# Cycle 11 ## 11.1 New Sound {% embed url="" %} #### Purpose and Procedure In this task, students will learn the sound /ĭ/ as in *kit*. #### Important Reminders Remember not to say this letter's name (or even the word *letter*) during this task. Instead, emphasize the sound being associated with that symbol: /ĭĭĭ/. #### Correcting the Student Starting with this cycle, *New Sound* and *Sound Review* tasks will only include purple correction text in the instructor pane when there are new types of corrections that you may need within the task. Continue to correct students’ other mistakes in the same way that the curriculum has called for thus far. Common Mistakes: ❖ Student says a letter’s name or a wrong sound. ❖ Student doesn’t hold a continuous sound for two seconds. ❖ Student says the sound at the wrong time. Correction: ❖ Model the correct sound, say it simultaneously with the student, and then have them try again by themselves. (I do; we do; you do.) {% embed url="" %} ## 11.3 The Slow-Fast Game #### Purpose and Procedure This task introduces consonant blends. The word *blend* as a noun refers to parts of words that have multiple consonants in a row that each make a distinct sound. (These are sometimes called "consonant clusters," "consonant sequences," or "consonant compounds.") For example, the word *stop* has an intial consonant blend of *st*. The word *lift* has a final consonant blend of *ft*. The word *scraps* has an initial triple blend of *scr* and a final blend of *ps*. These consonant blends should not be confused with the act of blending, which is when someone translates a series of component sounds into a word that they say at a normal rate, which we call "the fast way" or saying it "fast" in our curriculum. When saying words "the slow way" in our program, you should make sure to hold each continuous sound for two seconds, even when it is within a consonant blend. For example, saying the word *stop* slowly should sound like /ssstŏŏŏp/, not /stŏŏŏp/. The word *lift* should sound like /lllĭĭĭffft/, not /lllĭĭĭft/. The word *scraps* should sound like /ssscrrrăăăpsss/, not /scrăăăps/. All of the blends in this task are final blends in which the first consonant of each blend is a continuous sound (like in *went*, the consonant blend is *nt*, which is the continuous sound /n/ followed by the quick sound /t/). ## 11.4 Rhyming #### Purpose and Procedure In this task, as in last cycle’s *Rhyming* task, a single word carries over from one page of the script to another; in this case, the word is *mat*. You will begin saying *mat* on one page and finish saying it on the other, allowing the content on the student pane to change while you say the word. So, you will hold the initial /mmm/ sound as you advance to the next page, then, without pausing, you’ll finish saying the word *mat*. #### Important Reminders Never pause between the initial sound and the rest of the word in these *Rhyming* tasks. In this task, the onset (the initial sound) is a continuous sound, so you’ll hold it for two seconds, but you should say the rime (the rest of the word after the onset) "the fast way." Never say the rime slowly in these *Rhyming* tasks. As always, read the example sentences after each word. The routines of these exercises can take students some time to get used to, so, at the end of the task, make sure to repeat the steps for any words that required correction. ## 11.6 Story Reading #### Purpose and Procedure This is the first *Story Reading* task in which students count the words in the passage. Make sure they count the words in the same direction they would read them: from left to right.