Lesson 97
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Tasks This Lesson
- WORD READING
- WORD READING THE FAST WAY
- FIRST READING
- SECOND READING
- PICTURE COMPREHENSION
Script
LESSON 97
TASK 1 WORD READING
4. Get ready to read these words the fast way,
2. (Touch ball for mouse. Pause three seconds.)
Read it the fast way. (Slide.) “mouse.” Yes,
mouse.
3. (Repeat step 2 for remaining words.)
mouse
out
house
——————>
proud
found
ber TTI Se oF
grass
shine
—————
TASK 2 WORD READING THE FAST WAY
1. Now you get to read all the words the fast
way again.
2. (Touch first ball for first word of lesson. Pause
three seconds.) Read il the fast way. (Slide,
Child reads word.) Yes, good reading.
3. (Repeat step 2 for remaining words of
lesson.)
TASK 3 FIRST READING
4. 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.)
(Repeat step 4 for remaining sentences in
story.)
ox
TASK 4 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.)
@ What do you think that mouse will do with
the rag?
Does that mouse like a messy house?
What was in the bed? How do you think
that made the mouse feel?
@ Why did they say they had to stay in the
bed?
@© Why can’t they live in the grass? Why
can’t they live in a barn? | think that
mouse has a real problem,
--- PAGE 372 ---
The Bed Bugs—Part 1 ae
A mouse had a house that shined. Every day, that
mouse got a rag and went from room to room.® The
mouse picked up every bit of dust. The mouse was
very proud. “This is how I like my house.” ©
But on a cold day that mouse found something
bad. The mouse was going to dust in the bed room.
The mouse looked at the bed and said, “I see bugs in
that bed.” © There were ten red bugs in the bed.
“Get out of that bed,” the mouse yelled.
“No,” a bug said. “We must stay in a bed. We are
bed bugs.” ®
“My house shines,” the mouse said. “I can not
have bugs in here.”
A bug came near the mouse. That bug said, “If we
are bed bugs, we must live in beds. We are not grass
bugs, so we can not live in the grass. We are not barn
bugs, so we can not live in a barn.” ©
Stop.
>
--- PAGE 373 ---
380 TASK 5 PICTURE COMPREHENSION
Look at the picture. Count those bugs on the
bed. Do they look as if they're ready to leave
the bed? Does that mouse look very happy?
‘What do you think the mouse is saying? What
‘do you think the bed bugs are saying?
TASK6 WRITING LETTERS
1. You're going to write the letters that | write,
Here's what you're going to write first: Watch.
(Write b at beginning of first line. Point to b.)
What's the name of this letter? “b.” What.
‘sound does that letter make? "b.’
2. First trace the b that | made, Then make,
more of them on this line.
3. (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.
4. Here are the next letters you're going to write.
Watch. (Write qu at beginning ot second line.
Point to qu.) What are the names of these
letters? “q-u.” What sound do these letters
5) First trace the qu that | made. Then make.
more of them on this line.
6. (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 374 ---
RuneClaw Notes
Use this space to log what the scholar discovered, struggled with, or said during this lesson.
Scholar: Date: Breakthrough: Still wrestling with: