Lesson 96
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Tasks This Lesson
- WORD READING
- WORD READING THE FAST WAY
- FIRST READING
- WRITING LETTERS
- PICTURE COMPREHENSION
Script
LESSON 96 Hee
TASK 1 WORD READING TASK 2 WORD READING
1. Get ready to read these words the fast way. 1. (Touch first ball for room.) Sound it out.
2. (Touch ball for fog. Pause three seconds.) (Touch balls for sounds.) “rrroooooommm.” !
Read it the fast way, (Slide.) “fog.” Yes, fog. (Repeat until firm.) What word? “room.”
3. (Repeat step 2 for remaining words.) 2. (Repeat step 1 for dust, mouse, house,
proud, found, around, and spring.)
fog room
frogs dust
~ ee
big house
biggest proud
those found ,
loud .around ,
. sprin |
TASK 3 WORD READING THE FAST WAY
shore Dee
1. Now you get to read all the words the fast
wa)
2. (Touch 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.)
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376
The Frog That Made Big Sounds—Part 2
A little frog with green spots made big sounds.
The other frogs in the lake did not like those sounds.
On a spring day a big fog came over the lake. ®
The frogs said, “We can not see in this fog, but we
can sit on the shore and sing.” The fog was so bad
that the sound of the frogs was not loud.© Then a
big frog said, “I hear a ship. That ship can not see
where it is going. It will run up on the shore if we do
not stop it.” Another frog said, “We will make big
sounds so the ship will hear us.”
So these frogs made the biggest sounds they had
ever made. “Ruck, ding, ding, ruck.” But the fog ate
up the sounds.©
Then a big frog said to the little frog with green
spots, “Can you make sounds that a ship can hear?”
The little frog shouted, “Blap, blap.” These sounds
were so loud that the other frogs jumped into the lake. 6
They said, “That sound is like a kick in the ears.” ©
But the ship did not run into the shore. A big frog
said, “They can hear that loud sound.” ®
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TASK 4 FIRST READING
377
So now the other frogs like the little frog. When
there is a big fog, go to the shore of a lake. You may
hear that frog going, “Blap, blap.”
This Is the End.
ORAR TR ORT B OTHTRNPR Tat
TASK 7 WRITING LETTERS
1. Last time you read the first part of the story.
about the frog that made big sounds. 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 frog that made big sounds.
After you read this part of the story, you'll
read it again and I'll ask questions.
1.
You're going to write the letters that | write.
Here's what you're going to write first. Watch.
(Write z at beginning of first line. Point to z.)
What's the name of this letter’ ” What
sound does that letter make? "zzz."
. First trace the z that | made. Then make more
of them on this line,
3. Read the title the fast way. (Child reads title.) 3. (After tracing z several times, child is to make
4. Read the first sentence the fast way. (Child three to five z's. Help child if necessary. For
reads first sentence.) acceptable letters say:) Good writing z.
5. Read the next sentence the fast way, (Child 4. Here's the next letter you're going to write.
reads second sentence.) Watch. (Write ¢ at beginning of second line.
6. (Repeat step 5 for remaining sentences in Point to ¢.) What's the name of this letter?
story.) “¢.” What sound does that letter make? “¢.”
5. First trace the c that | made. Then make more
of them on this line,
TASK 5 SECOND READING 6. (After tracing c several times, child is to make
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.)
@ What happened on that day?
® Why weren't their sounds loud?
(©) What happened to the sounds they
made?
@ What did they do? Why?
© How did that sound feel to their ears?
@® Why didn’t the ship run into the shore?
TASK 6 PICTURE COMPREHENSION
Look at the picture. What's that little frog
shouting? What are the other frags doing?
“Why do they have their hands over their
ears? Why can you see only part of some
frogs?
three to five c's. Help child if necessary. For
acceptable letters say:) Good writing c.
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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: