Materials:

Early Partial	Create CVC word cards with vowels a, i, o, and u.
Middle Partial	Create CVCC (including words with digraphs) and VCe word cards with vowels a and i.
Early Full	Create two-syllable word cards with open syllables (e.g. hotel, donut).
Middle Full	Create word cards with long vowel patterns: oa, ea, and ai.
Late Full	Create word cards with long vowel patterns: ee, ea, and y (as /ē/).
Early Consolidated	Create word cards of words with -ed suffixes as /id/, /ed/, and /it/.

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:

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 your favorite food.
Write about something that you like to help cook or something that you would like to learn to make.

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
Early Partial	Kindergarten, Module 3, Cycle 16, Lesson 85
Middle Partial	Kindergarten, Module 4, Cycle 23, Lesson 120
Early Full	Grade 1, Module 3, Cycle 14, Lesson 75
Middle Full	Grade 1, Module 4, Cycle 21, Lesson 110
Late Full	Grade 2, Module 1, Cycle 3, Lesson 15
Early Consolidated	Grade 2, Module 2, Cycle 10, Lesson 50

Grade K, Module 4, Cycle 23, Lesson 120