Lesson 45
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Tasks This Lesson
- SOUNDS INTRODUCTION
- SOUNDS
- SECOND READING
- PICTURE COMPREHENSION
- SOUNDS WRITING
Script
LESSON 45
TASK 1 SOUNDS INTRODUCTION
1. (Point to V.) Here's a new sound. I'm going to
touch under this sound and say the sound.
(Touch first ball of arrow. Move quickly to
second ball. Hold.) vvv.
2. Your tumn to say the sound when | ouch
unger it, (Touch first ball.) Get ready. (Move
quickly to second ball. Hold.) “yyy.”
(To correct child saying a wrong sound or
not responding:) The sound is vwv. (Repeat
‘step 2.)
3. (Touch first bal) Again, Get ready. (Move
quickly to second ball. Hold.) "wv."
1. Take a good look at each sound. Say it slowly
ifLyou can. Don't get fooled;
2 (Touch first ball for 6.) Got ready. (Quickly
move to second ball. Hold.) "600."
3. (Repeat step 2 for k, w, 4, and h. Remember
to move quickly to end of arrow if there is no
ball on arrow for sound.)
Ol
=
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TASK 3 WORD READING balls for sounds.) “'shshshééé.” (Repeat until 175
rane firm.) What word? “she.”
3. (Repeat step 2 for old, kitten, sack, sacks,
1. (Touch arrow under t in lots.) | can't stop ham, had, kick, take, hate, same, rocks,
under this sound, but you have to say this has, and hé.)
i sound when | stop at the sss. You'll say tsss. 4, Now you get to read all these words the fast
Say that. “tsss.” (Repeat until firm.) (Touch way.
first ball for lots.) Sound it out. Get ready. 5. (Touch first ball for lots. Pause three
(Touch balls for sounds. Slide past t.) seconds.) Read it the fast way (Slide.) “tots.”
“Illoootsss.” (Repeat until firm.) What word? Yes, lots.
“lots.” Yes, lots. 6. (Repeat step 5 for remaining words on this
j 2. {Touch first ball for shé.) Sound it out. (Touch page.)
_,lots She Old
—
q eerxe aie e e bef eee
kitt SackS
, KITICN, | sack LD
>e@ @ ee eee ee. e
h had kic
,_ham__, ha _ -_ KICk
> ee > ee -ee
Tak hat , sa
ake ale saMe
-_e @ > @e ee e
h he
Frocks _, has
ees ° - ee se
TASK 4 SOUNDS
1. You're going to say all these sounds fast.
2. (Touch first ball for v.) Say it fast (Move to.
end of arrow.) “v.”
3. (Repeat step 2 for each sound.)
eo
Vv
(e)
k
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176 TASKS FIRST READING TASK 6 SECOND READING
You're going to read this story by sounding 1. You're going to read sentences this time.
out each word. Then you get to read the Sentences end with periods or question
whole story the fast way. First, sound out marks.
each word and tell me the word. 2. Find the first period or question mark. Then
read the whole sentence the fast way.
3. Find the next period or question mark and
read the next sentence.
4. (Repeat step 3 for each remaining sentence.
Ask specified questions.)
(After child reads:) (You say:)
“Can a cow kiss 1 don’t know, Let's
me?” read and find out.
“A cow cannotkiss — Can a’cow kiss you?
me.”
“A cow can lick me.” What can a cow do?
“Can a cat lick a What do you think?
kitten?”
I can kiss a cat. I can kiss
e vee seee 0e© See eo nee xeee
9a kitten.
e seeee
» can a cow kiss m6? no. ow
pee e 30 0© See eo ° e x»ee
can not kiss mé. a cow can
ee eee Seee ce eo rvee see
lic mé. A aes
can a Cat lic. a kitten?
ae e © RO coe e seeee
--- PAGE 170 ---
TASK 7 PICTURE COMPREHENSION
- What will you see in the picture?
2. Look at the picture and get ready to answer
some questions.
. Can a cat lick'a kilten?
. Why is that mother cat licking the kitten?
. How do-you get clean when you're dirty?
QPo
TASK 8 SOUNDS WRITING
1. Here's the first sound you're going to write.
{Write k at beginning of first line. Point to k.)
What sound? “k.”
2. First trace the k that | made. Then make more
of them on this line (After tracing k several
times, child is to make three to five k's. Help
child if necessary. For acceptable letters say:)
Good writing k.
3. Here's the next sound you're going to write.
(Write g at beginning of second line. Point to
g-) What sound? "g.”
4, First trace the g that | made. Then make
more of them on this line. (After tracing g
‘several times, child is to make three to five
g's. Help child if necessary. For acceptable
letters say:) Good writing g.
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: