Bingo (or a similar activity)

Materials:

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

Early Full	Game board: Fill squares with vowels long a, long e, long i, long o, and long u. Card deck: Create VCe word cards with the vowel a and two-syllable words with an open first syllable. To play: Students read the word, identify the long vowel sound in the first syllable, and mark that spot on the board.
Middle Full	Game board: Fill squares with vowels long a, long o, and long e. Card deck: Create word cards with long vowel patterns: ay, ai, ow, oa, and ea. To play: Students read the word, identify the long vowel sounds, and mark that spot on the board.
Late Full	Game board: Fill squares with vowels long i, long e, and long a. Card deck: Create word cards with long patterns: igh, ie, ee, ea, y as /ē/, ay, and ai. To play: Students read the word, identify the long vowel sound, and mark that spot on the board.
Early Consolidated	Game board: Fill the squares with the sounds /d/, /t/, and /id/. Card deck: Create word cards with the suffix -ed that makes all three sounds (e.g. colled, fixed, lifted). To play: Students read the word, identify the sound make by the suffix -ed, and mark that spot on the board.
Middle Consolidated	Game board: Fill the squares with the word endings -ge, -dge, ch, and -tch. Card deck: Create word cards with the endings -ge, -dge, ch, and -tch. To play: Students read the word, identify the ending spelling pattern, and mark that spot on the board.

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:

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:

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:

Pretend that you are looking up at the night sky. What do you think you will see? What would you like to see?
Pretend that you are an owl or a bat flying in the night sky. As you look down below towards the ground, what do you see? Describe what is happening below you.

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	Grade 1, Module 3, Cycle 15, Lesson 78
Middle Partial	Grade 1, Module 4, Cycle 22, Lesson 113
Late Partial	Grade 2, Module 1, Cycle 4, Lesson 18
Early Full	Grade 2, Module 2, Cycle 10, Lesson 48
Middle Full	Grade 2, Module 3, Cycle 17, Lesson 83

Grade 1, Module 4, Cycle 24, Lesson 123