Lesson 98
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Tasks This Lesson
- WORD READING
- WORD READING THE FAST WAY
- SECOND READING
- WRITING LETTERS
Script
LESSON 98
TASK 1 WORD READING
1. Get ready to read these words the fast way.
2. (Touch ball for other. Pause three seconds.)
Read it the fast way. (Slide.) “other.” Yes,
other.
3. (Repeat step 2 for remaining words.)
TASK 2 WORD READING THE FAST WAY
1. Now you get to read all the words the fast
way again.
2. (Touch bail 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.)
other ,
another
around
‘381
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The Bed Bugs—Part 2
A mouse found bed bugs in the bed. That mouse
was very mad, but the bugs said that they had to live
in beds.©
The mouse said, “Get out of this room or I will hit
you with a dust rag.”
“We are too fast for you,” a bug said. The mouse
hit the bed with the rag. But the rag did not hit bugs.
It hit the bed. The bugs were on another part of the
bed. They said, “If you do that, we will bite. And bed
bugs are good at biting.” ©
“This is bad,” the mouse said. The mouse walked
from the bed room. “I must do something,” the mouse
said.
Soon the mouse came back into the bed room.
The mouse was holding a little bed. That bed was
made from a dish and a dust rag.© The mouse said to
the bugs, “You are bed bugs. And this is a little bed.
So hop out of my bed and get into this bed.”
The bugs smiled. Then, hop, jump, they got into
the little bed.
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1.
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TASK 3
They ran around on the dust rag. Then a bug
(383
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looked at the mouse and said, “This is a good bed. But
a bed needs a bed room and a bed room needs a
house.”
So the mouse had to make a house with a bed
PLN ea tn tt a ae Ce
room.® And now the bug bed is in the bed room and
the bed bugs are in the bug bed.©
The End
——-
FIRST READING
Last time you read the first part of the story
about the bed bugs. What happened al the
end of that part of the story?
In this part of the story, we'll find out what
happened to the mouse and the bed bugs.
After you read this part of the story, you'll
read it again and I'll ask questions.
. Read the title the fast way. (Child reads title.)
. Read the first sentence the fast way. (Child
reads tirst sentence.)
. Read the next sentence the fast way. (Child
reads second sentence.)
}. (Repeat step 5 for remaining sentences in
story.)
TASK 4 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.
. (Ask following questions when child reaches
each letter.)
@ Why did they say that they had to live in
beds?
® What are they going to do if the mouse
keeps trying to hit them with the dust rag?
© What was the bed made from? What is
the mouse going to do with that tiny bed?
@ What did the mouse have to build for
those bed bugs?
© Whatis in the bed room? Where are the
bed bugs?
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384 TASK5 PICTURE COMPREHENSION
Look at the picture. Where are the bed bugs
in this picture? What are they doing? Do they
look’as if they're having a good time? What
are they all on? Where is that bug bed?
TASK 6 WRITING LETTERS
1. You're going to write the letters that | write,
Here's what you're going to write first. Watch,
(Write er at beginning of first line. Point to er.)
What are the names of these letters? “e-r.”
What sound do these letters make? “urrr.
2. First trace the er that | made. Then make
more of them on this line.
3. (After tracing er several times, child is to
make three to five er’s. Help child if
necessary. For acceptable letters ‘Say:) Good
writing er.
4, ‘Here's the next letter you're going to Write.
Watch. (Write d at beginning of second line.
Point to d.) What's the name of this letter?
“d.” What sound does that letter make? “d."
5. First trace the d that | made. Then make
more of them on this line.
6. (After tracing d several times, child is to make
three to five d's. Help child if necessary. For
acceptable letters say:) Good writing d.
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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: