Grade 1: Module 3: Cycle 17 | EL Education Curriculum

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ELA G1:S3:C17

Grade 1: Module 3: Cycle 17

In this Cycle

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Phonemes Introduced in This Cycle


High-Frequency Words

"kind," "many," "these," "too," "your"

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 86

  • Vowel Sounds: Students segment and blend words with short and long vowel sounds. They begin to identify the types of vowel sounds they hear by analyzing the spelling of the word as well as the syllable type. 
  • Magnanimous Magician: Students learn that CVCe words make long vowel sounds. They discover that the "e" is "magic" because it changes the vowel sound from short to long. Students listen for the vowel sound and spell words using their letter-sound knowledge.

Lesson 87

  • 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.
  • High-Frequency Words: Students are introduced to the high-frequency words of the cycle. The teacher explicitly teaches all high-frequency words students will see in the Decodable Student Reader. Students decode and analyze each word to determine if the word is "decodable" because it is regularly spelled, "doesn't play fair" because it hasn't been explicitly taught yet, or "irregular" because it is irregularly spelled.

  • Decodable Reader Partner Search and Read: Students read a short text that incorporates words using familiar phonemes (sounds) and high-frequency words from the cycle, which students search out in the text with a partner before reading the text. Students receive practice with concepts of print (e.g., one-to-one match and return sweep) and apply knowledge of taught graphemes and phonemes as they decode words.

Lesson 88

  • 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.
  • Spelling to Complement Reading: Students work through a series of scaffolded steps to successfully spell words from the current or past cycles. They first isolate and identify the individual phonemes (sounds) in the spoken word, then apply their growing knowledge of letter-sound connections to identify the grapheme (letter) that matches each individual phoneme (sound). Finally, they use that information to encode (spell) the word.

Lesson 89

  • Sort It Out: Students sort words into groups with the same sound and connect them to the letters that represent those sounds. Students analyze words by comparing and contrasting parts of words and sorting them into the correct category.
  • 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 90

  • 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. 
  • Assessment and Goal Setting (during cycle assessments): Students take on-demand assessments at the end of each cycle. Teachers score immediately to track student progress and possibly revise their personal goals for the module accordingly.

Cycle Word List

In this cycle, students continue to work with the CVCe pattern focusing heavily on "u_e" and "e_e." As with the previous two cycles, this begins with one-syllable words with and without consonant blends, uses the suffix "-s" (where dropping the "e" is not required) and offers extensions with two-syllable words. The rule about dropping the "e" when adding a vowel suffix continues to be offered here as an extension as well but is introduced explicitly later in the module. 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: "Cubes and Cones"

Look around you. Take some time. You will see 3-D shapes of every kind! How many 3-D shapes can you find?

A cube is a 3-D shape. When you look at all six sides, they are all the same. A cube is a square everywhere! There is no rule for how to use a cube. Cubes can be used in many ways.

Sometimes when we play a game, we use something called dice. Dice are cubes with dots on each side representing numbers. Have you ever played a game with dice? 

If you put water into an ice cube tray and freeze it, you get another kind of cube--ice cubes! You can put them in your drink to keep it nice and cold. 

Have you ever heard of a game called a Rubik's Cube? It is a big cube made of many little cubes. It is like a puzzle. 

Another 3-D shape is a cone. Cones can be used in many ways, too. A cone is solid, not flat. A cone is pointy at the top, like a pencil point, and is wide and round at the bottom. In fact, the top of a pencil is a good example of a cone. Another example is a party hat!

Now, let's go outside...

Have you ever noticed an orange plastic cone on the side of the road? These are used to warn people if an area is unsafe. 

There are many things in nature that are shaped like a cones, too. Mountains and pine trees and many more

A pine cone can have a cone shape. Many shells from the ocean also have a cone shape, too. But, inside or out, this is the very best way to use a cone--an ice cream cone! Yum! So look around you. Take some time. You will see 3-D shapes of every kind. Now, how many 3-D shapes can you find?

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