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  • 135.1 Letter Combinations
  • 135.4 Patterns
  • 135.7 Word Parts

Cycle 135

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Last updated 3 months ago

135.1 Letter Combinations

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…