Same or Different

Materials:

Sound Pattern Reference Cards
Header Cards
Word Cards (laminated)
Dry Erase Markers

All Microphases

Use sound patterns that have been introduced up through, and including, the current cycle for each microphase.

Fluency

Popsicle Stick Sight Words

Materials:

Popsicle sticks (1 for each word).
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:

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:

Write an imaginary story inspired by “The Tale of the Knight’s Nose.” You could add to this story or write a new one!
The king of the land of peace loved chocolate and enjoyed it for his birthday treat. Describe your favorite birthday treat–what would you most enjoy and why?

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
Late Full	Grade 2, Module 1, Cycle 2, Lesson 9
Early Consolidated	Grade 2, Module 2, Cycle 9, Lesson 44
Middle Consolidated	Grade 2, Module 3, Cycle 15, Lesson 74
Late Consolidated	Grade 2, Module 4, Cycle 22, Lesson 109
Beyond Consolidated	Refer to Beyond Consolidated Microphase Guidance for guidance about second graders who have proficiently completed the entire consolidated microphase before the end of Grade 2.

Grade 2, Module 4, Cycle 23, Lesson 114