# Cycle 128

## 128.1 Letter Combinations

#### Purpose and Procedure

This task requires students to read words that contain the *igh* letter combination and that also contain consonant blends. Students are not asked to identify the letter combination or its sound before reading the word.

## 128.4 Patterns

#### Purpose and Procedure

This is the first time students are asked to read words that all have an *-s* suffix but have a mixture of -VCe and -VC base words. In this case, the -VCe and -VC words are minimally different pairs.

## 128.7 Word Parts

#### Purpose and Procedure

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

It is the first of many word parts that have a meaning or function associated with it. In this case, students learn that words with the *-ive* ending can describe someone or something.

Students may struggle with the pronunciation of *-ive* because it does not follow the VCe pattern of the silent *e* making the *i* have a long vowel sound. Instead, it has a short vowel sound, like in the word *give*.

This is the first *Word Parts* task in which you point out previously learned word parts if they appear within words in the current task. When you point out a previously learned part within a word in the first part of a *Word Parts* task, you say the word, point out the word part, and say the whole word again before the student touches and says the word. (In this case, you point out *de-* in *defective*.) When you point out a previously learned word part in the second part of a *Word Parts* task, you point it out after the student reads the word, and you do not say the whole word again after pointing it out. (In this case, you point out *de-* in *destructive*.) The previously learned word parts will be highlighted in blue font.