Lesson 50
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Tasks This Lesson
- SOUNDS
- SOUNDS INTRODUCTION
- WORD READING
- WORD READING
- SOUNDS
- SECOND READING
- PICTURE COMPREHENSION
- SOUNDS WRITING
Script
LESSON 50
TASK 2 SOUNDS
TASK 1 SOUNDS INTRODUCTION
4. (Touch ball for ch.) We always have to say
this sound fast. My turn to say it fast. (Quickly
move to end of arrow as you say sound.) ch.
2. My turn to say it fast again. (Touch ball for
ch.) Say it fast. (Quickly move to end of
arrow.) ch.
3. (Touch ball.) Your turn. (Pause.) Say it fast,
(Quickly move to end of arrow.) “ch.”
(To correct if child says “chuh,
“chih”:) Listen: ch. Say it fast.“
1. Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
2. (Touch first ball for p.) Get ready. (Quickly
move to end of arrow.) “p.""
3. (Repeat step 2 for sh, th, ch, f, and h.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
th. . ch
191
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192 TASK3 WORD READING
1. (Touch first ball for to.) Sound it out. (Touch
under sounds as child says:) “tooo.” Again,
(Retum to first ball.) Sound ft out. (Touch
balls for sounds as child says:) “tooo.”
2. That's how we sound out the word. Now say
the word. “to.” Yes, to.
3.) Let's do it again. (Retum to first ball.) Sound
it out (Touch balls for sounds as child says:)
“tooo.” Now say the word. “to,” Yes, to.
TASK 4 WORD READING
1. (Touch first ball for us.) Sound it out (Touch
balls for sounds.) “uuusss.” (Repeat until
firm.) What word? “us.”
2. (Repeat step 1 for séat, héar, ran, sand,
hope, pot, and dog.)
TASK 5 WORD READING
1. (Touch ball for ar.) When these sounds are
‘together, they usually say (pause) are. What
do they say? “are.”
2. (Touch ball for ar in far.) What do these
Sounds say?“are," Yes, are, (Touch first ball
for far.) Sound it out. (Touch balls for
sounds.) “‘fforrr.” (Repeat until firm.) What
word? “far.” Yes, far,
3. (Touch ball for ar in car.) What do these
sounds say?are.” Yes, are. (Touch first ball
for car.) Sound it out. (Slide past c. Touch ball
for art.) “cOrrr.” (Repeat until firm.) What
4, Now you're going to read those words again,
the fast way.
5. (Touch first ball for far. Pause three seconds.)
Read it the fast way. (Slide.) “far.” Yes, far.
6. (Repeat step 5 for car.)
a
far
car
>
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TASK6 WORD READING
1
(Point to lots, have, his, néar, and éars.)
You're going to read all these words the fast
way. I'll go down the arrow one time for each
word. Figure out the word. But don't say
anything out loud until | tell you to read it the
fast way.
(Touch ball for lots. Touch under sounds.
Return to bail.) Read it the fast way. (Slide.)
“lots.” Yes, lots.
. (Repeat step 2 for remaining words.)
Read all these words again, the fast way.
. (Touch first ball for to. Pause three seconds.)
Read it the fast way. (Slide.) “to.” Yes, to.
6. (Repeat step 5 for remaining words.)
n
VPe
TASK 7 SOUNDS
1, Take a good look at each sound. Say it slowly
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 ch, g, d, p, and 6.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
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194
Shé said, “I have a fan.”
ee
hé said, “‘I have lots of sand.”
Shé said, “we can run thé
sand in that fan.” sO hé ran thé
fan néar thé sand. ee
hé had sand in his Gars. hé
said, “I can not héar.”’ ee
hé had sand on his s@aft. shé
said, ‘“‘wé have sand on us.”
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8 FIRST READING
You're going to read this story by sounding
‘out each word. Then you get to read the
whole story the fast way. First, sound out
each word and tell me the word.
TASK 9 SECOND READING
1, You're going to read the story the fast way.
2. Find the first period or question mark. Then
‘ead the whole sentonce 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:)
“She said, ‘havea Who said that?
fan.”
“He said, ‘Ihave lots Who had the sand?
of sand.”
“She said, ‘We can What did she say?
tun the sand in that
fan!”
“So he ran the fan What did he do?
near the sand.”
“He had sandinhis Where did he have
ears.” sand?,
“He said, ‘I can not What did he say?
hear.”” Why couldn't he
hear?
“He had sand on his Where did ho have
seat.” sand?
“She said, ‘We have — Who said that?
Sand on us.’”
TASK 10 PICTURE COMPREHENSION
1
2
3.
4.
5
What will you see in the picture?
Look at the picture and get ready to answer
some questions.
Why do they have their hands over their
faces?
Does that look like tun to you?
| wonder where they plugged that fan in,
TASK 11 SOUNDS WRITING
1
Here's the first sound you're going to write,
(Write w at beginning of first line. Point to w.)
What sound? “www.”
. | First trace the www thal | made. Then make
more of them on this line. (After tracing w
Several times, child is to make three to five
w's. Help child if necessary. For acceptable
letters say:) Good writing www.
|. Here’s the next'sound you're going to write
(Write th at beginning of second line. Point to
th.) What sound? “ththth.”
. First trace the ththth that } made. Then make
nore of them on this line. (After tracing th
several times, child is to make three to five
th’s, Help child if necessary. For acceptable
letters say:) Good writing ththth.
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RuneClaw Notes
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