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On this page
  • 4.1 Sound Review
  • 4.2 The Slow Game
  • 4.3 The Fast Game
  • 4.4 Word Reading
  • 4.5 Story Reading
  • 4.6 Writing
  • 4.7 Getting to Know the Student

Cycle 4

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Last updated 2 months ago

4.1 Sound Review

Important Reminders

At the end of the task, don’t forget to have the student reread any sounds that required correction.

4.2 The Slow Game

Purpose and Procedure

This task introduces students to saying words that consist of one continuous sound followed by a stop sound the slow way. Those words are it, ate, and odd (the first, third, and sixth words in this task).

Remember to hold continuous sounds, like the /ĭĭĭ/ in it, for two seconds, as you have done in earlier tasks, and do not pause between sounds. Quick sounds, like the /t/ in it, should always be said fast. Make sure not to turn the final quick sounds into syllables by adding vowel sounds after them. For example, the word it should be /ĭĭĭt/, not /ĭĭĭtǝ/. (Remember, the ǝ symbol represents the schwa sound, like the last sound in the word banana.)

Important Reminders

Make sure to read the example sentences after each word.

At the end of the task, don’t forget to repeat any words that required correction.

Correcting the Student

In addition to the regular correction text for the Slow Game, the following is the correction text to use for the word then in this task:

❖ If the student struggles to produce the /th/ sound in then, say: Put the tip of your tongue between your teeth, like this… Good. When I make this sound, it tickles my tongue. Watch: /ththth/. Now, let’s try it together: /ththth/.

4.3 The Fast Game

Purpose and Procedure

This task introduces students to blending words that consist of one continuous sound followed by a stop sound. Those words are at, eat, she, add, and up. (The word your is the only exception.)

Here’s a note on the final word in this task: your. Consider the words star, stir, and store. Think about the sounds that come after the st in these words (for example, the sounds made by ar in star). Linguists often refer to those sounds as r-controlled vowels, and even though they are made by a combination of two letters, they are sometimes considered to be single sounds. While our program teaches er, ir, and ur as single units, we will teach ar (as in star) and or (as in store) as being composed of two sounds (/ŏ/ and /r/, /ō/ and /r/). While some might classify these sounds differently, we find that it is a helpful shortcut that allows students to read useful words like for far earlier in our program than they would otherwise.

In this task, saying the word your slowly with three distinct sounds, /yyyōōōrrr/, lays the groundwork for students to be able to read words like for very soon. Watch the video linked above to hear how that should sound. (While other science-of-reading-based programs take the same approach, not all do.)

Important Reminders

Make sure to read the example sentences after each word.

At the end of the task, don’t forget to repeat any words that required correction.

4.4 Word Reading

Purpose and Procedure

This task is the first time you will have students touch under the sounds on the screen while the sounds are being read.

Even when students get in the habit of tracking their finger under a word when they sound it out slowly, they often make the mistake of not touching under the word when they read it the fast way. This can lead to students looking at you and guessing the word instead of keeping their attention on the symbols they are reading, especially when the words get more complex. Help students avoid this mistake by always touching the screen yourself every time you read from it (even when modeling reading fluently) and by always enforcing that they keep their finger on the screen when they read a word the fast way.

Important Reminders

At the end of the task, have the student reread any words that required correction.

4.5 Story Reading

4.6 Writing

Purpose and Procedure

This task introduces writing two symbols in the same task. It should still not take more than one minute.

Important Reminders

Remember not to say letters' names (or even the word letter) during these tasks but to emphasize the sound being associated with that symbol instead.

4.7 Getting to Know the Student

If the student says a wrong sound or pauses between the sounds, follow the to correct them.

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