Vowel Slides

Materials:

Card deck with Cycle focus printed in sound boxes (one deck per pair in each microphase).
Vowel slides (one set for each pair in each microphase).

Late Partial	Label the slides: short a, short e, short i, short o, and short u. Use "floss" words with all vowels as well as words with the patterns -ank and -ink.
Early Full	Label the slides: short a, short e, short i, short o, and short u. Use two-syllable words with closed syllables (e.g. muffin, basket). Students will listen to the vowel sound in the first syllable.
Middle Full	Label the slides: ar and or. Use words with the r-controlled vowel patterns -ar and -or.
Late Full	Label the slides: long a, long e, long i, long o, and long u. Use word cards that contain CVCe and two-syllable words with open syllables (e.g. hotel, music). Students will listen to the vowel sound in the first syllable.
Early Consolidated	Label the slides: /oy/ and /ow/. Use word cards that contain the vowel teams oi, oy, ou, and ow.

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:

Pat really enjoys donuts. What is a food treat that you really enjoy eating? Tell what you like about it.
Write about a time someone surprised 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
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 2, Module 1, Cycle 1, Lesson 1
Late Full	Grade 2, Module 2, Cycle 7, Lesson 31

Grade 1, Module 3, Cycle 14, Lesson 71