# Cycle 31 ## Video Modeling Sounds and Words: 31.1 — 31.5 {% embed url="" %} ## 31.1 New Sound {% embed url="" %} #### Purpose and Procedure In this task, students will learn the sound /ŭ/ as in *strut*. {% embed url="" %} ## 31.3 The Slow-Fast Game #### Purpose and Procedure This task returns to saying words slowly and fast that have initial consonant blends that begin with a quick sound, but this time the words also end with a quick sound, like /k/ in *black*. ## 31.4 Rhyming #### Purpose and Procedure In this task, the onsets are /r/, /t/, and /m/. All words will rhyme with *ode*. ## 31.5 Word Reading #### Purpose and Procedure This is the first time students read words that have initial consonant blends: *slam* and *slug*. Both words have the same initial blend of two continuous consonants /ssslll/. However, *slam* ends with a continuous sound and *slug* ends with a quick sound. ## 31.6 Story Reading #### Purpose and Procedure Starting with this task, when students need to re-read a sentence in order to answer a literal comprehension question, they trace their finger back to the beginning of that sentence instead of watching you do it. If necessary, guide students’ fingers hand-over-hand at first. Being able to quickly find the beginning of a sentence while in the middle of reading it is a vital reading-comprehension skill for students, and one that is tricky for many of them. It must be developed strategically. Don’t underestimate how important it is or how hard it can be for many students.