# Cycle 76

## Video Modeling Sounds and Words: 76.1 — 76.5

{% embed url="<https://youtu.be/a0LqwlZ27PI>" %}

## 76.1 New Sound

{% embed url="<https://youtu.be/HqZ4MU0Zt3U>" %}

#### Purpose and Procedure

In this task, students will learn the sound /y/ as in *yes*.

It is a continuous sound. When you hold it for two seconds, you may feel like you are saying something close to /ēēē/, which is fine.

As with all other sounds, be careful not to add a vowel sound after it. It should be /yyy/, not /yyyǝ/.

{% embed url="<https://youtu.be/89wx6lEVZM8>" %}

## 76.3 Patterns -VCe

#### Purpose and Procedure

In this task, you begin the process of teaching students about words with a Vowel-Consonant-*e* (‑VCe) pattern. ‑VCe words are words that end with a silent *e* that causes the earlier vowel in the word to make a “long” sound (/ā/, /ī/, or /ō/) instead of a “short” sound (/ă/, /ĭ/, or /ŏ/).&#x20;

Here, you will expose students to pairs of minimally different CVC and CVCe words (like *Sam* and *same*) that all have *a* as the earlier vowel, so the silent *e* will always change the sound from /ă/ to /⁠ā/.

## 76.4 Irregulars

#### Purpose and Procedure

This is the first time that students read these two rhyming irregular words in a serif font instead of the specialized orthography.

## 76.5 Word Reading

#### Purpose and Procedure

From now on, students will re-read words that are already presented in the serif font rather than seeing them fade into it from the specialized orthography.&#x20;


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