1. s___ng i l_____f p____l v____st br___n g____t fa___er l____t c i l f
ACTIVITY 1 – Teacher Guided – Phonemic Awareness
ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457
Circle the letter(s) that completes the word. Write the letters on the line. Read the word. c i l f ea c s oo p e s a
s___ng i
l_____f
p____l
v____st
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 medial/middle sound completes the word? Circle the letter(s) that makes that sound. Then, write the letters on the line and read the word.
For example, say sing. What sound completes the word? (short i). Circle the letters that make that sound. Students would circle the letters i.
Words: sing, leaf, pool, vest, brown, goat, father and liight. a ow j i oa t th a m t
igh i
br___n
g____t
fa___er
l____t

2. bike, cold, shell, crack, mad, bath
ACTIVITY 2 – Teacher Guided – Read words.
Complete the sentence.
Word Bank
bike, cold, shell, crack, mad, bath 1.
Max has a new_______________________________.
bike 2.
Ava found a _____________________ on the beach. 3.
Thomas is ______________________ at the dog.
Where do they live?
What will you… 4.
Emma jumped over the ____________ on the path.
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?
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 this slide and give a pencil to each student.
Directions:
First, read the words in the word bank with the students. Then, have the students read the sentence with the blank. Use the words from the word bank to complete the sentence. Write the word on the line and reread the sentence with the word added. 5.
The dog is in the _________________________. 6.
They are swimming in the _________________ pool water.

3. not also full or why never pull cold know after too right stop could
ACTIVITY 3 –High-frequency Words Bingo ACELA 1778
not
also
full or
why
never
pull
cold
know
after
too
right
stop
could
any
every
from an
through
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!”

4. B I N G O B I N G O cold could never too right not 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
right
not
know
free space
any an
through
first
why
also
pull
from
every or
full
after B I N G O
from
after
too
cold
know
stop
not
free space
also
full or
through
first an
could
any
never
why
pull
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!”

5. B I N G O B I N G O first never also or know through after free space
ACTIVITY 3 –High-frequency Words Bingo ACELA 1778
ACTIVITY 3 –High-frequency Words Memory Game ACELA 1778 B I N G O
first
never
also or
know
through
after
free space
right
cold an
could
not
any
every
from
stop
full
pull
too B I N G O or
cold
every
right
after
too
any
free space
much
full
pull
could
know
never
why an
stop
through
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!”

6. 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.

7. 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.

8. Teacher Guided: Phonics Rotational Activity 2 Read sentences
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics
Rotational Activity 2
Read 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. What medial/middle sound completes the word? Circle the letter(s) that makes that sound. Then, write the letters on the line and read the word.
For example, say sing. What sound completes the word? (short i). Circle the letters that make that sound. Students would circle the letters i.
Words: sing, leaf, pool, vest, brown, goat, father and liight.
Materials:
Print out this slide and give a pencil to each student.
Directions:
First, read the words in the word bank with the students. Then, have the students read the sentence with the blank. Use the words from the word bank to complete the sentence. Write the word on the line and reread the sentence with the word added.
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 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.