Lesson 94
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Tasks This Lesson
- WORD READING
- WORD READING
- WORD READING THE FAST WAY
- FIRST READING
- SECOND READING
- WRITING LETTERS
- WORD READING
- WORD READING THE FAST WAY
- FIRST READING
- SECOND READING
Script
LESSON 94 ae
TASK 1 WORD READING—MODEL
’
1. (Point to don't.) This word is don't. What don £
word? “don’t.” ~eee
2. (Touch first ball.) Sound it out. (Touch under
sounds.) “déd6nnnt.”
3. And how do we say the word? “don't.”
Remember that word,
TASK 2 WORD READING
(Touch first ball for green.) Sound it out. Get
ready. (Slide past g. Touch balls for other een
sounds.) “grrrééénnn.” (Repeat until firm.)
What word? “green.” Yes, green.
TASK 3 WORD READING
1. (Touch ball for ai.) When these sounds are
together, they usually say aaa. What do they
say? “aaa.”
2. (Touch ball for al in pail.) What do these
sounds say? “aaa.” (Touch first ball for pail.)
—
.
Sound it out. (Touch under sounds.) “paaalll.” pa l
(Repeat until firm.) What word? “pail.” Yes, a
pail.
3. (Touch ball for ai in pain.) What do these hd
sounds say? “aaa.” (Touch first ball for pain.) I alin
‘Sound it out. (Touch under sounds.) Sie
“paaannn." (Repeat until firm.) What word? hi
“pain,” Yes, pain. .
4. (Touch ball for ai in paint.) What do these paint
sounds say? “aaa.” (Touch first ball for
paint.) Sound it out. (Touch under sounds.) Sea th
“paaannnt.” (Repeat until firm.) What word?
“paint.” Yes, paint,
TASK 4 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.)
--- PAGE 361 ---
The Pig That Liked to Hide—Part 2
There was a pig that was too big to hide. That pig
was looking for something big.
The pig went to the lake. “No,” the pig said. “A
lake is big, but I can not hide in back of a lake.” ©
The pig went to a park. “No,” the pig said. “A park
is big, but I can not hide in back of a park.” ®
Then, that pig went to a hill. “No,” the pig said.
“That hill is big, but if those little pigs go to the top of
the hill, they will see me on the other side.” ©
An eagle said to the pig, “You don’t need a hill.
You are a hill. Get some green paint and make every
part of you green. Then you will look like a hill and
you can hide.” ©
So the pig got cans and cans of green paint. The
pig started painting. Soon every part of that pig was
green. The pig went back to the farm and sat down
near the barn.
“I am hiding,” the pig shouted. “Come and get me.”
The little pigs looked and looked. But they did not
find the big pig. A little pig said, “I see a farm and I
see a barn and I see a big green hill. But I do not see
a fat pig.” ©
The End
—_—_—_—_—>
--- PAGE 362 ---
TASK 5 FIRST READING
1. Last time you read the first part of the story
about the pig that liked to hide. What
happened at the end of that part of the story?
2. In this part of the story, we'll find out what
happened to the pig when she looked for
something big. After you read this part of the
story, you'll read it again and I'llask
questions.
3. Read the title the fast way. (Child reads title.)
4, Read the first sentence the fast 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.)
TASK 6 SECOND READING
1. 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.)
@ Why couldn't that pig hide in back of a
lake?
® Why couldn't the pig hide in back of a
park?
Why didn’t the pig like the hill for hiding?
Why will that pig be able to hide if she
makes herself green?
@ What things did the little pig see? Which
of those things was the big pig hiding?
:
--- PAGE 363 ---
PICTURE COMPREHENSION
Look at the picture. Touch the thing the litle
pigs thought was a big green hill. Does that
big pig took very happy? What are the little
pigs trying to do? What are the little pigs
saying?
TASK 8 WRITING LETTERS
You're going to write the letters that | write.
Here's what you're going to write first. Watch.
(Write x at beginning of tirst line. Point to x.
What's the name of this letter?"x." What
sound does that letter make? “ksss."
First trace the x that | made. Then make more
of them on this line.
(After tracing x several times, child is to make
three to five x's. Help child if necessary. For
acceptable letters say:) Good writing x.
Here are the next letters you're going to write,
Walch. (Write qu at beginning of second line.
Point to qu.) What are the names of these
letters’? “q-u.” What sound do these letters
make? “kwww."
First trace the qu that | made. Then make
more of them on this line.
. (After tracing qu several times, child is to
make three to five qu's. Help child if
necessary. For acceptable letters say:} Good
writing qu.
--- PAGE 364 ---
LESSON 95
1. (Touch first ball for fog.) Sound it out. (Touch
balls for sounds.) “fffooog.” (Repeat until
firm.) What word? “fog.”
2. (Repeat step 1 for frog, spots, blap, loud,
‘sound, ruck, and ding.)
TASK 2 WORD READING
|. Get ready to read these words the fast way.
. (Touch ball for green. Pause three seconds.)
Read it the fast way. (Slide.) “green.” Yes,
green.
. (Repeat step 2 for remaining words.)
een
these
those
bo peasy ae
here
——_—
eep
eeth
ct Qu
|
TASK 3 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.)
--- PAGE 365 ---
372
The Frog That Made Big Sounds—Part 1
There was a little frog with green spots. That frog
made very big sounds.® The other frogs in the lake
got on the shore and made sounds. Some went
“Ding, ding, ding.” Some of the big frogs made deep
sounds: “Ruck, ruck, ruck.” But the little frog with
green spots made this sound: “Blap, blap, blap.” ©
The sound was very loud. Frogs like to sing with each
other. They ding and ruck and ruck and ding. But the
frogs that ding and ruck did not like the sounds that
the little frog made. When he went, “Blap, blap, blap,”
they said, “Stop that blap, blap. Those sounds are too
loud. How can we sing if you make loud sounds?” ©
Then these frogs said, “Yes, stop blapping and
start singing.” Soon one of the other frogs said, “Let’s
dive in the lake and get out of here.” And they did.
The little frog had a mother. She said, “You make
sounds that are like big teeth. They bite my ears.” ©
The little frog with green spots was sad. He said,
“T do not like to make those big sounds. But I can not
sing the way the other frogs sing.” ©
More to Come
--- PAGE 366 ---
TASK 4 FIRST READING
1. We'll read the first part of this story. In the
‘Next lesson we'll read the second part of this
story. After you read this part of the story,
you'll read it again and I'll ask questions.
2. Read the title the fast way. (Child reads title.)
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 5 SECOND READING
1, 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 reacnes
each letter.)
@) What did that little frog do?
© What sound did the little frog make?.
That's a terrible sound for a little frog with
green spots.
© Did the other frogs like the sounds the
little frog made?
@ Why does she think the little frog's
‘sounds are like big teeth?
© How does that frog feel?
--- PAGE 367 ---
$74 TASK6 PICTURE COMPREHENSION
Look at the picture. What are the frogs in this.
picture doing? What sounds are the big frogs
making? What sounds are most of the little
frogs
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: