# Cycle 58

## Video Modeling Sounds and Words: 58.1 — 58.5

{% embed url="<https://youtu.be/0zL9ZSiGiw0>" %}

## 58.1 New Sound

{% embed url="<https://youtu.be/de9s0Kewqyo>" %}

#### Purpose and Procedure

In this task, students will learn the sound /ŏr/ as in *car* (not /ōr/ as in *for*) .

Even though this sound is made of two characters that usually represent two continuous sounds, we want students to recognize it as a single unit, which is why the characters are underlined.

Emphasize this when you model the sound by holding the /ŏ/ sound for most of the time and then just ending on the /r/ sound, so you say /ŏŏŏr/.

Like the other letter combinations that you’ve taught (*th*, *sh*), your finger will stay over the dot beneath the sound the whole time that you say the sound, rather than moving from beneath the *a* to beneath the *r*.

## 58.4 Irregulars

#### Purpose and Procedure

In some of the words in this task (*tricked*, *asked*, *tossed*, and *fished*), the final *ed* makes the /t/ sound. When students read these words the slow way, they may pronounce the final *ed* as either /d/ or /t/; either way is acceptable. When they read these words the fast way, however, they should pronounce the final *ed* only as /t/.

## 58.5 Word Reading

#### Purpose and Procedure

The final part of this task introduces reading sub-vocally irregular words and words that have final consonant blends.

#### Important Reminders

Ensure that students touch under the words when reading them silently and when saying them fast.

If a student struggles to read words correctly out loud fast, ask the student to read the word slowly out loud so that you can diagnose the problem.