1. goat b t g k r i j sh e b a r c u b i t p o r m f i d
ACTIVITY 1 – Teacher Guided – Phonemic Awareness
ACTIVITY 1 – Teacher Guided – Phonics Activity ACELA 1457
Circle the letter that makes the beginning sound for the new word. Write the new word on the line. b t g k r i j sh e b a r
goat
Materials:
Print out this slide and give a pencil to each student.
Directions:
Ask the students to look at the first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter that makes that sound. Then, write the new word on the line. For example, say boat. Say goat. What sound changed to make the new word? /g/. Circle the letter that makes that sound. Students would circle the letter g.
Words: ring to king, jeep to sheep, bake to rake, blue to clue, pie to tie, mow to row, and five to dive c u b i t p o r m f i d

2. After he learned the letters and their sounds, he began to read words.
ACTIVITY 2 – Teacher Guided – Read words.
Buzz Learns to Read
a, b, c….
Buzz the bee was learning to read and write. First, he had to learn his letters before he could read or write.
First, he learned what the letters looked like. Then, he learned the sounds they made.
After he learned the letters and their sounds, he began to read words.
He read slowly at first. It took a lot of practice before he could read fast. After he learned to read words, Buzz could read books. Buzz liked to read books.
Materials:
Print out this slide and give a pencil to each student. Fold the paper into a tri-fold book.
Directions:
Teacher/assistant and students will track and read the high-frequency words. Then, students will trace the words.

3. first before after know which tell pull many hot cold animal call as
ACTIVITY 3 –High-frequency words ACELA 1778
first
before
after
know
which
tell
pull
many
hot
cold
animal
call as
going
each
every
people
when
why
what
Materials:
Print out slides three and four and give each student a pencil.
Directions:
Have students write three sentences using the high frequency word on page three.

4. ACTIVITY 3 –High-frequency words ACELA 1778
Materials:
Print out slides three and four and give each student a pencil.
Directions:
Have students write three sentences using the high frequency word on page three.

5. ACTIVITY 4 – Teacher Guided – Write informative text. ACELY 1661
Materials:
Print out slides five and six 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 craw the animals when finished.

6. ACTIVITY 4 – Teacher Guided – Write informative text. ACELY 1661
Materials:
Print out slides five and six 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 craw the animals when finished.

7. Teacher Guided: Phonics Rotational Activity 2 Read a story
Block 5: Performance & Rotational Activities
Rotational Activity 1
Teacher Guided: Phonics
Rotational Activity 2
Read a story
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 first picture. Say the name of the picture. Say the name of the second picture. What sound changed to make the new word? Circle the letter that makes that sound. Then, write the new word on the line. For example, say boat. Say goat. What sound changed to make the new word? /g/. Circle the letter that makes that sound. Students would circle the letter g.
Words: ring to king, jeep to sheep, bake to rake, blue to clue, pie to tie, mow to row, and five to dive
Materials:
Print out this slide and give a pencil to each student. Fold the paper into a tri- fold book.
Directions:
Teacher/assistant and students will track and read the high-frequency words. Then, students will trace the words.
Materials:
Print out slides three and four and give each student a pencil.
Directions:
Have students write three sentences using the high frequency words on page three.
Materials:
Print out slides five and six 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 time to draw the topic.