Curriculum Guide
  • Orientation
  • Cycle 1
  • Cycle 2
  • Cycle 3
  • Cycle 4
  • Cycle 5
  • Cycle 6
  • Cycle 7
  • Cycle 8
  • Cycle 9
  • Cycle 10
  • Cycle 11
  • Cycle 12
  • Cycle 13
  • Cycle 14
  • Cycle 15
  • Cycle 16
  • Cycle 17
  • Cycle 18
  • Cycle 19
  • Cycle 20
  • Cycle 21
  • Cycle 22
  • Cycle 23
  • Cycle 24
  • Cycle 25
  • Cycle 26
  • Cycle 27
  • Cycle 28
  • Cycle 29
  • Cycle 30
  • Cycle 31
  • Cycle 32
  • Cycle 33
  • Cycle 34
  • Cycle 35
  • Cycle 36
  • Cycle 37
  • Cycle 38
  • Cycle 39
  • Cycle 40
  • Cycle 41
  • Cycle 42
  • Cycle 43
  • Cycle 44
  • Cycle 45
  • Cycle 46
  • Cycle 47
  • Cycle 48
  • Cycle 49
  • Cycle 50
  • Cycle 51
  • Cycle 52
  • Cycle 53
  • Cycle 54
  • Cycle 55
  • Cycle 56
  • Cycle 57
  • Cycle 58
  • Cycle 59
  • Cycle 60
  • Cycle 61
  • Cycle 62
  • Cycle 63
  • Cycle 64
  • Cycle 65
  • Cycle 66
  • Cycle 67
  • Cycle 68
  • Cycle 69
  • Cycle 70
  • Cycle 71
  • Cycle 72
  • Cycle 73
  • Cycle 74
  • Cycle 75
  • Cycle 76
  • Cycle 77
  • Cycle 78
  • Cycle 79
  • Cycle 80
  • Cycle 81
  • Cycle 82
  • Cycle 83
  • Cycle 84
  • Cycle 85
  • Cycle 86
  • Cycle 87
  • Cycle 88
  • Cycle 89
  • Cycle 90
  • Cycle 91
  • Cycle 92
  • Cycle 93
  • Cycle 94
  • Cycle 95
  • Cycle 96
  • Cycle 97
  • Cycle 98
  • Cycle 99
  • Cycle 100
  • Cycle 101
  • Cycle 102
  • Cycle 103
  • Cycle 104
  • Cycle 105
  • Cycle 106
  • Cycle 107
  • Cycle 108
  • Cycle 109
  • Cycle 110
  • Cycle 111
  • Cycle 112
  • Cycle 113
  • Cycle 114
  • Cycle 115
  • Cycle 116
  • Cycle 117
  • Cycle 118
  • Cycle 119
  • Cycle 120
  • Cycle 121
  • Cycle 122
  • Cycle 123
  • Cycle 124
  • Cycle 125
  • Cycle 126
  • Cycle 127
  • Cycle 128
  • Cycle 129
  • Cycle 130
  • Cycle 131
  • Cycle 132
  • Cycle 133
  • Cycle 134
  • Cycle 135
  • Cycle 136
  • Cycle 137
  • Cycle 138
  • Cycle 139
  • Cycle 140
  • Cycle 141
  • Cycle 142
  • Cycle 143
  • Cycle 144
  • Cycle 145
  • Cycle 146
  • Cycle 147
  • Cycle 148
  • Cycle 149
  • Cycle 150
  • Cycle 151
  • Cycle 152
  • Cycle 153
  • Cycle 154
  • Cycle 155
  • Cycle 156
  • Cycle 157
  • Cycle 158
  • Cycle 159
  • Cycle 160
  • Cycle 161
  • Cycle 162
  • Cycle 163
  • Cycle 164
  • Cycle 165
  • Cycle 166
  • Cycle 167
  • Cycle 168
  • Cycle 169
  • Cycle 170
  • Cycle 171
  • Cycle 172
  • Cycle 173
  • Cycle 174
  • Cycle 175
  • Cycle 176
  • Cycle 177
  • Cycle 178
  • Cycle 179
  • Cycle 180
  • Cycle 181
  • Cycle 182
  • Cycle 183
  • Cycle 184
  • Cycle 185
  • Cycle 186
  • Cycle 187
  • Cycle 188
  • Cycle 189
  • Cycle 190
  • Cycle 191
  • Cycle 192
  • Cycle 193
  • Cycle 194
  • Cycle 195
  • Cycle 196
  • Cycle 197
  • Cycle 198
  • Cycle 199
  • Cycle 200
Powered by GitBook
On this page
  • 122.1 Letter Combinations
  • 122.7 Word Parts

Cycle 122

PreviousCycle 121NextCycle 123

Last updated 1 month ago

122.1 Letter Combinations

Purpose and Procedure

This task introduces the letter combination ol as in fold.

122.7 Word Parts

Purpose and Procedure

This task introduces students to the pre- beginning.

It is a continuation of the series introducing students to words with beginnings that are unstressed first syllables in which the letter e can make the schwa sound (/ə/).

Because it is especially important that students hear the schwa sound in these words before repeating them, you will use the sound buttons in this task rather than reading the words yourself.

Correcting the Student

The following is the correction text to use if a student makes a mistake reading the minor c [example word: precise]:

❖ If a student reads precise with the /k/ instead of /s/ sound, point to the letter c, and ask: What sound does the letter c usually make when an i comes right after it?… Yes, /s/. So what’s this word?…

❖ If a student still struggles, say: My turn to read it: precise. Your turn to read it…