boat b t c sk d ir c p y c st a f a m c t r sh t squ b sh sw ACTIVITY 1 – Teacher Guided – Phonemic Awareness ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457 Circle the letter or letters that make the beginning sound for the new word. Write the new word on the line. b t c sk d ir c p y c st a boat Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter that makes that sound. Then, write the new word on the line. Assist students with writing the beginning, ending and vowel pattern sounds. For example, say coat. Say boat. What sound changed to make the new word? /b/. Circle the letter that makes that sound. Students would circle the letter b. Words: coat to boat, dirt to skirt, card to yard, jar to star, arm to farm, road to toad, squirt to shirt and sheep to sweep f a m c t r sh t squ b sh sw

What will you give me? Will you give me a goat or a bird in a cage? ACTIVITY 2 – Teacher Guided – Read words. Word Bank know, tell, which, first, before, after, car, jar, fern, purse, forest, car. yard, farm, arm, smart, start Where do they live? What will you… What will you give me? Will you give me a goat or a bird in a cage? Where do the prince and princess live? They live in a castle. Do you think they like living in a castle? What will you play today? Will you play golf or a game of chess? Where do the birds live? The birds live in a tree. How do they get there? They fly up to the tree. What will you do today? Will you watch the rain fall? Will you go for a walk? Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw pictures when finished. Where does a cow live? Does a cow live in the city? I think the cow lives on a farm.

What will you give me? Will you give me a goat or a bird in a cage? ACTIVITY 2 – Teacher Guided – Read words. Where do they live? What will you… What will you give me? Will you give me a goat or a bird in a cage? What will you play today? Will you play golf or a game of chess? Where do the prince and princess live? They live in a castle. Do you think they like living in a castle? What will you do today? Will you watch the rain fall? Will you go for a walk? Where do the birds live? The birds live in a tree. How do they get there? They fly up to the tree. Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw pictures when finished. Where does a cow live? Does a cow live in the city? I think the cow lives on a farm.

know also full or why never first cold hot tell too of as which any ACTIVITY 3 –High-frequency Words Bingo ACELA 1778 know also full or why never first cold hot tell too of as which any every from an family animal Materials: Print out slides four through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!”

B I N G O B I N G O cold which never too of know hot free space any an ACTIVITY 3 –High-frequency Words Bingo ACELA 1778 ACTIVITY 3 –High-frequency Words Memory Game ACELA 1778 B I N G O cold which never too of know hot free space any an family animal why also first from every or full tell B I N G O from tell too cold hot as know free space also full or family animal an which any never why first Materials: Print out slides four through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!”

B I N G O B I N G O animal never also or hot family tell free space of ACTIVITY 3 –High-frequency Words Bingo ACELA 1778 ACTIVITY 3 –High-frequency Words Memory Game ACELA 1778 B I N G O animal never also or hot family tell free space of cold an which know any every from as full first too B I N G O or cold every of tell too any free space animal full first which hot never an as family from also Materials: Print out slides four through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!”

ACTIVITY 4 – Teacher Guided – Write a narrative. ACELY 1661 Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write a narrative/story. Directions: Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell and draw a picture for their narrative. Prior to the activity, create an example for the students.

ACTIVITY 4 – Teacher Guided – Write a narrative. ACELY 1661 Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write a narrative/story. Directions: Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell and draw a picture for their narrative. Prior to the activity, create an example for the students.

Teacher Guided: Phonics Rotational Activity 2 Read a story Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Read a story Rotational Activity 3 High-frequency words Bingo Rotational Activity 4 Teacher Guided: Write a narrative. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out slides two and three and give a pencil and crayons to each student. Directions: Ask the students to write three to five separate sentences using the words from the word bank. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell. Prior to the activity, create an example for the students. Allow students to draw pictures when finished. Materials: Print out slides four through six. Provide students with 20 markers such as beans, rice, etc. Give each student a Bingo card. These pages must be printed single-sided. Directions: Cut the high-frequency cards and shuffle them. Then, call out one word at a time. Each player covers the word that is called out with a marker. As they do, chant the spelling of that high-frequency word. The first student with a row or column covered with markers calls out, “Bingo!” Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter that makes that sound. Then, write the new word on the line. Assist students with writing the beginning, ending and vowel pattern sounds. For example, say coat. Say boat. What sound changed to make the new word? /b/. Circle the letter that makes that sound. Students would circle the letter b. Words: coat to boat, dirt to skirt, card to yard, jar to star, arm to farm, road to toad, squirt to shirt and sheep to sweep Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell students they will write a narrative/story. Directions: Ask the students to write a narrative. Students should write between four to six sentences. Remind students to include a beginning, middle and ending of the narrative. Make sure that they are using an upper case letter at the beginning, finger space between words and punctuation marks at the end. Allow students to stretch out the words to spell and draw a picture for their narrative. Prior to the activity, create an example for the students.