Grade 1: Module 1: Cycle 3 | EL Education Curriculum

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ELA G1:S1:C3

Grade 1: Module 1: Cycle 3

In this Cycle

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Phonemes Introduced in This Cycle

/i/, /ch/, /k/, /y/, /sh/, /z/, /d/, /l/, /f/

High-Frequency Words

"at," "and," "in," "look," "like," "his," "with"

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

  • Phonemic Blending and Segmentation: Students focus their attention on isolating and manipulating sounds in specific words. This is an ongoing routine that supports students' ability to match the grapheme (letter) to phoneme (sound). Students use the thumb-tapping technique to segment and blend sounds together to make words. 
  • Writing the Letter to Match the Sound: Students use knowledge of phoneme segmentation to isolate and identify the initial, middle, and final sound in a word. As they identify each sound, they must connect it to its written representation (grapheme) and practice proper letter formation using a skywriting technique. 
  • Chaining (Decoding): Students read words from left to right, making each sound and blending them to pronounce the word. Students analyze groups of words by figuring out the letter sounds that have changed and the letter sounds that have stayed the same of the group of words taught. 
  • Chaining (Encoding): Students use their knowledge of letter-sound connections to spell written words. Students write letters using proper letter-formation guidelines that correspond to the correct spelling of the words they hear. They are encouraged to check their spelling against the teacher model.

Lesson 17

  • Engagement Text: Students use knowledge of phoneme segmentation to isolate and identify the initial, middle, and final sound in a word. As they identify each sound, they must connect it to its written representation (grapheme) and practice proper letter formation using a skywriting technique.
  • Comprehension Conversation (optional): Students answer suggested (or similar) text-based comprehension questions about the engagement text.

Lesson 18

  • High-Frequency Word Fishing: Students apply decoding (reading) skills and growing knowledge of irregularly spelled words to review the high-frequency words. Students begin the process of committing such words to memory by using known letter-sound connections and context.

Lesson 19

  • Question and Switch: Students apply growing knowledge of grapheme-phoneme (letter-sound) connections and of decodable and high-frequency words by reading cards with graphemes or words, then switching with a partner to read a new one.
  • Call and Response: Students apply growing knowledge of grapheme-phoneme connections to chant correlating graphemes (letters) to phonemes (sounds), phonemes to graphemes, and blend phonemes to make a recognizable spoken word.
  • Interactive Writing: Students work together to construct a sentence, crafting a shared sentence from the decodable text or content from the Integrated Literacy block. Students spell words by segmenting the sounds (in sequence) of spoken words and match them to their letter(s). They also use rules of capitalization, spacing, and punctuation as they construct the sentence as well as practice high-frequency words.

Lesson 20

  • Reading Silly Words: Students decode (read) nonsense words in isolation and articulate the decoding strategy they used.
  • Spelling with Style: Students spell words using patterns they have learned. They practice spelling words in a unique way, "with style" (e.g., like an opera singer or chicken), and then write them on their own whiteboard. 

Cycle Word List

In this cycle, students work with short "i," the consonants "k," "y," "z," "d," "l," "f," and the digraphs "sh" and "ch" to decode and encode a large quantity of words with two, three, and even four (if students are ready) phonemes. While words with short "i" are emphasized, short "a" is reinforced and reviewed. Note that the accumulation of the consonants from this and Cycle 2 allows students to start to work with words with initial consonant blends "fl," "dr," "gr," and "sp" and final "-nd," "-nk," and "-ng." In addition, students are introduced to "-s" as a doing suffix. For the full cycle overview with word list, Cycle-at-a-Glance and teaching notes, download the cycle overview.


Engagement Text and Decodable Readers

The text listed below can be utilized to reinforce the skills taught in the cycle. Teachers can use the text to have students apply their learning during small group work or teacher-led groups. By focusing on the skills/patterns being taught, students can apply their learning to text. A list of activities to consider with the text are listed in the activity section. 

Engagement Text: "Pat's Map"
I read in a book once that pirates sometimes buried their treasure near the ocean. So, I was excited when Grandma told us she was taking Pat and me to the beach this weekend! Maybe we could find some buried treasure...

On our way there in the car, I used my imagination to draw a map of the beach, with a big X on the spot where the treasure might be buried. Pat especially liked the pirate ship I drew in the ocean.
As soon as our feet touched the sand, Pat and I pulled out our buckets and shovels and started to dig for treasure! I wanted to dig all day, but Pat got tired of the sand. She wanted to go in the water.
She saw some other kids dipping and splashing in the waves. She ran over to them and started to play tag. Pat ran and tagged the kids, and they tagged her back. As they ran and splashed, they saw a fish flip out of the water!
Then we showed the kids our pirate map. We all pretended to be pirates, digging in the sand for treasure. We even made up pirate songs!
All that running around made Pat and the other kids hot and thirsty.
Grandma brought lemonade, so she poured some for all of us. We all sipped our drinks.
Pat was still hot, so I had an idea. Look, the map is a fan! The fan made Pat giggle because she loved the cool air on her face. Pat wanted to try it, too. So we sat in the sand with the other kids and took turns using the map as a fan. It was even more fun than looking for buried treasure!
Then Grandma said it was time to go home. We said goodbye to the other kids. Then we helped Grandma put our buckets and shovels back in the beach bag.
On the way home, Pat fell asleep in her car seat holding the fan. Pat and I had such a fun day at the beach!

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