Bingo (or 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

Late Partial	Game board: Fill squares with vowels a, e, i, o, and u. Card deck: Use word cards with CVCC "floss" words as well as words with the patterns -ank, -ink, -unk, and -onk. To play: Students read the word, identify the short 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, close syllable words that have double consonants in the middle (e.g. muffin, zipper) as well as closed syllable compound words (e.g. backpack, granddad). To play: Students read the word, identify the short vowel sound in the first syllable, and mark that spot on the board.
Middle Full	Game board: Fill squares with the vowel patterns: ar, or, er, ir, ur, and er. Card deck: Use word cards that contain these r-controlled vowel patterns. To play: Students read the word, identify the r-controlled vowel pattern, and mark that spot on the board.
Late Full	Game board: Fill squares with vowels: long a, long e, long i, long o, and long u. Card deck: Use two-syllable, open syllable words, or the long vowel patterns ay or ai. To play: Students read the word, identify the long vowel sound, and mark that spot on the board. In two-syllable words, students will listen to the vowel sound in the first syllable.
Early Consolidated	Game board: Fill squares with vowels o and i along with the contractions parts 's and n't. Card deck: Use words that contain the patterns -old, -ost, -ind, and -ild along with "is" and "not" contractions (i.e. he's, can't). To play: Students read the word, identify the long vowel sound or the type of contraction, 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
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: James and Sam Make a Flame

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:

James tried camping for the first time. Write about a time you tried something new.
Sam helped James on their trip. Write about a time you helped someone as he or she tried or learned something new.

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 6, Lesson 31
Late Partial	Grade 1, Module 3, Cycle 13, Lesson 66
Early Full	Grade 1, Module 4, Cycle 20, Lesson 101
Middle Full	Grade 2, Module 1, Cycle 2, Lesson 6
Late Full	Grade 2, Module 2, Cycle 8, Lesson 36

Grade 1, Module 3, Cycle 15, Lesson 76