Day 1 (Unit 11)

Introduce the Concept
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to introduce the unit focusing on the following 3 elements:

• Phonic Concept Review
• Introduce the Concept
• Building Words for Reading

Read the Student List
Download the 'Student List’ from the Phonics Online Teacher Resources and the Unit Activity Instructions which can be shared with students so they can practice independently. Students should read the circled sections from left to right, top to bottom both to themselves and to a learning helper.

Read the Review Sentences
Download the 'Review Sentences’ from the Phonics Online Teacher Resources and the Unit Activity Instructions which can be shared with students so they can practice independently. These sentences are from previous units and should be easier for students. Students need to read the set of sentences that you have chosen. They need to read the sentences to themselves, checking for expression. Tell them to read like an author. When they are ready, direct students to record themselves reading in their best author’s voice and submit it to you via your district’s digital platform.

Teacher Builds Words for Reading
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to build 3-5 words with students using the same steps used in the Whole Group Live Instruction. Choose words that match the needs of the students in the group. This could mean pulling words from the Kindergarten curriculum for struggling students. Then, introduce the Tricky Words following the directions in the Grade One Teacher’s Guide.

Day 3 (Unit 11)

Guess Who?
Follow the directions in the Grade One Teacher’s Guide, but write the letters on a whiteboard like the children instead of using the Picture Code Cards. Use this time to come up with examples, discuss related spelling rules or other grammar issues.

Unit Story
Model reading all or a selection of the unit ‘Reader’s Theatre’ play. Guide the students through a discussion of the text using either the ‘Story Map’ or the ‘KWL strategy’ (pages 305-306). They can be finished as part of independent practice if needed. The ‘Story Stone’ strategy (p. 303) is an excellent tool for managing virtual discussions.

Written Word Sort
Download the 'Written Word Sort’ from the Phonics Online Teacher Resources and the Unit Activity Instructions which can be shared with students so they can practice independently. Then direct students to use their ‘Student List’ to sort and correctly write all of the List A and Tricky Words under the correct headers. The finished product can be turned in as progress monitoring data.

Read the Unit Story/Decodable Text
Assign a decodable text for students to read independently. Choose either the Unit Story, a story from one of the Phonics Readers or other appropriate decodable text.

Dictation of Tricky Words and Review Sentences
Use a video conferencing tool (e.g. Zoom, Webex) and/or a document camera to record yourself dictating 2-5 Tricky Words and 1-2 Review Sentences to students. Alternately, you could upload an audio recording of the same thing to your district’s digital platform. Make sure students know to try spelling the items on their own and that they submit the final product to you. Afterwards, you can assign decodable text reading practice using either a ‘Unit Story’, a Phonics Reader or other appropriate decodable text.

Day 5 (Unit 11)

Assessment

Follow your district’s guidelines regarding assessment in a remote learning environment in both the administration and/or the tool to use. If no guidelines have been given, we have given some suggestions below.

• The Fluency Check can be done one-to-one in a video call with the teacher listening to the student read the words. Alternately, a learning helper can listen to the child read within the time limit and send the results to the teacher. Finally, students can record themselves reading the words, in an untimed environment and submit the recording to you. The focus would be on accuracy, rather than fluency in this scenario.

• The Spelling Test can be given to the entire class using a video conferencing tool and clear communication protocols. Alternatively, it can be given to small groups of students which may be easier to manage. Finally, you can record yourself reading the spelling items and students take the test independently on their own time and turn in the finished product.

Independent practice on this day should be light and fun. Encourage students to do one or more of the following:

• Play a ‘Game of the Week’ with a learning helper
• Play some of the games on Phonics Online
• Play one of the fun activities on Letterland’s Remote Learning page.

Read Decodable Text and Fun Extensions
Keep practice light. Reread appropriate decodable text and encourage students to play a game on Phonics Online.