Lesson 80
← Lesson 79 | Index | Lesson 81 →
Tasks This Lesson
- WORD READING
- LONG VOWEL
- WORD READING
- WORD READING
- PICTURE COMPREHENSION
- SECOND READING
Script
LESSON 80
TASK 1 WORD READING
1. (Touch first ball for swim.) Sound i{ out.
(Touch balls for sounds.) “ssswwwilimmm.”
(Repeat until firm.) What word? “swim.”
2. (Repeat step 1 for swam, let, left, went, and
with.)
TASK 2 LONG VOWEL
1. These words have the letter 0. The letter
names for these words help you say the
sounds.
2. (Point to shore.) Say all the letter names for
this word. "s-h-o-r-e.” Yes, s-h-000-r-e. What
word? “shore.” Yes, shore.
3. (Point to nose.) Say all the letter names for
this word. “n-0-S-e.” Yes, n-666-s-e. What
word? “nose.” Yes, nose.
4. (Point to more.) Say all the letter names for
this word, “m-0-r-8.” Yes, m-000-r-e. What
word? “more.” Yes, more.
5. (Point to hope.) Say all the letter names for
this word, “h-o-p-e." Yes, h-066-p-e. What
word? “hope.” Yes, hope.
6. (Point to no.) Say ail the letter names for this
word. "n-o,” Yes, n-666, What word? "no."
Yes, no.
7. (Point to ho.) Say ail the letter names for this
word. “h-o.” Yes, h-606. What word? “ho.”
Yes, ho.
8. (Point to horse.) Say all the letter names for
this word. “h-o-r-s-e.” Yes, h-600-r-s-e. What
word? “horse.” Yes, horse.
--- PAGE 306 ---
TASK 3 WORD READING
Get ready to read these words the fast way,
2. (Touch ball for made. Pause three seconds.)
Read it the fast way. (Slide.) “made.” Yes,
made.
3. (Repeat step 2 for remaining words.)
made mom
same love
big
TASK 4 WORD READING
1. (Touch ball for ea.) When these sounds are
together, they usually say (pause) ێ6. What
do they say? “@6é."
(Touch ball for ea in leave.) Wha do these
sounds say? “666.” (Touch first ball for
leave.) Sound it out. (Touch balls for sounds.)
“ilé6evvv." (Repeat until firm.) What word?
“leave.” Yes, leave.
(Touch ball for ea in near.) Wha{ do these
sounds say? “ééé.” (Touch first ball for near.)
Sound it out, (Touch balls for sounds.)
“nnneeérrr.” (Repeat until firm.) What word?
“near.” Yes, near.
4. (Touch ball for ea in ear.) What do these
sounds say? "@éé.” (Touch first ball for ear.)
Sound it out. (Touch balls for sounds.)
“eéerrr.” (Repeat until firm.) What word?
“ear.” Yes, ear.
(Touch ball for ea in hear.) What do these
sounds say? “686.” (Touch first ball for hear.)
Sound it out. (Touch balls for sounds.)
“heeerrr.” (Repeat until firm.) What word?
“hear.” Yes, hear.
6. (Touch ball for ea in eat.) What do these
sounds say? “ééé.” (Touch first ball for eat.)
2.
oe
5.
‘Sound jt out. (Touch balls for sounds.) “eeét.”
(Repeat until firm.) What word? “eat.” Yes,
eat.
7. (Touch ball for ea in mean.) What co these
sounds say? “€6é.” (Touch first ball for
mean.) Sound it out. (Touch balls for
sounds.) “mmmééénnn.” (Repeat until firm.)
‘What word? “mean.” Yes, mean.
TASK5 WORD READING THE FAST WAY
1. Now you get to read all the words the fast
way.
2. (Touch first ball for first word of lesson. Pause
three seconds.) Read it the fast way. (Slide.
Child reads word.) Yes, good reading.
3. (Repeat step 2 for remaining words of
lesson.)
313
--- PAGE 307 ---
314
the duck and the fish—part 2
a little fish was near the shore of a lake but a duck
made that fish leave. the duck said, “this is my part of
the lake.”
when the fish left, the duck started to swim and
have fun. the duck started to sing, “I made that fish
go, go, go. now I can have fun. ho, ho, ho.”
just then, the little fish came back.® the duck
looked at that fish and started to get mad. the duck
yelled, “I told you not to come back to this part of the
lake.” then the duck looked at the fish that was next to
the little fish. this fish was as big as ten fish. this fish
had teeth as big as the little fish. the duck started to
smile.© then the duck said, “I mean, if you like this
part of the lake, you can come here for part of every
day.”
the mom fish smiled, then she said, “my little fish
will swim in this part of the lake.” ©
the duck said, “yes, yes. that will be a lot of fun. I
will love to swim with your little fish.”©
--- PAGE 308 ---
so the little fish went swimming near the shore. a8
and the duck went swimming with the little fish. the
duck never got mad or said that the little fish must
leave that part of the lake.©
this is the end.
cE REAL NC
TASK 6 FIRST READING TASK 8 PICTURE COMPREHENSION
4. Last time you read the first part of the story Look at the picture. Touch the little fish. Does
about the duck and the fish. What happened that mom fish look very friendly? What do you
at the end of that part of the story? think the duck is saying? Look at how that
2. In this part of the story, we'll find out what duck is sweating,
happeried to the duck and the fish. After you
read this part of the story, you'll read it again
and I'll ask questions.
Head the title the fast way. (Child reads title.)
. Read the first sentence the tast way. (Child
reads first sentence.
5. Read the next sentence the fast way. (Child
reads second sentence.)
6. (Repeat step 5 for remaining sentences in
story.)
Be
TASK 7 SECOND READING
4, Now you're going to read the story again.
This time I'll ask questions when you read to
the circled letters. Start with the title and read
until you get to the first circled letter, Then
stop.
2. (Ask following questions when child reaches
each letter.)
@ Do you think the little fish is alone? Who
do you think is with the little fish?
® Whois that big fish with big teeth?
© Why is that duck smiling now?
@ What did mom fish say? Do you think the
duck will listen to her?
© |s that the way the duck talked before the
mom came back with the little fish? Why
is the duck being so friendly now?
@ Why didn’t the duck get mad at the little
fish?
--- PAGE 309 ---
316 TASK9 WRITING LETTERS
4. You're going to write the letters that | write.
Here's what you're going to write first. Watch,
(Write u at beginning of first fine. Point to u.)
What's the name of this letter
‘sounds does that letter make? 5
We're going to write u without a line.
2. First trace the u that | made. Then make
more of them on this line.
(After tracing u several times, child is to make
three to five u's, Help child if necessary. For
acceptable letters say:) Good writing u.
3.
4. Here’s the next letter you're going to write.
Watch. (Write z at beginning of second line.
Point to 2.) What's the name of this letter?
"z." What sound does that letter make? q
5. First trace the z that | made. Then make more
of them on this line.
6. (After tracing z several times, child is to make
three to five z's. Help child if necessary. For
acceptable letters say:) Good writing z.
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: