ACTIVITY 1 – Teacher Guided – Phonemic Awareness ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457 Write the letters in the next row to make a new word. Read the new word. s h a d e e p Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the picture. Say the name of the picture. Ask the students to read the word shade. Have the students write the letters -ick in the row below to make a new word. Have the students read the new word. Then, have the students write two sentences using the new words on the back of this activity. For example, add (sh) to the letters eep to make sheep. Add (sh) to the letters ape to make shape. Add (sh) to the letters op to make shop. a p e o p

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 then, thank, much, long, day, help, chair, hair, fair, clear, near, deer, air, mare, hare, care, scare 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. Write a text that uses words from the word bank. Draw a picture about the text. Directions: Ask the students to write three to five 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. Write a text that uses words from the word bank. Draw a picture about the text. Directions: Ask the students to write three to five 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.

much then thank first before after know tell which cold day call help ACTIVITY 3 –High-frequency words ACELA 1778 much then thank first before after know tell which cold day call help going each every long when why family Materials: Print out slide four, five and six single sided. Give each student a pencil and slide five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on the blank slide. Have the students come back after five or ten minutes and share the words that they found with the other students.

too or did where play any from also full of does never come him her ACTIVITY 3 –High-frequency words ACELA 1778 too or did where play any from also full of does never come him her think an once than has Materials: Print out slide four, five and six single sided. Give each student a pencil and slide five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on slide five. Have the students come back after five or ten minutes and share the words that they found with the other students.

ACTIVITY 3 –High-frequency words ACELA 1778 Materials: Print out slide four, five and six single sided. Give each student a pencil and slide five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on slide five. Have the students come back after five or ten minutes and share the words that they found with the other students.

ACTIVITY 4 – Teacher Guided – Write informative text. ACELY 1661 Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 something about the topic.

ACTIVITY 4 – Teacher Guided – Write informative text. ACELY 1661 Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 something about the topic.

Teacher Guided: Phonics Block 5: Performance & Rotational Activities Rotational Activity 1 Teacher Guided: Phonics Rotational Activity 2 Write sentences Rotational Activity 3 High-frequency words Rotational Activity 4 Teacher Guided: Write informative text. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note Materials: Print out this slide and give a pencil to each student. Directions: Ask the students to look at the picture. Say the name of the picture. Ask the students to read the word shade. Have the students write the letters sh- in the row below to make a new word. Have the students read the new word. Then, have the students write two sentences using the new words on the back of this activity. For example, add (sh) to the letter eep to make sheep. Add (sh) to the letter ape to make shape. Add (sh) to the letter op to make shop. Materials: Print out slides two and three and give a pencil and crayons to each student. Write a text that uses words from the word bank. Draw a picture about the text. Directions: Ask the students to write three to five 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, five and six single sided. Give each student a pencil and slide five. Cut up slides three and four and place the words around the room. Directions: Have students walk around the room and look for the words they know. Have the students say the word and then write the words on the blank slide. Have the students come back after five or ten minutes and share the words that they found with the other students. Materials: Print out slides seven and eight and give a pencil and crayons to each student. Tell the students they will write facts about the topic. Teacher needs to create a topic prior to the lesson. Give students a topic sentence. Directions: Ask the students to write facts about the topic. Students should write between three to five sentences. 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 something about the topic.