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On this page
  • Video Modeling Sounds and Words: 29.1 — 29.5
  • 29.1 New Sound
  • 29.3 The Slow-Fast Game
  • 29.4 Rhyming
  • 29.5 Word Reading
  • 29.6 Finger Tracking

Cycle 29

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Last updated 1 month ago

Video Modeling Sounds and Words: 29.1 — 29.5

29.1 New Sound

Purpose and Procedure

In this task, students will learn the sound /h/ as in hit.

We strategically teach students to treat this as a quick sound (like /t/, /d/, and /g/).

Important Reminders

Make sure you do 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 /h/ not /hǝ/.

29.3 The Slow-Fast Game

Purpose and Procedure

This task returns to saying words slowly and fast that have initial blends that begin with a quick sound, but, this time, you will not always say the word first, and you and the student will not always say it slowly simultaneously before the student attempts it solo.

29.4 Rhyming

Purpose and Procedure

In this task, the onsets are /m/, /s/, and /t/. All words will rhyme with /ē/.

29.5 Word Reading

Purpose and Procedure

This task introduces reading words with initial quick sounds. This can be a tricky skill for students to master because they have to learn to say the initial quick sound together with the sound that follows it without pausing between the two.

Make sure to follow the script carefully for the first word in this task so that you give students a solid introduction to this new challenge.

Correcting the Student

❖ If a student struggles with an initial quick sound, say: Remember, this arrowhead means that you can’t stop under this sound, so you have to say it with the next sound.

29.6 Finger Tracking

Purpose and Procedure

This task returns to finger tracking across more than two lines without dashed arrows between the lines, but this time all of the images are already displayed on the lines.