# Cycle 135

## 135.1 Letter Combinations

{% embed url="<https://youtu.be/Z4c0nA6sGVA>" %}

#### 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-*.&#x20;

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*]:

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

<mark style="color:purple;">❖</mark>  If a student still struggles to read <mark style="color:purple;">come</mark> by itself, continue to cover <mark style="color:purple;">be-</mark>, point to come, and say: <mark style="color:purple;">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…</mark>

<mark style="color:purple;">❖</mark>  If a student still struggles, say: <mark style="color:purple;">My turn to read the funny word:</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">come</mark>*<mark style="color:purple;">.  Now I’ll read the whole word:</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">become</mark>*<mark style="color:purple;">.  Your turn…</mark>

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*]:

<mark style="color:purple;">❖</mark> If a student struggles with reading *-tion*, point to *-tion*, and say: <mark style="color:purple;">You learned this ending before. 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;">precaution</mark>*<mark style="color:purple;">. Your turn to read it…</mark>