# Cycle 26 ## Video Modeling Sounds and Words: 26.2 — 26.5 {% embed url="" %} ## 26.1 New Sound {% embed url="" %} #### Purpose and Procedure In this task, students will learn the sound /l/ as in *lie*. {% embed url="" %} ## 26.3 The Slow-Fast Game #### Purpose and Procedure This task returns to saying words slowly and fast that have initial consonant blends (consisting of two continuous sounds) but this time with final quick sounds, like /g/ in *snug*. ## 26.4 Rhyming #### Purpose and Procedure This is the first rhyming task with three distinct onsets. In this task, the onsets are /r/, /s/, and /m/. All words will rhyme with /ŏk/. ## 26.5 Word Reading #### Purpose and Procedure This is the first task in which students read a two-syllable word. In this case, you model it for the student first. The word is *Aliss* (which rhymes with *malice*). This is an uncommon spelling of a common name, but it was chosen carefully to be the first two-syllable word that students read: it only has sounds that the students have learned so far, it has simple syllables, it has no quick sounds, and it will be read often because it will be the name of a new character in the story. ## 26.6 Finger Tracking #### Purpose and Procedure This task introduces finger tracking without a dashed arrow indicating the transition from one line to the next. ## 26.7 Story Reading #### Purpose and Procedure This is the first *Story Reading* task that has no dotted arrows connecting the lines of text. This is the first time that students are asked to count sentences. If they need help, model tracking your finger (without reading) until you find a period and count that sentence. Repeat to count the remaining sentences. After counting the last sentence, do it together by guiding them hand-over-hand. Then ask them to count the sentences on their own. From now on, *Story Reading* tasks will include a passage to re-read and a new passage. In each cycle, students will re-read a passage from the previous cycle and answer questions about the illustration that accompanied it. They will then read a new passage and see a new illustration. --- # 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-26.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.