Lesson 54
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Tasks This Lesson
- SOUNDS INTRODUCTION
- SOUNDS
- WORD READING
- WORD READING
- WORD READING
- SOUNDS
- SECOND READING
- PICTURE COMPREHENSION
Script
LESSON 54
TASK 1 SOUNDS INTRODUCTION
1. (Touch ball for b.) We always have to say this
sound fast, My tum to say it fast. (Quickly
move to end of arrow as you say sound.) b.
2. My turn to say it fast again. (Touch ball for b.)
Say it fast. (Quickly move to end of arrow.) b.
3. (Touch ball.) Your turn, (Pause.) Say it fast.
(Quickly move to end of arrow.) ‘“b.”
(To correct if child says “buh,
“pih”:) Listen: b. Say it fast,
TASK 2 SOUNDS
1. Take a good look at each sound, Say it slowly
if you can. Don't get fooled.
(Touch first bail for e.) Get ready. (Quickly
move to second ball. Hold.) “eee.”
3. (Repeat step 2 for ch, p, 6, b, and v.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
2,
pei ° Na fe)
e b — & Vv _
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208 TASK 3 WORD READING
1. (Touch first ball for girl.) Sound it out. (Touch
balls for sounds as child says:) “giiirrrlll.”
2, That's how we sound out the word, Here's
how we say the word. (Pause.) girl. How do
we say the word? “girl.” Yes, girl—it's a
funny word.
3. (Return to first ball.) Sound it out again.
(Touch balls for sounds as child says:)
“giiirrrlll.” Now say the word. “girl.” Yes, girl.
(Repeat until firm.)
TASK 4 WORD READING
1. (Touch first ball for arm.) Sound it out. (Touch
balls for sounds.) “rrrmmm.” (Repeat until
firm.) What word? “arm.”
2. (Repeat step 1 for charm, take, rain, met,
wet, pots, and tops.)
3. Now you get to-read all these words the fast
way.
4. (Touch first bail for arm. Pause three
seconds.) Read it the fast way. (Slide.) “arm.”
Yes, arm.
5. (Repeat step 4 for remaining words on this
page.)
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TASK 5 WORD READING
1. (Point to to and do.) These words rhyme with
2. (Touch first ball for to.) This word rhymes with
(pause) 00, Read it the fast way. (Slide.) “to.”
Yes, to.
3. (Touch first ball for do.) This word rhymes
/ with (pause) 00. Read it the fast way. (Slide.)
“do.” Yes, do.
Good rhyming,
6 WORD READING
1, Get ready to read these words the fast way,
2. (Touch ball for with. Pause three seconds.)
Read it the fast way (Slide.) “with.” Yes,
with,
}. (Repeat step 2 for remaining words.)
Read these words again, the fast way.
. (Touch ball for with. Pause three seconds.)
What word? “with,”
6. (Repeat step 5 for remaining words.) Good
reading those words.
Pe
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 e.) Get ready. (Quickly
move to second ball. Hold.) “eee.”
3. (Repeat step 2 for b, p, k, h, and ch.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
“3
I
5
oF
1)
toy
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210 TASK8 FIRST READING 2, Ill read the title. (Point to each word as you
AN read.)lots .. of... pots. What's this story
Fy Coin to title.) These words are called the about? “lots of pots.” Yes. lots of pots. You're
title of the story. The title tells what the story going to read this story. Point to each word.
is about Sound it out and tell me the word,
lots of pots
a girl said, ‘that man has lots of
pots. hé has pots with tops. hé has gs
pots with no Tops.” fc
the man said, “I have lots of cakes
in pots. I have a pot with a ship in it.
L have fish in pots.”
the girl said, ‘“‘can I have a pot f6r
a little Fish?”
the man said, “this is a pot for a Bs
little Fish.” Ee
the girl said, “I will take this pot ts
hOme with m6.” and shé did.
--- PAGE 204 ---
TASK 9 SECOND READING
1, You're going to read the story the fast way.
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:)
“Lots of pots.” What's this story
about?
“He has pots with What kind of pots did
no tops.’ " the man have?
““Thave fish in What did the man
pots.’ say?
“The girl said, ‘Can! — What did the girl
have a pot for alittle = want?
fish?’
“The man said, ‘This
is a pot for a little
fish.”
“And she did.”
Did the man have a
pot for a little fish?
Did the girl take the
pot home with her?
TASK 10 PICTURE COMPREHENSION
1. What will you see in the picture?
2. Look at the'picture and get ready to answer
some questions.
3. Look at all those pots. Which pot do you think
is for a litle fish?
4. Have you ever had a pet fish?
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.”
2. First trace the www that | 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.
3. Here's the next sound you're going to write.
(Write p at beginning of second line. Point to
Pp.) What sound? “p.”
4. First trace the p that | made. Then make
more of them on this line. (After tracing p
several times, child is to make three to five
p's. Help child if necessary. For acceptable
letters say:) Good writing p.
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: