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)

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 106

•  Engagement Text: This text serves to pique students' interest in the Decodable Reader, introduced in Work Time B, by incorporating the topic and words from this cycle into an engaging read-aloud.

Lesson 107

• 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. 
• 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 108

• 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.
• Interactive Writing: Students apply their growing knowledge of letter-sound connections to writing words by working on a shared sentence. Students apply their knowledge of high-frequency words and letter-sound knowledge to spell familiar words and also practice correct letter formation and punctuation.

Lesson 109

• Phonemic Blending and Segmentation: Students segment and blend single-syllable words with three phonemes. This practice continues to refine students' ability to focus on and analyze the sounds within words.
• Chaining: Students begin by identifying each phoneme they hear in a CVC word and connect each of those sounds to the letter (grapheme) that matches it. Once they have encoded the word in this way, they then decode it by making each individual sound and blending them to pronounce the word.

Lesson 110

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

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. 

Josh and Chip are hanging out in the alley. “What are you going to do today?” Josh asks.

“No plans,” says Chip. 

They sit in silence for a moment. Then Chip has an idea! “Let’s go on a trip!” he says.

“To where?” asks Josh.
“Anywhere! We can sneak on the bus and see where it takes us!”

Josh thinks this is a great idea. They head to the street just in time to sneak onto the bus along with the human passengers.

Josh and Chip crawl under an empty seat and wait. The bus stops. Some people get on, some people get off. They wait and wait. 

Then they finally decide to get off the bus and see where it has taken them. They look around. There are trees everywhere. And no tall buildings like they have in their neighborhood. And no people.

“Where are we?” asks Josh as he looks around. “And what is that?” They both look at a big red building with a white roof. “I think I see animals in there,” Chip says as he looks closer.

Then they notice another cat! “Hi, friends!” says the farm cat. She looks a little different from cats in the alley. She talks a little different, too. 

Josh says, “Hi to you! May I ask, where are we?” “You’re at the farm!” says the friendly cat.

Josh and Chip have never been to or even heard of a farm. “Let me show you around!” says the farm cat. Josh and Chip follow her to the big red building. They find out it is called a barn. The farm cat shows them a big, round, snorty animal called a pig. “He lives in a pen and rolls around in mud!” says the farm cat.