# Cycle 17

## Video Modeling Sounds and Words: 17.1 — 17.5

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

## 17.1 New Sound

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

#### Purpose and Procedure

In this task, students will learn the second quick sound taught in this curriculum, /d/ as in *dash*.&#x20;

#### Important Reminders

Make sure your finger does not stop at the arrowhead under the sound, and take care to make as little of a vowel sound after it as possible. It should be /d/ not /dǝ/.

{% embed url="<https://youtu.be/KoU3aD48LaM>" %}

## 17.3 The Slow-Fast Game

#### Purpose and Procedure

This task returns to saying a word with an initial quick sound slowly and fast, but this time, for the word *pay*, you do not say the word first and you do not say it slowly together with the student before the student attempts it solo.

## 17.6 Finger Tracking

#### Purpose and Procedure

In this task, you will introduce students to tracking their fingers across two lines of text.

## 17.7 Story Reading

#### Purpose and Procedure

This task introduces stories that carry over to a second line of text.

Make sure students count the words on the first line in the same direction they would read them: from left to right, and then have them follow the dashed line to the start of the second line to continue counting from left to right.

#### Important Reminders

Remember that the small red dots after the words *Matt*, *eat*, and *meat* in the story text to the left indicate moments when you will pause a student’s reading in order to ask questions.

When a student reaches a red dot, ask the question that begins with the corresponding number in the script.

If a student asks about the red dots, say that the red dots show you when to ask them a question.