Materials:

Caterpillar header cards
Caterpillar work board (Consider copying on cardstock, laminating, and cutting out)
Word cards
Dry-erase markers

Late Full; Early and Middle Consolidated

Use as written, using words with r-controlled vowels

Materials:

Mailboxes, such as: image of a mailbox on paper or a box with an opening, labeled according to Cycle focus. (one per pair in each microphase).
Card deck with Cycle focus words (one deck per pair in each microphase).

Early Full	Label the mailboxes: long a, long i, and long o. Use word cards with these long vowel sounds, with the word cards being spelled with VCe patterns (e.g. flake, bike, spoke).
Middle Full	Label the mailboxes: -ee, -oo, and -y as long e. Use word cards with words that contain these spelling patterns.

Fluency

Fishing for High-Frequency Words

Materials:

All Microphases

Use high-frequency words that have been introduced up through, and including, the current cycle for each microphase.

Fluency Practice: Buddy Reading

Materials:

Directions:

Students work in pairs.

Student A reads aloud to Student B while they follow along for half the rotation time.
Then students switch roles. If a partner is not available, consider allowing students to read with a “Reading Buddy" stuffed animal or drawing.

Fluency Check-in

Materials:

Late Pre-Alphabetic and Early Partial	Fluency Check Bookmark A
Middle and Late Partial	Fluency Check Bookmark B
Full and Consolidated	Fluency Check Bookmark C

Directions:

All students rate themselves on how well they think they are doing with aspects of fluency by filling in the stars (1 = Need to improve . . . 4 = Got it!) and circle the aspect of fluency they will focus on improving.
Students completing Fluency Bookmarks B and C set a specific fluency goal, and students completing Fluency Bookmark C add a brief plan for reaching their goal.

AIR

Materials:

Wide range of independent reading texts for each student
Accountable Independent Reading (AIR) Response Bookmarks, differentiated by microphase below:

Pre-Alphabetic and Partial Microphases	Students in these microphases complete the AIR Response (A) bookmark for all texts.
Full and Consolidated Microphases	Students in these microphases complete the AIR Response (B) bookmark for informational texts and/or AIR Response (C) bookmark for fictional texts.

Directions:

Set Goals, Choose Book, Read, and/or Respond to Reading

Students independently read a text of their choice, based on interest and/or reading goals and set a goal for their reading, with teacher support.

Consider using the bookmarks linked above to track these goals.

Students completing AIR Bookmark A should circle whether their text was informational or fiction and fill in the stars based on how much they enjoyed the text (1 = Didn’t like . . . 4 = Loved it!). Then, they draw or write why they rated the text as they did.
Students completing AIR Bookmark B (informational texts) record the text’s title and author, then state what they think the author was trying to teach the reader, write a fact or two they learned, rate the text, and explain why they rated the text as they did.
Students completing AIR Bookmark C (fictional texts) record the text’s title and characters, briefly describe what happened in the beginning, middle, and end of the story, rate the text, and explain why they rated the text as they did. On AIR Bookmarks B and C, students choose the next text they’ll read, with the goal of reading a wide range of texts.

Writing

Materials:

Variety of paper (unlined, some lines and a box for an illustration, lined)
For some in the Pre-Alphabetic and Early Partial microphases, consider providing paper with a sentence starter or fill-in-the-blanks.

Directions:

Students continue writing from the modules, freewrite, and/or write to one of the following suggested prompts:

Write about your favorite season. Describe what you like to do during that season.
In Fall Fest at the Park, James and Pat go on an adventure to the fall festival. Write about a time that you and a friend or family member went on a special adventure.

Skills Flex Video

Materials:

Directions:

Students watch the Skills Flex video assigned to their group and complete all activities as instructed by the onscreen teacher.

Grade 2, Module 2, Cycle 6, Lesson 30