1. eat graze May cream please sway stain rake feet ape seek beast
ACTIVITY 1 – Sort long a and e words. ACELA 1459
eat
graze
May
cream
please
sway
stain
rake
feet
ape
seek
beast
Materials: Print out this slide and cut out the words. Also, provide two baskets labeled long a and long e.
Directions:
Students will read and sort words by long a and long e into two labeled baskets.

2. I see my dog and cat eating.
ACTIVITY 2 – Read and write high-frequency words.
Who will say hello to her?
Cooper will say hello to the man by the jeep.
I see my dog and cat eating.
My family and pets
Name _________________________
Materials:
Print out this slide and give a pencil to each student. Fold the paper into a book.
Directions:
Teacher/assistant and student will track and read the high-frequency sentences. Then, students will trace the words.

3. hwo yb hre hmi ysa Mix it Fix it with a pencil Write with a crayon
ACTIVITY 3 –Mix it, Fix it, Write it high-frequency words ACELA 1778
Mix it
Fix it with a
pencil
Write with a
crayon
marker
hwo yb
hre
hmi
ysa
Materials:
Print out this slide and give each student a pencil, crayons and markers.
Directions:
Unscramble the high-frequency word and write it with a pencil. Next, using the correct spelling, write the high-frequency word with a crayon. Then, write the word with a marker. Last, read the word three times.

4. The cat sat. The cat sips. The cat naps. My name is
ACTIVITY 4 – Teacher Guided – Write about a character. ACELY 1661
The cat sat.
My name is
The cat sips.
The cat naps.
Materials:
Print out this slide and give a pencil and crayons to each student. Select one or two characters from last week’s reading.
Directions:
Ask the students to write one or more sentences describing a character we read about last week. Please have them start with the sentence frame “(insert character name) is __.” Then, have the students draw the character. If they are able to write additional sentences about the character, please allow it. The student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students.

5. Read and write high-frequency words
Block 5: Performance & Rotational Activities
Rotational Activity 1
Sort long a and e words
Rotational Activity 2
Read and write high-frequency words
Rotational Activity 3
Mix it, fix it, write it high-frequency words
Rotational Activity 4
Teacher Guided: Write and draw about a character
Click the to go directly to the activity.
Teacher gives directions for each rotational activity.
Teacher Note
Materials: Print out this slide and cut out the words. Also, provide two baskets labeled long a and long e.
Directions:
Students will read and sort words by long a and long e into two labeled baskets.
Materials:
Print out this slide and give a pencil to each student. Fold the paper into a book.
Directions:
Teacher/assistant and student will track and read the high-frequency sentences. Then, students will trace the words.
Materials:
Print out this slide and give each student a pencil, crayons and markers.
Directions:
Unscramble the high-frequency word and write it with a pencil. Next, using the correct spelling, write the high-frequency word with a crayon. Then, write the word with a marker. Last, read the word three times.
Materials:
Print out this slide and give a pencil and crayons to each student. Select one or two characters from last week’s reading.
Directions:
Ask the students to write one or more sentences describing a character we read about last week. Please have them start with the sentence frame “(insert character name) is __.” Then, have the students draw the character. If they are able to write additional sentences about the character, please allow it. The student may also dictate to the teacher or assistant what else they would like to say. Prior to the activity, create an example for the students.