# Cycle 94

## 94.1 Letter Combinations

#### Purpose and Procedure

This task requires students to read words that contain *ee* and *ea* letter combinations and that also contain consonant blends. Students are not asked to identify the letter combination or its sound before reading the word.

#### Correcting the Student

The following is the correction text to use if a student makes a mistake in a *Letter Combinations* task:

&#x20;<mark style="color:purple;">❖</mark>  If the student makes an error, say: <mark style="color:purple;">Point to the letters that are underlined… What sound do they make?... Now read the whole word...</mark>

## 94.2 Review

#### Purpose and Procedure

This task introduces the concept of capital letters.

Many students will have already learned these from outside of this curriculum, so—in many cases—the tasks in this series will move very quickly.

## 94.3 Patterns -VCe

#### Purpose and Procedure

This task requires students to read minimally different pairs of CVC and CVCe pattern words in a serif font. The only difference between the words in each pair is that one will have a silent *e* that makes us read the previous vowel’s name.

#### Correcting the Student

The following is the correction text to use if a student makes a mistake when reading a CVC word in this type of *Patterns -VCe* task \[example word: *Sam*]:

<mark style="color:purple;">❖</mark>  If the student makes an error, say: <mark style="color:purple;">Since this word doesn’t have an</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">e</mark>* <mark style="color:purple;"></mark><mark style="color:purple;">at the end, you should just read the sound that this letter usually makes, not its name.</mark> Then point to the letter *a*, and say: <mark style="color:purple;">The sound that this letter usually makes is /ă/. What sound does this letter usually make?…</mark>&#x20;

<mark style="color:purple;">My turn to touch and read this word slowly… Now I’ll read it fast…</mark>&#x20;

<mark style="color:purple;">Let’s read it slowly together while you touch… Now let’s read it fast together while you touch…</mark>&#x20;

<mark style="color:purple;">Now you touch and read it slowly by yourself… Now touch and read it fast by yourself…</mark>

The following is the correction text to use if a student makes a mistake when reading a CVCe word in this type of *Patterns -VCe* task \[example word: *same*]:

<mark style="color:purple;">❖</mark>  If the student makes an error, say: <mark style="color:purple;">Since this word has an</mark> <mark style="color:purple;"></mark>*<mark style="color:purple;">e</mark>* <mark style="color:purple;"></mark><mark style="color:purple;">at the end, you should read this letter’s name.</mark> Then point to the letter *a* and say: <mark style="color:purple;">The name of this letter is /ā/. What is the name of this letter?…</mark>&#x20;

<mark style="color:purple;">My turn to touch and read the word slowly… Now I’ll read it fast…</mark>&#x20;

<mark style="color:purple;">Let’s read it slowly together while you touch… Now let’s read it fast together while you touch…</mark>&#x20;

<mark style="color:purple;">Now you touch and read it slowly by yourself… Now touch and read it fast by yourself…</mark>

## 94.4 Irregulars

#### Purpose and Procedure

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