# Cycle 68

## Video Modeling Sounds and Words: 68.1 — 68.5

{% embed url="<https://youtu.be/DDjlXw5F0ek>" %}

## 68.1 New Sound

{% embed url="<https://youtu.be/-CyMY2xUyDo>" %}

#### Purpose and Procedure

In this task, students will learn the sound /p/ as in *cap*. This is another quick sound (like t/, /d/, /g/, /h/, /k/ (written as *c*), /b/, /k/, /ch/, and /j/).&#x20;

#### 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 /p/ not /pǝ/.

{% embed url="<https://youtu.be/c2cs4MoM9_U>" %}

## 68.4 Irregulars

#### Purpose and Procedure

When you read these two words the slow way, be sure to touch and say the sounds phonetically, (/wwwăăăsss/ for *was* and /wwwăăăt/ for *what*). Do not say them how the words would actually be pronounced slowly (which would be /wwwŭŭŭzzz/ for *was* and /wwwŭŭŭt/ for *what*). Only read them with their correct sounds when you read them the fast way: /wŭz/ for *was* and /wŭt/ for *what*.

Like with *is* and *said*, this approach continues to develop the concept of non-phonetic (irregular or “funny”) words without undermining the importance of the whole system of sound-symbol correspondence that you are teaching them. The last thing we want is for students to think that the existence of irregular words means that there is no reason to “sound out” words.

## 68.5 Word Reading

#### Purpose and Procedure

Students may read words the fast way first if they can or the slow way first if they need to. Just continue to ensure that they read it the fast way before you tell them that they are correct and give them the example sentence.