Bingo (or a similar activity)

Materials:

Card deck with Cycle focus words or pictures (one deck per pair in each microphase)
Game boards: one set of 5x5 square boards for each microphase
- Mark the center as 'FREE'
- Mark the remaining squares with the cycle focus word-parts in different positions
Game pieces: clips or paper squares to make game boards

Middle Partial	Game board: Fill squares with vowels a, e, i, o, and u. Card deck: Use word cards CVCC "floss" words (e.g. will, fuzz) with all vowels. To play: Students read the word, identify the short vowel sound, and mark that spot on the board.
Late Partial	Game board: Fill squares with vowels a, e, i, o, and u. Card deck: Use word cards of words with the consonant clusters wh- and -ck (e.g. pick, whack). To play: Students read the word, identify the vowel sound, and mark that spot on the board.
Early Full	Game board: Fill squares with vowels a, e, i, o, and u. Card deck: Use word cards of two-syllable words with open syllables (e.g. hotel, music) as well as CVCe words with the vowel a (e.g. date, cake). To play: Students read the word, identify the long vowel sound (in the first syllable for 2-syllable words), and mark that spot on the board.
Middle Full	Game board: Fill squares with long vowel patterns: oa, ea, ai, ay, and ow. Card deck: Use word cards of words that contain these long vowel patterns. To play: Students read the word, identify the long vowel pattern, and mark that spot on the board.
Late Full	Game board: Fill squares with vowel patterns: ee, ea, and y as /ē/. Card deck: Use word cards of words that contain these long vowel patterns. 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.

Readers Theater

Materials:

Readers Theater text, enough for each student in the group: On the Pond

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:

If you visited a pond, what would you like to see? What would you want to do?
Write about a place you visited in your neighborhood, city, or somewhere else that you enjoyed visiting.

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 22, Lesson 114
Middle Partial	Grade 1, Module 2, Cycle 8, Lesson 44
Late Partial	Grade 1, Module 3, Cycle 15, Lesson 79
Early Full	Grade 1, Module 4, Cycle 22, Lesson 114
Middle Full	Grade 2, Module 1, Cycle 3, Lesson 14

Grade 1, Module 2, Cycle 10, Lesson 54