Kaboom!

Materials:

Popsicle sticks (about 10-20 per pair), with words or pictures glued to the end.
Cups (one per pair)
Rhyming words glued to popsicle sticks and placed in cubs by microphase:

Middle Partial	Use CVC word cards with all short vowel sounds (and that may begin or end with digraphs sh, ch, or th).
Late Partial	Use words with the chunk -ow (e.g. cow, how) and the welded sounds -ing, -ang, and -ong (e.g. wing, sing, hang, sang, song, long).
Early Full	Use CVCC and CCVCC words that have ending consonant clusters -lt, -ft, -nd, -nk, -ng, and -nt.
Middle Full	Use one-syllable words with the r-controlled vowel patterns -ar and -or (e.g. card, yard; fort, tort).
Late Full	Create cards with two-syllable words with all short, long, and r-controlled vowel patterns (i.e. carpet, ticket, beside).

Fluency

Memory Game (or a similar activity)

Materials:

Card deck with learned high-frequency words (one deck per pair in each microphase). 8-10 words for each deck, written on two cards.

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:

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.

Readers Theater

Materials:

Readers Theater text, enough for each student in the group: Dad's Plan

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:

Sam was surprised to see lots of animals outside of his home. Tell about an animal you would like to find when you go outside of your home.
Sam packed a pad, pencil, and binoculars for his adventure. If you went on an adventure in your neighborhood, what 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.

	Video
Early Partial	Kindergarten, Module 4, Cycle 19, Lesson 96
Middle Partial	Grade 1, Module 2, Cycle 5, Lesson 26
Late Partial	Grade 1, Module 3, Cycle 12, Lesson 61
Early Full	Grade 1, Module 4, Cycle 19, Lesson 96
Middle Full	Grade 1, Module 4, Cycle 25, Lesson 126

Grade 1, Module 2, Cycle 7, Lesson 36