# Cycle 12

## 12.3 Rhyming

#### Purpose and Procedure

This is the first *Rhyming* task that has words beginning with a quick sound. In this cycle, the onset (initial sound) is *t.*

When the onset in a *Rhyming* task is a quick sound, it is especially important not to pause between it and the rest of the word.

Since you can’t say a quick sound slowly, and you can’t pause after it, you must say it together with the sounds that follow. In *tan*, for example, you will say /tăn/. It will always sound like one blended (fast) word in this task. There are not separate slow and fast versions here. (This is unlike when a *Rhyming* task starts with a continuous sound and you say both /sssăm/ and /săm/ for the word *Sam*, for example)

This is one of the ways that you will help students learn to read words that begin with quick sounds, which is a difficult skill for emerging readers to master.

#### Correcting the Student

The following is the correction text to use if a student makes a mistake in a *Rhyming* task \[example word: *table*]:

<mark style="color:purple;">❖</mark>  If the student pauses between /t/ and *able*, say: <mark style="color:purple;">Don’t pause between /t/ and</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">able</mark>*<mark style="color:purple;">. Listen: /tābʊl/. Let’s say it together… Now by yourself…</mark>

<mark style="color:purple;">❖</mark>  If the student skips /t/ and just says *able*, touch under the *t*, and say: <mark style="color:purple;">Say this sound first, and then say</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">able</mark>*<mark style="color:purple;">, like this: /tābʊl/. Let’s touch and say it together… Your turn…</mark>

<mark style="color:purple;">❖</mark>  If the student only says /t/ and doesn’t add *able*, say: <mark style="color:purple;">Now say</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">able</mark>*<mark style="color:purple;">. Listen: /tābʊl/. Let’s say it together… Now by yourself…</mark>

## 12.5 Story Reading

#### Purpose and Procedure

This task returns to the *Word Finding* exercises in which you ask students to point out particular words from a passage they have read. Remember that these exercises require a basic form of encoding because the student will need to hear the sounds of the word they are looking for, recall the symbols associated with those sounds, and then identify those symbols on the screen.

This task also returns to the routine of you modeling how to read story text fluently. Make sure to do so with prosody and expression, and make sure that you model touching beneath the text even when you read it the fast way.

## 12.6 Writing

#### Correcting the Student

Starting with this cycle, *Writing* 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:

&#x20;<mark style="color:purple;">❖</mark>  Student says a letter’s name or a wrong sound.

&#x20;<mark style="color:purple;">❖</mark>  Student doesn’t hold a continuous sound for two seconds.

Correction:

&#x20;<mark style="color:purple;">❖</mark>  Model the correct sound, say it simultaneously with the student, and then have them try again by themselves. (I do; we do; you do.)