Materials:

Card deck with Cycle focus words (one deck per pair in each microphase).
- Note: If Vowel Slap-Jack card decks were created for Cycle 9, consider reusing here, as follows:
  - Late Pre-Alphabetic cards - add picture cards with words that have short o.
  - Early Full cards - add word cards of CVCe words that have a long a.
  - Late Full cards - add words that contain the vowel teams ay and ow.
Vowel slides (one set per pair in each microphase), such as a drawing or image of a slide on a full sheet of paper

Late Pre-Alphabetic	Label slides: short a, short i, short u, and short o. Use pictures of one-syllable words that contain the short vowels sounds /ă/, /ĭ/, and /ŭ/ (e.g. can, pit, hot, cut)
Middle Partial	Label slides: short a, short e, short i, short u, and short o. Use CVCC “floss” words with a double final consonant (e.g. fill, toss).
Late Partial	Label slides: short a, short e, short i, short u, and short o. Use words with initial consonant cluster wh and final consonant cluster -ck (e.g. whiz, pack).
Early Full	Label slides: long a, long e, long i, long u, and long o. Use two-syllable words with open syllables (e.g. robot, music). Students will listen to the vowel sound in the first syllable while playing. Also, use words with CVCe words with a long a.
Late Full	Label slides: long a and long o. Use words that contain the long vowel patterns ay, ai, oa, and ow (e.g. stay, paid, boat, snow).

Fluency

Roll and Write

Materials:

Dice (6-sides); one per student
Blank Recording Sheet, numbered 1-6 (one per student) where students will record words.
Word List, numbered 1-6 with chosen words for each microphase next to each number.

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:

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.

	Video
Late Pre-Alphabetic	Kindergarten, Module 2, Cycle 10, Lesson 52
Middle Partial	Kindergarten, Module 4, Cycle 22, Lesson 112
Late Partial	Grade 1, Module 2, Cycle 8, Lesson 42
Early Full	Grade 1, Module 3, Cycle 15, Lesson 77
Middle Full	Grade 1, Module 4, Cycle 22, Lesson 112

Grade K, Module 2, Cycle 10, Lesson 52