💻 You've Got Mail

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).

All Microphases

Create cards with words that match the Cycle focus for each microphase. Consider including words that match previous Cycle foci as well.

Fluency

Kapow!

Materials:

Card deck with learned high-frequency words and a few cards that say Kapow! (one deck per pair in each microphase)

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:

Familiar or decodable texts such as books, poems, magazines, etc.
Optional: timers (to allow students to switch turns independently)

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:

Fluency Check Bookmarks, differentiated by microphase below:

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

Readers Theater

Materials:

Readers Theater text, enough for each student in the group.

AIR

Materials:

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

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:

Chip and Josh work together with their friends to open the trash can. Describe a time when you worked together with others to accomplish a goal.
How have you grown as a reader and writer so far this school year? What are you most proud of and why? What new goals do you have for yourself?

Skills Flex Video

Materials:

Device for each student to watch online videos
Paper and pencil

Directions:

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

	Video
Middle Full	Grade 1, Module 3, Cycle 18, Lesson 92
Late Full B*	Grade 1, Module 4, Cycle 25, Lesson 127
Late Full A**	Grade 2, Module 2, Cycle 6, Lesson 27
Middle Consolidated	Grade 2, Module 3, Cycle 13, Lesson 62
Late Consolidated	Grade 2, Module 4, Cycle 20, Lesson 97

Grade 2, Module 3, Cycle 14, Lesson 67