# Cycle 124

## 124.1 Letter Combinations

#### Purpose and Procedure

This task requires students to read words that contain the *ol* letter combination without being asked to identify the letter combination or its sound before reading the word.

## 124.4 Patterns

#### Purpose and Procedure

In this task, students practice reading the letter *s* as /z/ within -VCe patterns. All of the words in this task have an *o* before the *s*.

## 124.6 Story Reading

#### Purpose and Procedure

This is the first task in which the *ol* letter combination appears in story text (underlined for now).

## 124.7 Word Parts

#### Purpose and Procedure

This task introduces students to the *-ship* ending.

The word *battleship* has the *-le* word part in the middle of the word, which students may try to read incorrectly as /lĕ/. If a student struggles, the correction text directs you to cover *-ship* so that the student can read the word *battle* in isolation before then trying to read the whole word again. This will be the correction technique whenever a student struggles with reading a word part that has an ending added to it (the next case of this is in Cycle 138 with the *-al* in *medalist*). 

#### Correcting the Student

The following is the correction text to use if a student struggles with reading a word part that has an ending added to it \[example word: *battleship*]:

<mark style="color:purple;">❖</mark>  If a student struggles with reading *-le*, cover *-ship* so only *battle* is visible, and say: <mark style="color:purple;">Read just this part of the word…</mark>  When they read *battle* correctly, uncover *-ship* and say: <mark style="color:purple;">Now read the whole word…</mark>

<mark style="color:purple;">❖</mark>  If a student still struggles to read *battle* by itself, point to *-le* and say: <mark style="color:purple;">These two letters make a word part that you learned before.  Try to remember what it sounds like when it’s at the end of words.  Now try to read the word again.  Go ahead…</mark>

<mark style="color:purple;">❖</mark>  If a student still struggles, say: <mark style="color:purple;">My turn to read it:</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">battleship</mark>*<mark style="color:purple;">.  Your turn to read it…</mark>


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