Lesson 7.2 -ture

Steps

1. Warm-up

   Do this: -ture says /cher/: picture, nature, creature, future, capture, adventure.

2. Teach the new idea

   Do this: New sound: ture. Show the card and say: “This says /cher/, as in picture.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /cher/ is in the word.

   Do this: Tap and blend. For each word your child touches each letter (or letter team) and says its sound, then sweeps a finger under the whole word and says it smoothly. Never guess from the first letter or a picture. If a word is misread, point to the part that was missed and blend again from the start.

   Do this: Spell it. Say a word. Your child says it back, taps the sounds on his or her fingers, then writes one letter (or letter team) for each sound. Check together, sound by sound.

   Do this: Heart words. A heart word is mostly regular. We tap it like any other word, and draw a heart over the one part that does not follow the rules we know yet. Practise the heart words on cards every day this week (see the table below).

   Do this: The week at a glance. Day 1: warm-up, new sound, handwriting. Day 2: card review, word lists, spelling. Day 3: second new sound or more words, heart words. Day 4: read the story, talk about it. Day 5: reread the story for fluency, play the game, quick check (10 words, 1 sentence, 5 spelling words). Read the read-aloud at another time of day.

   New cards:

   • ture says /cher/, as in picture. Make a sound card: write ture on the front and draw a picture on the back.
3. Show how

   Show: Blend picture.

   Say this: “Touch and say: /p/ /i/ /c/ /ture/.”

   Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”

   Say this: “Say the word: picture . Use it in a sentence.”

   Answer: picture

   Show: Blend nature.

   Say this: “Touch and say: /n/ /a/ /ture/.”

   Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”

   Say this: “Say the word: nature . Use it in a sentence.”

   Answer: nature

4. Practice together

   Do this: Your child does these with you. Let them try first; help only after a real try.

   Ask: Read: picture · nature · creature · future

   Listen for: picture = p | i | c | ture; nature = n | a | ture; creature = c | r | ea | ture; future = f | u | ture

   Ask: Read: capture · adventure · pasture · mixture

   Listen for: capture = c | a | p | ture; adventure = a | d | v | e | n | ture; pasture = p | a | s | ture; mixture = m | i | x | ture

   Ask: Read: texture · furniture

   Listen for: texture = t | e | x | ture; furniture = f | ur | n | i | ture

   4 more practice items on the lesson page.

5. Watch for
   • Trying to read a long word all at once. Find the vowels, split the word into syllables, read each part, then put it together.
   • Guessing from the first letter or the picture. Cover the picture and ask the child to tap every sound.
6. Handwriting and copywork
   1. Copy: God made every creature.
   2. Use the ball-and-stick lines: tall letters touch the top line, short letters touch the middle line, tails go below the base line.

   Copywork: Write each word once, saying the sounds as you write: picture, nature, creature, future, capture, adventure.

7. Heart words this week

   Word	Sounds	Heart part
   touch	/t/ /ŭ/ /ch/	♥ ou says /ŭ/
   every	/ĕ/ /v/ /r/ /ē/	♥ the middle e is not said
   lion	/l/ /ī/ /ŭ/ /n/	♥ i says its name; o says /ŭ/

8. Decodable story: God Made Every Creature

   God Made Every Creature

   Job had many troubles, and he had many questions for God. Then God spoke to Job out of a whirlwind.

   "Where were you when I made the earth? Tell Me, if you understand. Who set the stars in their places, and who shut up the sea behind doors?"

   "Can you hunt prey for the lion, or feed the young lions when they are hungry? Who gives food to the raven when its little ones cry to God? Do you know when the wild goats have their young? Did you give the horse its strength? Does the eagle fly up at your command and make her nest on high?"

   Job looked at all of nature, every creature in the picture God painted. He put his hand over his mouth. "I know that You can do everything." The God who made every creature can be trusted with our future.

   Retold from Job 38–39. Before reading, show your child these story words and read them together: Job, God, whirlwind, ostrich, peacocks, eagle, eagles, lions, goats, wild, prey, ravens, horse.

   Every word in this story uses only the sounds and heart words taught so far (checked by the School Launch decodability checker). Read a page a day on Days 3 and 4, and the whole story on Day 5.

9. Talk about the story
   1. Who spoke to Job out of a whirlwind?
      Answer

      God.

   2. Name three creatures God asked about.
      Answer

      Any three: lion, raven, wild goat, horse, eagle.

   3. What did God want Job to understand?
      Answer

      God made and cares for all creation; He is wise and mighty.

   4. What did Job say at the end?
      Answer

      "I know that thou canst do every thing."

   Then ask your child to tell the whole story back in his or her own words (narration).

10. Read-aloud

    Job 38:1–11 and 39:19–30. Read aloud. Then look at pictures of each animal.

    The read-aloud is for listening, not decoding. Read it to your child at another time of day.

11. Game: Nature Picture Hunt

    Go outside. Find a creature, draw a picture, and label it with a -ture word: "a creature in nature."

12. Narration

    Say this: “Tell me the new sounds you learned this week, and read me one word.”

    Listen for: I can say /cher/ when I see ture (as in picture ), and write it.; I can tap and blend words such as picture , nature , creature .; I can read the heart words touch , every , lion and say which part is learned by heart.; I can read “God Made Every Creature” and tell it back.

13. Recitation

    Autumn Fires (Robert Louis Stevenson)

    In the other gardens
    And all up the vale,
    From the autumn bonfires
    See the smoke trail!

    Pleasant summer over
    And all the summer flowers,
    The red fire blazes,
    The grey smoke towers.

    Sing a song of seasons!
    Something bright in all!
    Flowers in the summer,
    Fires in the fall!

    This week: Expression. Let your voice show what the words mean: glad words sound glad, quiet words sound quiet.

    • Day 1: The teacher says it twice; the child echoes it one line at a time.
    • Days 2–4: Say it together each morning; drop one line of help each day.
    • Day 5: Say the title and the poet, then the poem. Stand up and say it alone for the family.
14. Scripture

    I know that thou canst do every thing, and that no thought can be withholden from thee.

    God can do everything.

Spread over the week

5 sessions of 15–20 minutes. Stop while it is still going well.

1. Session 1. Warm-up, then New sound: ture. Finish with a little practice or the game.
2. Session 2. Warm-up, then Tap and blend. Finish with a little practice or the game.
3. Session 3. Warm-up, then Spell it. Finish with a little practice or the game.
4. Session 4. Warm-up, then Heart words. Finish with a little practice or the game.
5. Session 5. Warm-up, then The week at a glance. Finish with a little practice or the game.

For you

For families. Keep each session short and cheerful: 15 to 20 minutes, then stop. If your child is tired or frustrated, stop and finish tomorrow. A lesson can take more than a week; move on when the quick check on Day 5 is mostly “Got it.”