s___f __ork st__m __air d___t ir h___ __ark flow__ d ir r k r air j sh ACTIVITY 1 – Teacher Guided – Phonemic Awareness ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457 Circle the letters that make the sound that completes the word. Write the letters on the line. d ir r k r air j sh e er a r d___t ir h___ __ark flow__ 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. What letter sound completes the word? Circle the letters that makes that sound. Then, write the letters on the line and read the word. For example, say dirt. What sound completes the word? /Әr/. Circle the letters that make that sound. Students would circle the letters ir. Words: dirt, hair, shark, flower, surf, fork, storm and chair. s ur b i f e or a m t ch k s___f __ork st__m __air

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 long, know, tell, which, first, before, after, hair, surf, chair, flower, purse, scare, forest, glare, square 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. Where does a cow live? Does a cow live in the city? I think the cow lives on a farm. 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.

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? 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? Where does a cow live? Does a cow live in the city? I think the cow lives on a farm. 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.

long also full or why never pull cold know tell too of as could any ACTIVITY 3 –High-frequency Words Bingo ACELA 1778 long also full or why never pull cold know tell too of as could any every from an family animal Materials: Print out slides three through five. 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 could never too of long know free space any ACTIVITY 3 –High-frequency Words Bingo ACELA 1778 ACTIVITY 3 –High-frequency Words Memory Game ACELA 1778 B I N G O cold could never too of long know free space any an family animal why also pull from every or full tell B I N G O from tell too cold know as long free space also full or family animal an could any never why pull Materials: Print out slides three through five. 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 know family tell free space 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 know family tell free space of cold an could long any every from as full pull too B I N G O or cold every of tell too any free space animal full pull could know never why an as family from also Materials: Print out slides three through five. 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 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 an informative text. Click the to go directly to the activity. Teacher gives directions for each rotational activity. Teacher Note 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. 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. What letter sound completes the word? Circle the letters that make that sound. Then, write the letters on the line and read the word. For example, say dirt. What sound completes the word? /Әr/. Circle the letters that make that sound. Students would circle the letters ir. Words: dirt, hair, shark, flower, surf, fork, storm and chair. 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 three through five. 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!”