This two-day lesson focuses on the reading and analysis of “The Circuit” by Francisco Jiménez. The goal of this lesson is for students to make inferences about the challenges and changes required of the story’s character, Panchito, and to find evidence of the author’s craft that develops the narrative.Students will reflect upon the relevance of the essential question (In what ways does our need to feel a sense of belonging conflict with our individuality?) to the narrator's experience.  In particular, students should recognize that the reality of the narrator's individual situation acts as an impediment to his efforts to belong to a community.Although "The Circuit" is classified as a work of fiction, the author states that the stories represent the lives of his family members.  Students will appreciate Jimenez's descriptive, character-driven writing.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lessons 11-12, 14-15

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.
Lesson 11

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: it's name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 12

Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 13

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 14

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 15

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.

ELA GK:S1:C3
GRADE K: MODULE 1: CYCLE 3
ELA GK:S1:C2:L15
ELA GK:S1:C3:L16
In this Cycle
Lessons
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ELA GK:S1
ELA GK:S1:C3
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Phonemes Introduced in This Cycle
K
K
k
k
N
N
n
n
High-Frequency Word
the
High-frequency words are words that occur most frequently in written material and do not follow phonetic rules or, as we say in the EL Education curriculum, "don't play fair." Due to this fact, it is important that students are able to navigate these words with ease to improve their reading fluency and comprehension. While high-frequency words on their own don't carry much meaning, they are essential to sentences and help students gather meaning. Below you will find five activities for each day of the week that teachers can do with students or parents can do with their children at home as high-frequency words are being introduced cycle by cycle.

Read it, say it, write it, read it again
Use high-frequency words in sentences (oral and written)
Read a list of high-frequency words and time yourself on fluency (keep running list)
Search for high-frequency words in sentences/poems and underline them
Fishing for high-frequency words (one person reads the word aloud, other students find the word in a stack of other high-frequency words)
Instructional Practices
The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 16

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 17

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 18

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 19

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 20

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 17, 19-20

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 21

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 22

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 23

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 24

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 25

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 21-22, 24-25

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 51

Letter Story and Digraph Story: Students hear Letter Stories read aloud for vowel letters and digraphs. (Note: Letter Stories for consonants can be used during Small Group Differentiated Instruction or other times.) This underscores the importance and challenge of continually practicing vowel and digraph sounds and provides another mnemonic through which students can commit them to memory.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.
Lesson 52

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 53

Poem: Articulatory Gestures: Students use articulatory gestures to support their learning of letters from the current cycle. The teacher might provide students (or partners) hand mirrors to see their mouth movements as they pronounce each phoneme.
Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 54

Make a Match: Students match rhyming words together.
Interactive Sentence Building: Students synthesize their ability to rhyme with their knowledge of letter identification by identifying a missing word in a poem and matching it to its representation in print.
Lesson 55

Question Cards: Students review skills taught in the first two modules with a fun card game.

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 56

Letter Story and Digraph Story: Students hear Letter Stories read-aloud for vowel letters and digraphs. (Note: Letter Stories for consonants can be used during Small Group Differentiated Instruction or other times.) This underscores the importance and challenge of continually practicing vowel and digraph sounds and provides another mnemonic through which students can commit them to memory.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.
Lesson 57

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 58

Poem: Articulatory Gestures: Students use articulatory gestures to support their learning of letters from the current cycle. The teacher might provide students (or partners) hand mirrors to see their mouth movements as they pronounce each phoneme.
Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 54

Make a Match: Students match rhyming words together.
Interactive Sentence Building: Students synthesize their ability to rhyme with their knowledge of letter identification by identifying a missing word in a poem and matching it to its representation in print.
Lesson 59

Question Cards: Students review skills taught in the first two modules with a fun card game.

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 26

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 27

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 28

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 29

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 30

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 26-27, 29-30

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 31

Letter Story and Digraph Story: Students hear Letter Stories read aloud for vowel letters and digraphs. (Note: Letter Stories for consonants can be used during Small Group Differentiated Instruction or other times.) This underscores the importance and challenge of continually practicing vowel and digraph sounds and provides another mnemonic through which students can commit them to memory.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 32

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 33

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 34

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 35

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 31, 34-35

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 36

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 37

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 38

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 39

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 40

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 36-37, 39-40

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 41

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 42

Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 43

Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 44

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 45

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 41-42, 44-45

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

The instructional practices listed below summarize the instruction that accompanies the skills that are being taught in this cycle for the respective grade level. Teachers should review these routines for guidance on how to teach the skills and patterns reflected in the microphase.

Lesson 46

Letter Story and Digraph Story: Students hear Letter Stories read-aloud for vowel letters and digraphs. (Note: Letter Stories for consonants can be used during Small Group Differentiated Instruction or other times.) This underscores the importance and challenge of continually practicing vowel and digraph sounds and provides another mnemonic through which students can commit them to memory.
Getting to Know the Letters (Part 1): Students "meet" each new letter for the cycle, exploring the following about each: its name (grapheme), its sound(s) (phoneme), and a consistent keyword that represents the letter. This practice includes a Letter-Sound chant component (see Opening Instructional Practices for more details), using only the newly introduced letters.
Lesson 47

Poem Launch: Students hear/read a poem that includes keywords for each letter introduced in the cycle. The verses incorporate new high-frequency word(s) and words that feature the cycle's new graphemes (letters) and phonemes (sounds). This poem is used throughout the cycle for different purposes.
Poem Letter Search: Students explore the already introduced cycle poem for a new purpose: to search for specific letters.
Getting to Know the Letters (Part 2): Students use the same letters as in Part 1, but now get to know the shape and formation of each, practicing first with their bodies and then on paper.
Lesson 48

Poem: Articulatory Gestures: Students use articulatory gestures to support their learning of letters from the current cycle. The teacher might provide students (or partners) hand mirrors to see their mouth movements as they pronounce each phoneme.
Mystery Word (Clues to the Mystery Word and Introducing the Mystery Word): Students explore the already introduced poem for a new purpose: searching for a "mystery" high-frequency word. Students are given clues about the number of letters in the word and then search for words with the same number of letters, encouraging student inquiry. They also listen for a word as the teacher reads the words of the poem, clapping when they hear it. This practice is a vehicle for introducing Kindergarten high-frequency words that students will later see in poems and Decodable Student Readers.
Lesson 49

Feel the Beats: Students explore the already introduced poem for a new purpose: to listen for and identify each syllable (beat) in a spoken word. They count the number of syllables in the spoken word, pronounce each one, and manipulate them by segmenting and blending. (Note: Starting in Module 3, this Work Time instructional practice transitions to a shorter, Opening practice.)
Lesson 50

Rhyme Time: Students explore the already introduced poem for a new purpose: identifying rhyming words. They begin with a game that provides an introduction to the concept of rhyming and then revisit the poem, listening for words that rhyme (have the same ending sound). Rhyming develops this phonemic awareness, teaching students to group words together according to larger sound units. Rhyme Time guides students to analyze sounds in spoken words.
Lessons 46, 49-50

Letter-Sound Chant: Students chant the names of letters and accompanying letter sounds in this ongoing routine (used in multiple lessons throughout a cycle) that reinforces taught graphemes (letter) and phoneme (sound) connections and keywords. This chant connects the keywords and phonemes in students' memories to support quick recall of phonemes for decoding and encoding.

We will graph cosine and sine functions and identify the amplitude, period, and phase shift.

Reviewing the causes and then examining some of the hardships, impacts, of the Great Depression during Herbert Hoover's presidency. Then preview Franklin Delano Roosevelt's New Deal,which will be the next area of focus.

Explore the movement and exchange of plants, animals, and diseases from the Old World to the New World and the New World to the Old World.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

Students will collaborate with partners to develop body paragraphs of an argumentative essay based on informational texts read in class.

The pairs' paragraphs will be combined to create the body paragraphs of an essay. Students will then work on sequencing the paragraphs, adding transitions, and providing intro/conclusion paragraphs.

In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states.

Open Education Week is an ideal time to hear from our community members who are leading open education initiatives on their campuses and across their states to reduce costs for students and empower faculty to enhance learning in their classrooms. We will hear from two OER librarians and a faculty member who are successfully growing awareness and adoption of open educational resources. They will share the successes and challenges of coordinating statewide efforts and influencing their colleagues to adopt OER in their courses.

This lesson uses GoMath Chapter 12 Lesson 6 resources and incorporates supplemental digital resources to reinforce lesson objectives.

Hands in ActionA Lesson Inspired by the Teachings of Liz Shea-McCoy With a “Full-Body” Adaptation by Susan Brasch http://www.susanjbrasch.com Also included is a Link to the Copyrighted Dick Blick Lesson Plan Aboriginal Hand Prints www.dickblick.com which can also be found in this hub.Objectives:1. To Learn about the importance of hands2. To identify the many uses of hands3. To create art using hands (and other body parts) as both a vehicle and an inspiration4. To incorporate the elements of color, pattern, line, symmetry and negative positive space into the creation of artAudiences:This lesson is appropriate for all ages and audiences but is ideal for elementary-aged children.