. Good rhyming
--- PAGE 156 ---
TASKS WORD READING 4. (Touch first ball for said. Pause three 163
seconds.)
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: