Lesson 58
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Tasks This Lesson
- SOUNDS INTRODUCTION
- SOUNDS
- WORD READING
- WORD READING
- PICTURE COMPREHENSION
Script
LESSON 58
TASK 1 SOUNDS INTRODUCTION
1, (Point tol.) Here’s anew sound, I'm going to
touch under this sound and say the sound.
(Touch first ball of arrow. Move quickly to
second ball, Hold.) ii,
2. Your tuth to'say the sound when touch
under it, (Touch first ball.) Get ready. (Move
quickly to second ball, Hold.) “17.”
(To correct child saying a wrong sound or
Not responding:) The sound is Mi, (Repeat
step 2.)
ay (Touch first ball.) ‘Again Get ready, (Move
quickly to second ball. Hold.) “ii.”
TASK 2 SOUNDS
1." Jake a good look ‘at each sound. Say it slowly
it you can, Don't get fooled.
2. (Touch first ball for i.) Get ready, (Quickly
move to second ball. Hold.) “ill.”
3. (Repeat step 2 for b, e, i, ch, and 6.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
[ox
ch 5
TASK 3 WORD READING
1. (Touch first bail for bé.) Sound it out. Get
ready, (Slide past b. Touch ball for other
sound.) "bééé.” (Repeat until firm.) What
2. (Touch first bail for big.) Sound it out. (Touch
under sounds.) "bilig.”” (Repeat until firm.)
What word? “big.”
3. (Repeat step 2 for getting, bit, léaf, éating,
and bugs.)
>
big
ee
bit
~ ee
word?,"be,” Yes, be.
be
°
etting
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TASK 4 WORD READING
Get ready to read these words the fast way.
2. (Touch ball for did. Pause three seconds.)
Read it the fast way. (Slide.) “did.” Yes, did.
|. (Repeat step 2 for remaining words.)
Read these words again, the fast way.
. (Touch first ball for be. Pause three seconds.)
What word? “be.”
6. (Repeat step 5 for remaining words.) Good
teading those words.
EPS
TASKS SOUNDS
1. Take a good look at each sound: Say it siowly
if you can. Don't get fooled.
2. (Touch ball for b.) Get ready. (Quickly move.
to end of arrow.) “b.”
3. (Repeat step 2 fori, u, e, 0, and a.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
now
how
225
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226 TASK6 FIRST READING
1... You're going to read this story the fast way 3. Read the first sentence the fast way. (Child
the first time you read it But if you‘come toa reads first sentence.)
word that you can’t read the fast way, sound it 4. Read the next sentence the fast way.(Child
‘out and then tell me the word. reads second sentence.)
2. Touch the title. Remember, the title of a story 5. (Repeat step 4 for remaining sentences in
tells what the story is about. Read the title the story.)
fast way. a bug and a dog.” What is this
story going to tell about?a bug and a dog.”
a bug and a dog
a bug and a dog sat on a log. the
dog said, “that bug is sO little I can not
séé him on this log.”
the bug said, “I am big.”
the dog said, “hé is not big.”
the bug said, “I will Gat this log.”
and hé did. hé bit and bit and bit at the
log. the bug said, ‘now that dog can sée
how big I am.”
the dog said, ‘‘that bug can Gat logs.
hé is a big, big bug.”
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A.
o
3.
4.
5.
TASK7 SECOND READING
You're going to read the story again the fast
‘way. This time flask questions. Start with
the title again. (Ask questions as child reads.)
. (After child reads:)
“A bug and a dog.”
“The dog said, ‘That
bug is so little | can
not see him on this
log.’
"The bug said, ‘I will
eat this log.’”
“He bit and bit and
bit at the log.”
“The dog said, ‘That
bug can eat logs. He
is a big, big bug.’ ”
(You say:)
What's this story
about?
Why couldn't the dog
see the bug?
‘What did the bug
say?
What did the bug do?
Why did the dog say,
He is a big, big
bug?
TASK 8 PICTURE COMPREHENSION
‘What will you see in the picture?
Look at the picture and get ready to answer
some questions.
. Is that a big bug?
What's the little bug doing with the log?
Do you think a Jittle bug can eat a log?
HATE
TASK9 SOUNDS WRITING
1.
2.
Here's the first sound you're going to write:
(Write d at beginning of first 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.
Here's the next sound you're going to write.
(Write b at beginning of second line, Point to
b.) What sound? '"b.”
First trace the b that | made. Then make
more of them on this line. (After tracing b
several times, child is to make three to five
b's. Help child if necessary. For acceptable
letters say:) Good writing b.
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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: