Lesson 65
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Tasks This Lesson
- SOUNDS INTRODUCTION
- SOUNDS
- WORD READING
- FIRST READING
- SECOND READING
Script
LESSON 65
TASK 1 SOUNDS INTRODUCTION
1. (Point to 00.) 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.) poooed (as in boo).
2. Your turn to say the sound when'| touch
under it; (Touch first ball.) Get ready. (Move.
quickly to second ball. Hold.) "ooo00o.””
(To correct child saying a wrong sound or
not responding:) The sound is oo0000.
| (Repeat step 2.)
3, (Touch first ball,) Again. Get ready. (Move
quickly to second ball. Hold.) “000000.”
TASK 2 SOUNDS
1. Take a good look at each sound, Say it slowly
if you can. Don’t get fooled.
2. (Touch first ball for er.) Get ready. (Quickly
move to second ball. Hold.) “urrr.’
3. (Repeat step 2 for y, i, €, and ch. Remember
to move quickly to end of arrow if there is no
ball on arrow for sound.)
3K 3. WORD READING
+ (Touch first ball for you.) Sound it out. (Touch
under sounds as child says:) “yyyooouuu.”
Again. (Return to first ball,) Sound it out,
(Touch balls for sounds as child says:)
‘yyyooouuu.
2. That's how we sound out the word. Now say
the word. “you.” Yes, you.
3, Let's do it again. (Return to first ball.) Sound
itout. (Touch balls for sounds as child says:)
“yyyooouuu.” Now say the word. "you." Yes,
you.
o—you
TASK 4 WORD READING
1, Get ready to read these words the fast way.
2. (Touch ball for over. Pause three seconds.)
Read it the fast way, (Slide.) “over.” Yes,
over.
3. (Repeat step 2 for remaining words.)
4. Read these words again, the fast way.
5. (Touch ball for over. Pause three seconds.}
What word? “over.”
6. (Repeat step 5 for remaining words.) Good
reading those words.
Over
» _Gagle
-_yes
dime
Oo
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little
TASK5 SOUNDS
1. Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
2. (Touch first ball for 00.) Get ready. (Quickly
move to second ball. Hold.) “ooooco.”
3. (Repeat step 2 for b, 0, 6, y, and v.
Remember to move quickly to end of arrow if
there is no ball on arrow for sound.)
253
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a going to the ty shop |
a boy and his mother went shopping fOr toys. |
the boy said, “I love big toys.” but his mother said, ___
“I like little toys.” ; |
the man in the ty shop said, “I have toys am
that you will like. they are big and little.”
the boy said, “tOys can not bé big and little.”
the man said, “this TOy is big and little.”
hé got a little tOy duck and hé made it big. i
this is the end.
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TASK 6 FIRST READING
1, You're going to read this story the fast way
the first time you read it. But if you come to a
word that you can't read the fast way, sound it
out and then tell me the word,
2. Touch the title. Remember, the title of a story
tells what the story is about. Read the title the
fast way. “going to the toy shop.” What is this
story going to tell about? “going to the toy
3. Read the first sentence the fast way. (Child
reads first sentence.)
4, Read the next sentence the fast way. (Child
reads second sentence.)
5. (Repeat step 4 for remaining sentences in
story.)
TASK 7 SECOND READING
1, You're going to read the story again the fast
way. This time lll ask questions. Start with
the title again. (Ask questions as child reads.)
2. (After child reads:). (You say:)
“They are bigand What did the man
little.’ " ‘say? | wonder how
toys can be big and
little, Let's read and
find out.
“He got a little toy | wonder how he did
duck and he made it that.
big.”
TASK 8 PICTURE COMPREHENSION 255
ay
Noose
What will you see in the picture?
Look at the picture and get ready to answer
‘some questions.
. Now | see how he made the little duck big.
How did he do that?
\s that duck big and little?
When is it big? After it's blown up,
When is it little? Before it’s blown up.
Did you ever have a toy that you could blow
up and make big?
TASKS SOUNDS WRITING
1
>
Here's the first sound you're going to write:
(Write d at beginning ot tirst 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 er at beginning of second line. Point to
er.) What sound? “urrr.”
First trace the er (urrr) that | made, Then
make more of them on this line. (After tracing
er several times, child js to make three to five
er’s. Help child if necessary. For acceptable
letters say:) Good writing er (urrr).
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RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: