1. coat boat goal toad home bone stone nose slime hike bike five lime
ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457
Materials:
Print out slides one and two single-sided. Students will be playing a game similar to “Go Fish.” Cut out each card. Mix up the cards. Pass out five cards to each student with the remaining cards in a stack in the center.
Directions:
Select the initial player. The first student picks a card from their stack/hand and says the name of the picture. Then, the student will say the medial/middle sound of the word. Next, the student will ask the other students, “Do you have a word with the medial/middle sound _____ (say medial sound).” The student will ask each student playing the game if they have that sound.
If yes: Place the pair on the table in front of you. Then, the next student takes a turn.
If no: The students say, “Go find the medial sound.” The student will then draw one card from the stack in the center. If that card makes a pair, place the pair on the table. If the card does not make a pair, the student keeps the card in their hand. Now, the player next to the initial player plays. Turns end when all pairs are made, or all cards are drawn from the center stack. If a student runs out of cards, have the student get four more from the center stack. The player with the most medial sound pairs wins the game.
coat
boat
goal
toad
home
bone
stone
nose
slime
hike
bike
five
lime
tube
tune
flute
cube
cute
hide
find

2. snake cake lake rake train rain brain stain queen sheep wheel peek
ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457
Materials:
Print out slides one and two single-sided. Students will be playing a game similar to “Go Fish.” Cut out each card. Mix up the cards. Pass out five cards to each student with the remaining cards in a stack in the center.
Directions:
Select the initial player. The first student picks a card from their stack/hand and says the name of the picture. Then, the student will say the medial/middle sound of the word. Next, the student will ask the other students, “Do you have a word with the medial/middle sound _____ (say medial sound).” The student will ask each student playing the game if they have that sound.
If yes: Place the pair on the table in front of you. Then, the next student takes a turn.
If no: The students say, “Go find the medial sound.” The student will then draw one card from the stack in the center. If that card makes a pair, place the pair on the table. If the card does not make a pair, the student keeps the card in their hand. Now, the player next to the initial player plays. Turns end when all pairs are made, or all cards are drawn from the center stack. If a student runs out of cards, have the student get four more from the center stack. The player with the most medial sound pairs wins the game.
snake
cake
lake
rake
train
rain
brain
stain
queen
sheep
wheel
peek
seal
meat
wheat
read
nail
bake
leaf
feet

3. 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
cook, food, fruit, meat, bake, make, vegetables, grill, cheese, bread, good, lunch
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 three and four 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.

4. 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.
Where does a cow live? Does a cow live in the city? I think the cow lives on a farm.
Materials:
Print out slides three and four 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.

5. number good right through stop
ACTIVITY 3 –Write high-Frequency words
Read it.
Write it.
Use it in a sentence.
number
good
right
through
stop
Materials:
Print out the slide and give each student a pencil.
Directions:
Have the students read the word, write the word and use it in a sentence.

6. ACTIVITY 4 – Teacher Guided – Write a narrative. ACELY 1661
Materials:
Print out slides six and seven 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.

7. ACTIVITY 4 – Teacher Guided – Write a narrative. ACELY 1661
Materials:
Print out slides six and seven 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.

8. Teacher Guided: Phonemic Awareness Rotational Activity 2
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonemic Awareness
Rotational Activity 2
Write sentences
Rotational Activity 3
High-frequency words
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 one and two single-sided. Students will be playing a game similar to “Go Fish.” Cut out each card. Mix up the cards. Pass out five cards to each student with the remaining cards in a stack in the center.
Directions:
Select the initial player. The first student picks a card from their stack/hand and says the name of the picture. Then, the student will say the medial/middle sound of the word. Next, the student will ask the other students, “Do you have a word with the medial/middle sound _____ (say medial sound).” The student will ask each student playing the game if they have that sound.
If yes: Place the pair on the table in front of you. Then, the next student takes a turn.
If no: The students say, “Go find the medial sound.” The student will then draw one card from the stack in the center. If that card makes a pair, place the pair on the table. If the card does not make a pair, the student keeps the card in their hand. Now, the player next to the initial player plays. Turns end when all pairs are made, or all cards are drawn from the center stack. If a student runs out of cards, have the student get four more from the center stack. The player with the most medial sound pairs wins the game.
Materials:
Print out slides three and four 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 the slide and give each student a pencil.
Directions:
Have the students read the word, write the word and use it in a sentence.
Materials:
Print out slides six and seven 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.