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  • 126.1 Letter Combinations
  • 126.3 Irregulars
  • 126.4 Patterns
  • 126.5 Word Reading
  • 126.7 Word Parts

Cycle 126

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Last updated 1 month ago

126.1 Letter Combinations

Purpose and Procedure

This task introduces the letter combination igh as in fight.

126.3 Irregulars

Purpose and Procedure

This task ends with an exploration of say, said, and says.

126.4 Patterns

Purpose and Procedure

This task begins a series in which students learn how to read -VCe pattern words that have endings added to them.

This is challenging because it requires students to recognize the -VCe base word even when the word doesn’t end in the letter e.

First, students will learn to read -VCe pattern words with an -s at the end (as in hopes).

Then students will learn to read -VCe pattern words with these endings that begin with consonants: -ment, -ly, -ness, -ful, and -less (as in hopeful and hopeless).

Eventually, they will progress to reading -VCe base words with these endings that begin with vowels: -er, -ing, -y, -est, and -ed (as in hoping and hoped). These are the most challenging because they often affect the -VCe structure itself, making it more difficult to recognize the base word.

126.5 Word Reading

Purpose and Procedure

The first word in this task is buckled. The -ed ending can be challenging for some students, who may incorrectly read it as /ĕd/ instead of /d/.

Correcting the Student

The following is the correction text to use if a student misreads the -ed ending as /ĕd/ when it is supposed to be read as /d/ or /t/ in a word [example word buckled]:

❖ If the student struggles with the -ed ending, cover the d with your finger, and say: Read this word… Once they have read buckle correctly, uncover the d, and say: Now read it with this ending…

126.7 Word Parts

Purpose and Procedure

This task introduces students to the -age ending.

Because this word part is non-phonetic, some students might struggle with reading it with its correct sound.

For new non-phonetic word parts in these tasks, there will be correction text reminding students that it is a word part they just learned and asking them to try to remember it. If they still have trouble, you will read the word before they try to read it again.

Correcting the Student

When students read a new non-phonetic word part [example word luggage]:

❖ If a student struggles with reading -age, point to -age, and say: This is the ending you just learned. Try to remember what it sounds like. Now try to read the word again. Go ahead…

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