Word Work

💻 You've Got Mail

Materials:

Mailboxes, such as: image of a mailbox on paper or a box with an opening, labeled according to the Cycle focus. (one per pair in each microphase).
Card deck with Cycle focus words (one deck per pair in each microphase).

Early Partial	Label mailboxes: short a, short i, short u, and short o. Use a mix of picture and CVC word cards with these vowel sounds.
Middle Partial	Label mailboxes: short a, long a, short i, and long i. Use a mix of picture and word cards. Note: long vowel pattern word cards should be CVCe words (e.g. hike, lake).
Late Partial	Label mailboxes: short a, short e, short i, short u, and short o. Use a mix of picture and CVCC "floss" word cards with a double final consonant (e.g. fill, toss).
Early Full	Label mailboxes: long a, long i, and long o. Use word cards with these long vowel sounds, with the word cards being spelled with VCe patterns (e.g. flake, bike, spoke).
Middle Full	Label mailboxes: ay and ow. Use word cards with words that contain these spelling patterns.

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 as 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 Bookmark C add a brief plan for reaching their goal.

AIR

Materials:

Wide range of independent reading texts for each student
AIR Response Bookmarks, differentiated by microphase as 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) 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, 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 what you enjoy eating for lunch.
If you could pack a picnic lunch, where would you want to eat it? What foods would you pack?

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.

Microphase	Video
Early Partial	Kindergarten, Module 3, Cycle 16, Lesson 81
Middle Partial	Kindergarten, Module 4, Cycle 23, Lesson 116
Late Partial	Grade 1, Module 2, Cycle 9, Lesson 46
Early Full	Grade 1, Module 3, Cycle 16, Lesson 81
Middle Full	Grade 1, Module 4, Cycle 22, Lesson 111

Grade 1, Module 1, Cycle 4, Lesson 25