Bingo

Materials:

Card deck with Cycle words or pictures (one deck per pair in each microphase)
Game boards: one set of 5x5 square boards for each microphase
- Mark the center square as ‘FREE’
- Mark the remaining squares with the cycle focus word-parts in different positions
Game pieces: clips or paper squares to mark game boards

Early Partial	Game board: Fill squares with vowels a, i, and u. Card Deck: Use CVC word cards that contain the short vowels sounds /ă/, /ĭ/, and /ǔ/. To play: Students read the word, identify the short vowel sound, and mark that spot on the board.
Middle Partial	Game board: Fill squares with vowels a,e, i, o, and u. Card deck: Use word cards of CVCC “floss” words (e.g. will, fuzz) with all vowels. To play: Students read the word, identify the short vowel sound, and mark that spot on the board.
Early Full	Game board: Fill squares with vowels a,e, i, o, and u. Card deck: Use word cards of two-syllable, closed syllable words that have double consonants in the middle (e.g. muffin, zipper) as well as closed syllable compound words (e.g. backpack, granddad). To play: Students read the word, identify the short vowel sound in the first syllable, and mark that spot on the board.
Middle Full	Game board: Fill squares with long vowel patterns: ar, or, er, ir, ur, and er. Card deck: Use word cards that contain these r-controlled vowel patterns. To play: Students read the word, identify the r-controlled vowel pattern, and mark that spot on the board.
Late Full	Game board: Fill squares with vowels: long a, long e, long i, long o, and long u. Card deck: Use two-syllable, open syllable words or the long vowel patterns ay or ai. To play: Students read the word, identify the long vowel sound, and mark that spot on the board. In two-syllable words, students will listen to the vowel sound in the first syllable.
Early Consolidated	Game board: Fill squares with vowels a,e, i, o, and u. Card deck: Use single-syllable words with one short vowel and one consonant with a vowel suffix (-ing, ed, -er) added following the 1:1:1 doubling rule (e.g. clapped, runner, hugging). To play: Students read the word, identify the short vowel sound in the base word, and mark that spot on the board.

Fluency

Popsicle Stick Sight Words

Materials:

Popsicle sticks (1 for each word, for each microphase)
A cup for each student

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:

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:

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 an activity or sport that you enjoy.
Write about a time that you tried something new. It could be a new food, a sport, or an activity.

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
Early Partial	Kindergarten, Module 3, Cycle 15, Lesson 79
Middle Partial	Kindergarten, Module 4, Cycle 22, Lesson 114
Early Full	Grade 1, Module 3, Cycle 13, Lesson 69
Middle Full	Grade 1, Module 4, Cycle 20, Lesson 104
Late Full	Grade 2, Module 1, Cycle 2, Lesson 9
Early Consolidated	Grade 2, Module 2, Cycle 9, Lesson 44

Grade K, Module 4, Cycle 22, Lesson 114