Word Work

Bingo (or similar activity)

Materials:

Card deck: Cycle words or pictures (one deck per pair in each microphase)
Game boards: one set of 5x5 square boards for each microphase
Game pieces: dots or paper squares to mark game boards

Early Partial	Game board: Vowels a, e, i, o, and u. Card deck: Word cards of CVC words (e.g. bet, cap, fun) with all vowels. To play: Students read the CVC word, identify the short vowel, and mark that spot on the board.
Middle Partial	Game board: Vowels a, e, i, o, and u. Card deck: Words cards of VCe words (e.g. lake, cone, cube) with all vowels. To play: Students read the VCe word, identify the long vowel sound, and mark that spot on the board.
Late Partial	Game board: Blends bl-, cl-, fl-, gl-, pl-, sl-, sp-, spl-. Card deck: Pictures of CCVC words that begin with above consonant blends. To play: Students name the picture, identify the initial consonant blend, and mark that spot on the board.
Early Full	Game board: Vowels a, e, i, o, and u. Card deck: Words cards of VCe words (e.g. lake, cone, cube) with all vowels. To play: Students read the VCe word, identify the long vowel sound, and mark that spot on the board.
Middle Full	Game board: Vowel patterns ee, oo, y as /ē/. Card deck: Word cards that contain these vowel teams. To play: Students read the word, identify the long vowel pattern, and mark that spot on the board.

Fluency

Fishing for High-Frequency Words

Materials:

A cleared table or area of mat/carpeting to serve as a "pond"
A "fishing pole" (stick or ruler) with a string and magnet on the end
Paper fish with high-frequency words written on each one
A Paper clip to attach to each fish

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 a time you gave someone a gift. What was it?
Write about a special gift you received.

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 17, Lesson 88
Middle Partial	Kindergarten, Module 4, Cycle 24, Lesson 123
Late Partial	Grade 1, Module 2, Cycle 10, Lesson 53
Early Full	Grade 1, Module 3, Cycle 17, Lesson 88
Middle Full	Grade 1, Module 4, Cycle 23, Lesson 118

Grade 1, Module 2, Cycle 5, Lesson 28