# Cycle 126

## 126.1 Letter Combinations

{% embed url="<https://youtu.be/Ux6E6MnZRnY>" %}

#### 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*).&#x20;

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/.&#x20;

#### 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*]:

<mark style="color:purple;">❖</mark>  If the student struggles with the *-ed* ending, cover the *d* with your finger, and say: <mark style="color:purple;">Read this word…</mark> Once they have read *buckle* correctly, uncover the *d*, and say: <mark style="color:purple;">Now read it with this ending…</mark>

## 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.&#x20;

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*]:

<mark style="color:purple;">❖</mark>  If a student struggles with reading *-age*, point to *-age*, and say: <mark style="color:purple;">This is the ending you just learned. Try to remember what it sounds like. 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;">luggage</mark>*<mark style="color:purple;">. Your turn to read it…</mark>


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