Word Work

Bingo

Materials:

Late Pre-Alphabetic	Refer to the Late Pre-Alphabetic Microphase guidance document
Early Partial	Game board: Digraphs sh, ch, and th. Card deck: Pictures of words with the digraphs sh, ch, or th. To play: Students name the picture, identify the digraph, and mark that spot on the board.
Middle Partial	Game board: Vowels a,e, i, o, and u. Card deck: Word cards of VCe words (e.g. lake, cone, cube) with all vowels. To play: Students read the VCe word, identify the long vowel sound, and mark that spot on the board.
Late Partial	Game board: Blends bl-, cl- fl- gl- pl-, sl, -sp, -spl Card deck: Pictures of CCVC words that begin with above consonant blends. To play: Students name the picture, identify the consonant blend, and mark that spot on the board.
Early Full	Game board: Vowels a,e, i, o, and u. Card deck: Word cards of VCe words (e.g. lake, cone, cube) with all vowels. To play: Students read the VCe word, identify the long vowel sound, and mark that spot on the board.
Middle Full	Game board: Vowel patterns ee, oo, ie, and igh. Card deck: Word cards that contain these vowel teams. To play: Students read the word, identify the long vowel pattern, and mark that spot on the board.

Fluency

Popsicle Stick Sight 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:

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.

Microphase	Video
Late Pre-Alphabetic	N/A
Early Partial*	Kindergarten, Module 3, Cycle 12, Lesson 61
Middle Partial	Kindergarten, Module 4, Cycle 24, Lesson 121
Late Partial	Grade 1, Module 2, Cycle 10, Lesson 51
Early Full	Grade 1, Module 3, Cycle 17, Lesson 86
Middle Full	Grade 1, Module 4, Cycle 24, Lesson 121

Grade K, Module 3, Cycle 12, Lesson 61