Lesson 73
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Tasks This Lesson
- SOUNDS
- LETTER NAMES
- WORD READING
- WORD READING
- FIRST READING
- SECOND READING
- PICTURE COMPREHENSION
- SOUNDS WRITING
Script
LESSON 73
TASK 1 SOUNDS
1. Take a good look at each sound. Say it slowly
if you can. Don't get fooled.
2. (Touch first ball for ¥.) Get ready. (Quickly
move to second ball. Hold.) "‘.”
3. (Repeat step 2 for y, wh, and j. Remember to
move quickly to end of arrow if there is no ball
on arrow for sound.)
TASK 2 LETTER NAMES
1. You're going to learn letter names. I'l! tell you
the names of the first letters. (Touch each
letter over bar. Say letter names:) a, b, c, d,
e, f, g, h, i, j. Say those letter names with me.
(Touch letters and say names a through j with
child.)
Some of the letters are circled. Those letters
have a name that is not ike the sound the
letter makes,
(Touch letter e.) Letter e doesn't have a line
‘over it, but it makes the sound 66€. And it
makes the sound 6éé. (Touch letter i.) Letter i
doesn't have a line over it, but it makes the
sound Tl and the sound iif.
(Touch a.) What's the name of this letter? “a.”
Tell me both sounds it makes. “a, a.”
5. (Repeat step 4 for e andi.)
2.
a
4.
6. (Touch b.) Letter b makes the sound b.
(Touch d.) Letter d makes the sound d.
(Touch f.) Letter f makes the sound fff.
(Touch j.) Letter j makes the sound j.
7. (Touch b.) What sound does letter b make?
“b.” (Touch d.) What sound does letter d
make? “d." (Touch f.) What sound does letter
ft make? “fff.” (Touch j.) What sound does
letter j make? “j.”
8. See if you can touch letters a through j and
say the name for each letter,
(To correct if child does not respond
correctly, give correct response and then
repeat same step until firm.)
ab(C)def(gyhiykimnopgrstuv Ww)xyz
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TASK 3 WORD READING
1. (Cover to ending of into. Point to in.) Tell me
this part of the word. “in.” Yes, in. (Touch ball
for into.) Read this whole word the fast.way.
Get ready. (Slide.) “into.” Yes, into.
2. (Cover ing ending of téaching. Point to
téach.) Tell me this part of the word. “teach.”
Yes, teach. (Touch bail for teaching.) Read
this whole word the fast way: Get ready:
(Slide.) “teaching.” Yes, teaching.
into
a)
» teaching
TASK 4 WORD READING
1. (Touch first ball for where.) Sound it out,
(Touch balls for sounds.) “wwwééérr.”
(Repeat until firm.) What word? “where.”
2. (Repeat step 1 for fly, back, hdrse, and my.)
where
fly
back
see
horse
se ee
my
TASK5 WORD READING
|. Get ready to read these words the fast way.
2. (Touch ball for when. Pause three seconds.)
Read it the fast way. (Slide.) “when.” Yes,
when,
. (Repeat step 2 for remaining words.)
. Read these words again, the fast way.
._ (Touch ball for into. Pause three seconds.)
What word? “into.”
(Repeat step 5 for remaining words.) Good
reading those words.
when
ae
-
pce) Allied
Side
barn
hill
-_ yes
285
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286
an Gld horse and an @agle
an Gagle said to an Old hOrse, “I will Téach
you how To fly.” the Eagle went to the top of a
White barn.
then the Gagle said, “now you fly to the top of idee
this barn.” but the Old horse did not fly. hé ran
into the side of that barn.
then the @agle said, “I will f1I¥ To the top of
that car.” and shé did. ive
but the 6ld horse did not fly to the top of the
car. hé ran into the side of the car. hé said,
“mY mother and my brother can not fly. I can
not fly.”
the Gagle said, “when you fly, you can have fun.”
the horse said, “I can run with an Gagle on my
back, and that is fun.”
SO the Gagle sat on the back of the Old horse,
and the Gid horse ran up a hill. when they got to
the Top of the hill, the Gagle said, “yes, this is
a lot of fun.”
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. “an old horse and an eagle.” What
is this story going to tell about? “an old horse
and an eagle.”
3. Read the first sentence the fast way. (Child
reads first sentence.)
4. Read the next sentence the fast way, (Child
teads 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 lime I'll ask questions. Start with
the title again. (Ask questions as child reads.)
2. (After child reads:) (You say:)
“An old horse and an What's this story
eagle.” about?
“Twill teach you What did the eagle
how to fly." say? Whom did the
eagle say that to?!
wonder if the eagle
can teach the horse
to fly.
“He ran into the side Did the old horse fly
of that barn.” to the top of the
barn? What did he
do?
“And she did.” Do you think the
horse will fly to the
top of the car?
Let's read and find
out,
““l can not fly.” What did the horse
say? Why did he say
that?
"The horse said, ‘| What did the horse
canrunwith aneagle say?
on my back, and that
is fun.”
“... the eagle said, What did the eagle
“Yes, this is a lot of say?
fun.’
TASK 8 PICTURE COMPREHENSION
What will you see in the picture?
2. Look at the picture and get ready to answer:
some questions.
3. What's happening in the picture?
4. Does the eagle look as if she's having fun?
Yes, she does. What about the horse? He
looks happy, too,
5. Which would you rather do, fly like an eagle
or ride a horse?
me UT re TC
TASK 9 SOUNDS WRITING
1. Here's the first sound you're going to write.
(Write n at beginning of first line. Point to n.)
What sound? “nnn.”
2. First trace the nnn that | made. Then make
more of them on this line. (After tracing n
several times, child is to make three to five
n’'s. Help child if necessary. For acceptable
letters say:) Good writing nnn.
3. Here’s the next sound you're going to write.
(Write b at beginning of second line. Point to
b.) What sound? "b.”
4. 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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RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: