# Cycle 135 ## 135.1 Letter Combinations {% embed url="" %} #### Purpose and Procedure This task introduces the letter combination *al* as in *alright*. ## 135.4 Patterns #### Purpose and Procedure This task focuses on adding the suffix *-ly* to the end of -VCe pattern words. This is an auditory exercise that lays the groundwork for reading words like these later. ## 135.7 Word Parts #### Purpose and Procedure In this task students read words with beginnings they learned before: *be-*, *de-*, *re-*, and *pre-*. Unlike when you taught these beginnings in previous cycles, you are not required to use the audio buttons this time. Remember, these beginnings are usually pronounced with the schwa (/ǝ/) sound, although it is not incorrect to say them with the long vowel sound /ē/; however, do not say them with the short vowel sound /ĕ/. The second word, *become*, contains the irregular word *come*, which students might try to read as a regular -VCe word with the long vowel sound /ō/. To correct students, isolate the word *come* to see if they can read it by itself before having them try to read the whole word again. This is the technique you will use whenever a student struggles with reading an irregular word that has word parts attached to it, like prefixes and suffixes. In this task, students also read the word *precaution*, which has the non-phonetic word part *-tion* that they already learned. If they struggle to read it, remind them that it's a word part they already learned and tell them to try to remember what it sounds like. This is the technique you will use whenever a student struggles with reading a non-phonetic word part they learned before. #### Correcting the Student The following is the correction text to use if a student struggles to read an irregular word that has word parts attached to it \[example word: *become*]: ❖ If a student struggles with reading *come*, cover *be-* so only *come* is visible, and say: Read just this part of the word… When they read *come* correctly, uncover *be-* and say: Now read the whole word… ❖ If a student still struggles to read come by itself, continue to cover be-, point to come, and say: This is a funny word you learned before. Try to remember what it sounds like. Now try to read this part of the word again… ❖ If a student still struggles, say: My turn to read the funny word: *come*. Now I’ll read the whole word: *become*. Your turn… The following is the correction text to use if a student makes a mistake reading a non-phonetic word part they learned before \[example word: *precaution*]: ❖ If a student struggles with reading *-tion*, point to *-tion*, and say: You learned this ending before. 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: *precaution*. Your turn to read it… --- # Agent Instructions: Querying This Documentation If you need additional information that is not directly available in this page, you can query the documentation dynamically by asking a question. Perform an HTTP GET request on the current page URL with the `ask` query parameter: ``` GET https://curriculum.tryonce.com/cycle-135.md?ask= ``` The question should be specific, self-contained, and written in natural language. The response will contain a direct answer to the question and relevant excerpts and sources from the documentation. Use this mechanism when the answer is not explicitly present in the current page, you need clarification or additional context, or you want to retrieve related documentation sections.