Resources

Routines
Instructional Routines at a Glance R10
Instructional Routines
Active Viewing R11
Vocabulary R12
High-Frequency Words R13
Letter Sounds R14
Blending: Sound-by-Sound R15
Blending: Continuous R16
Syllabication: VCCV Pattern R17
Word Practice: Word Building R18
Word Practice: Word Chaining R19
Word Practice: Word Families R20
Dictation R21
Decodable Text R22

Engagement Routines at a Glance R23

Engagement Routines
Echo Reading R24
Choral Reading R25
Partner Reading R25
Pick and Point R26
Turn and Talk R27
Think-Pair-Share R28
Write and Reveal R29
Share Chair R30
Classroom Management Routines at a Glance R31
Classroom Management Routines
Quiet Cue R32
Silent Signals R32
Give Me Five! R33
Ask Three, Then Me R34
Partner Up R34

Heart Words R35

Routines R9
 Routines

Teaching with Instructional Routines

Instructional Routines at a Glance
Into Reading includes support and suggestions for using these instructional routines.

ROUTINE PURPOSE

Build and extend children’s knowledge about the module topic by

Active Viewing actively viewing and responding to Get Curious Videos.

Explicitly teach the meaning of general academic and domain-specific

Vocabulary words, provide examples, and practice using the words in context.

Teach children to read and spell common high-frequency words

High-Frequency Words with automaticity.

Guide children to practice pronouncing a target sound-spelling and

Letter Sounds connecting the letter(s) and sound.

Blending: Lead children to decode one-syllable words with target sound-spellings

Sound‑by-Sound one sound at a time.

Blending: Lead children to practice blending words with target sound-spellings,

Continuous without any break between the sounds.

Syllabication: Explicitly teach children to decode two-syllable words with the

VCCV Pattern VCCV syllable pattern.

Word Practice: Provide children with repeated exposure to new words and focus on
Word Building sound patterns, spelling patterns, or word meanings.

Word Practice: Provide children with practice recognizing subtle differences between
Word Chaining and among similar-sounding words.

Guide children to practice building words using onsets and recurring

Word Practice:
rimes using phoneme-grapheme correspondences children have
Word Families learned.

Emphasize regular patterns and linguistic patterns, practice learned

Dictation sounds and words, and use writing by hand to reinforce learning.

Decodable Text Support application of learned skills to text reading.

Heart Words Teach children to read and spell words with irregular spellings.

KEY Build Knowledge and Language Vocabulary Foundational Skills

R10 Routines
 Resources

Active Viewing Professional Learning

Use the ACTIVE VIEWING routine to RESEARCH FOUNDATIONS
• activate prior knowledge and build knowledge about the topic. “We must recognize that knowledge is
not just accumulating facts; rather,
• engage children with the topic and build excitement to learn more. children need to develop knowledge
• provide exposure to target content-area and general academic networks, comprised of clusters of
vocabulary words. concepts that are coherent, generative,
and supportive of future learning in a
• practice discussion skills while using new vocabulary in meaningful contexts.
domain.”
—Neuman, Kaefer, & Pinkham (2014)
ROUTINE MATERIALS
See the Program Guide to learn more.
Use the Get Curious Videos
and myBook Videos to engage Online
children with viewing and
responding to digital texts. IMPLEMENTATION SUPPORT

• Ensure that you project Consider these tips for supporting

videos in a central location active viewing:
easily seen by all children. • Rehearse the sentence frame by
• Encourage children to view asking children to repeat it chorally a
the videos again when they few times before sharing ideas with
visit the Digital Station their partners.
during Literacy Centers. • Reinforce vocabulary after viewing by
guiding children to use Big Idea Words
ROUTINE IN ACTION when they respond to the video.
ROUTINE STEP MODEL LANGUAGE • Replay the video and pause when
you hear Big Idea Words to point out
1 Set a purpose for viewing. In this video, we will learn about day and night
how they are used in context.
Connect to the module topic. and some sources of light and dark.

2 Play the video. Tell children to Make sure your eyes are looking, ears are
face the video screen and to be listening, mouths are closed and bodies are still.
prepared to think about the
video as they view it.

3 Respond to the video. Ask We just learned about day, night, light, and
children to THINK-PAIR-SHARE dark. Here’s your question to discuss with a
to respond to a question using a partner: Where can you see light and dark at
sentence frame. the same time?
Use this frame to respond: I can see darkness
and light blank.

Routines R11
 Routines

Vocabulary Professional Learning

Use the VOCABULARY routine to RESEARCH FOUNDATIONS
• teach Big Idea Words at the beginning of each module and Power Words from “When teachers made children aware of
the module’s texts. the meaning of the words and then
engaged them in using those words in a
• provide explicit vocabulary instruction in the context of reading. meaningful context, children achieved
• give children the opportunity to acquire new words and explore their meanings greater gains than from explicit
through relevant, student-friendly examples. instruction alone.”

• support children in building word knowledge and rich vocabularies that —Neuman & Wright (2014)
contribute to future reading success.

ROUTINE MATERIALS IMPLEMENTATION SUPPORT

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Consider these tips when you teach

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Use the Vocabulary Cards when

new words explicitly:
teaching Big Idea Words and area
Power Words. • Guide children to practice
• Display the front of the card so that DO NOT EDIT--Changes must be made through "File info"
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pronouncing the word a few times
it’s visible to all children as you teach
Vocabulary Card 2.1
chorally so they become comfortable
ar • e • a (n.) with saying the word aloud.
the word. Teach the Word
1 Say the word. Ask children to repeat it.

• Use the back of the card as a quick 2 Explain the meaning. An area is a part of
a bigger place.
• Use the student-friendly meanings
reference for the routine steps, 1re_vc_0201_area.indd 1
3 Talk about examples.
11/10/17 4:46 PM

Use the Image The playg round is one area

provided to avoid defining words on
©art nick/Shutterstock

child-friendly meaning, and

of a school.
Make a Connection Relate area to the spot or using complicated
children’s lives. We have a special reading
© Houghton Mifflin Harcourt Publishing Company

examples.
area in our classroom.
dictionary definitions.
Grade 1 • Module 2 • Week 1
• Reinforce grammar and word
knowledge by telling children the
1re_vc_0201_area.indd 2 11/10/17 4:46 PM

ROUTINE IN ACTION part of speech for new words using a

child-friendly meaning.
ROUTINE STEP MODEL LANGUAGE
• Ensure that additional examples you
1 Say the word. Ask children The first word we are going to learn today is area.
provide are relevant to the children
to repeat it. Repeat after me: area.
in your class and their experiences.
(area) Again. (area) Now let’s say it in syllables.
Repeat: ar-e-a. (ar-e-a) Area (area) • Point out other common forms of the
word when the class encounters
2 Explain the meaning. Read The word area is a noun—a word that names a them in different contexts (e.g.,
aloud the child-friendly person, place, or thing. An area is a part of a bigger success/successful; discover/
meaning. place. discovery).
3 Talk about examples. Use Look at the picture on the Vocabulary Card. The
the image or a strategy to playground is one area of a school.
give examples of the word.

R12 Routines
 Resources

HIGH-FREQUENCY WORDS
Purpose: Teach children to read and spell common
high-frequency words with automaticity.
can
Materials: Lesson Slides: Foundational Skills for the

©Houghton Mifflin Harcourt Publishing Company

High-Frequency Words, dry-erase boards and markers
(optional) = decodable = temporarily nondecodable = nondecodable = silent

A chart with two columns shows Routine Step in the first

column and Model Language in the second column.

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
1 Listen to this word and a sentence with This is the word can. Listen for the word: I can ride a bike.
the word. Display the Lesson Slide for the
high-frequency word.
2 Tap and count the sounds. Have children Let’s tap the sounds we hear in the word can: /k/ /ă/ /n/. How many sounds
tap the sounds in the word, connecting a do you hear in the word can? (3) Yes, we can hear 3 sounds in the word can.
finger to their thumb with each sound. Tap
along with children.
3 Say the sounds. Have children identify the Can is a high-frequency word with all regularly spelled sounds. What is the
sounds in the word. first sound you hear in the word can? (/k/) Yes, we hear /k/ at the beginning
of the word can. What is the middle sound in the word can? (/ă/) Yes, we
hear /ă/ in the middle of the word can. What is the last sound you hear in the
word can? (/n/) Yes, we hear /n/ at the end of the word can. Great job!
4 Spell the word. Have children use an arm to Now let’s spell the word. Use your whole arm to write the letters as I spell the
write the word in the air. word. Think about each letter as you spell it: c-a-n, can. Let’s spell it again:
c-a-n, can. One more time: c-a-n, can.
5 Spell the word again. Have children use a Let’s practice spelling the sounds we hear. Use your finger to spell the letters
finger to write the word in the air; model as you in the air as I say each sound in can: /k/ /ă/ /n/.
say each sound.
6 Spell and write the word. For additional Now it’s your turn to spell and write the word can. Remember to listen for all
support, have children make a line for each the sounds in the word. Write can. Now show me. Look at the word can. Did
sound, writing the matching grapheme in the you spell it correctly? Everyone say the letters: c-a-n, can.
appropriate space.

Routines R13
I I J J K K L L
m m m n n n
Routines

MM N NOO P P
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LETTER SOUNDS

p p p q q
t q
Purpose: Guide children to practice pronouncing

QQ R R S S T T
a target sound-spelling and connecting the letter(s)
and sound.
Materials: Alphafriend Card, Letter Cards, t

st s s t t
Alphafriend Video, mirrors and/or devices with

t
cameras (optional)

U U V V WW X X
A chart with two columns shows Routine Step

© Houghton Mifflin Harcourt Publishing Company

in the first column and Model Language in the
second column.
Tyra Tiger

kre_acl_tiger.indd 3 11/30/17 1:45 PM

v v v w w w
ROUTINE IN ACTION

Y Y Z Z
ROUTINE STEP MODEL LANGUAGE
1 Look at the picture and letter. Show the Today we’ll learn to read and spell a new consonant sound.
Alphafriend Card. Say the letter name and its The letter t makes the sound /t/. The /t/ sound is at the beginning of the
letter sound. Then say the first sound in the word tiger. Say /t/. [Make tiger clawing hand gesture.]
keyword while you make a hand gesture to

y y y z z z
match the keyword.
✂

2 Watch me say the sound again. Watch me say the sound: /t/. What does my mouth look like
when I say this sound?
3 Say the sound with me. Provide mirrors or Let’s say it together. (/t/) Again. (/t/) Touch the tip of your tongue to the
let children use the cameras on their devices back of your top teeth. Drop your tongue and air blows out.
so they can watch their mouths as they form
the sound. Grade 1
© Houghton Mifflin
Say theHarcourt Publishing
(/t/)Company. All rights reserved.
4 Say the sound again. sound again.
5 Read the letter. Here is the letter that spells /t/. What is the name of the letter? (t)
The name of the letter is t. Say the letter name. (t)
6 Make the keyword hand gesture when you Now we will listen for /t/ at the beginning of some words. When you hear the
hear the sound. sound at the beginning, make tiger claws with your hands. Top, ball, team,
talk, pit, tell, hot.
7 Write the uppercase letter. Show the Letter Let’s practice writing uppercase T. Start at the top. Pull down straight. Printable
Card. PointCompany.
Mifflin Harcourt Publishing to the uppercase T. Use the verbal
All rights reserved. Lift to the top. Slide right.
path.
8 Write the lowercase letter. Show the Letter Now lowercase t. Start at the top. Pull down straight. Lift to the middle.
Card. Point to the lowercase t. Use the verbal Slide right short.
path.
9 Say the letter name and sound. What letter? (t) What sound? (/t/)

0 Watch the video. Follow along with Tyra Tiger and do the actions that start with /t/.
Play the Alphafriend Video.

R14 Routines
 d d d pep pep pep qfq qfq qfq Resources

g g g shs shs shs tit tit tit

BLENDING: SOUND-BY-SOUND
Purpose: Guide children to orally string sounds
together.
Materials: Letter Cards
A chart with two columns shows Routine Step in the first

j j j vkv vkv vkv ww

l ww
l ww
l
column and Model Language in the second column.

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
1 Have children say the first sound. Display What is the sound? (/s/) DO NOT EDIT--Changes must be made through “File info”
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the Letter Card and point to it.

s

m m m yny yny yny zoz zoz zoz

2 Add the next letter and have children say
the sound. Display the Letter Card and point
What is the sound? (/ĭ/) DO NOT EDIT--Changes must be made through “File info”
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to it. s i

p p p q q q r r r
Grade 1 1
Grade
© Houghton MifflinMifflin
© Houghton Harcourt Publishing
Harcourt Company.
Publishing All rights
Company. reserved.
All rights reserved.
3 Blend the sounds with children. Scoop your Blend it. (/sssĭĭĭ/) DO NOT EDIT--Changes must be made through “File info”
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index finger under the letters as children blend

the sounds. s i

s s s t 4 Add the next letter and have children say

t
What is the sound? (/t/)

t u u u
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the sound. Display the Letter Card and point

to it. s i t

5 Blend the sounds with children. Point to the Blend it. (/sssĭĭĭt/)

v v v w w w x x x
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left of the word. Slowly touch each letter as you

blend the sounds with children. s i t

6 Have children read the word. Point to the What is the word? (sit)
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word and ask children to read it.

s i t

y y y z z z 7 Read the word in a sentence. Connect the Let’s use the word in a sentence. Teresa likes to sit on the floor when she
word to its meaning by giving a context sentence. reads.
’ ’ ’
8 Discuss multiple meanings when What are some other meanings of the word sit? The bus will sit outside of
✂

applicable. the school.

rade 1 Printable
Houghton Mifflin Harcourt Publishing Company. All rights reserved. Routines R15
 Routines
jp jp jp kq kq kq l
ms m
as m
as nat nbt nbt ob
BLENDING: CONTINUOUS
Purpose: Lead children to practice blending words
with target sound-spellings, without any break
between the sounds.
Materials: Letter Cards ✂
A chart with two columns shows Routine Step in the first column and Model Language in the

pv pdv pdv qd
w qew qew r
second column.

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
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1 Display the cards in order. Use the Letter

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sy sgy sgy tgz thz thz u

Cards.
m a t

2 Touch each letter. Have children say the Sound? (/m/)

sound for each one. Then guide the blending Sound? (/ă/)
as you sweep your finger under the letters. Sound? (/t/)
Blend the sounds. (/mmmăăăt/)

v vj vj wj wk wk x
Grade 1 DO NOT EDIT--Changes must be made through “File info”
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© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

m a t

3 Slowly compress the extended word. Mmmaaat. Mat.

y ym ym zm zn zn ’
4 Point to the word and read it. The word is mat. DO NOT EDIT--Changes must be made through “File info”
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m a t

5 Check for understanding. Have children What is the meaning of mat? (something on the floor) Now use the word in

p p p q q q
Grade
explain the meaning of the word 1 them a sentence. (We sit on the mat when we read.)
or have
use the word in a phrase or sentence.
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
6 Reading words in lists. Once children are Let’s blend and read more words.
comfortable blending words, consider having
them read lists of words, starting from easy
words to challenging.

s s s t t
R16 Routines
v v v w w w
 Resources

Syllabication: VCCV Pattern Professional Learning

Use the SYLLABICATION: VCCV PATTERN routine to RESEARCH FOUNDATIONS
• explicitly teach the whole class or small groups to decode two-syllable words “Structured teaching requires that
with the VCCV syllable pattern. teachers know their students and content
well, that they regularly assess students’
• provide children with a growing bank of strategies to help them approximate a understanding of the content, and that
word’s pronunciation and check it against their speaking or listening they purposefully plan interrelated
vocabularies. lessons that transfer responsibility from
• support children in reading longer words more confidently and fluently. the teacher to the student.”
—Fisher & Frey (2014)
ROUTINE MATERIALS
Use the Letter Cards when teaching children to blend words.
IMPLEMENTATION SUPPORT
• Gather the Letter Cards before the lesson and put them in the order of the
Consider these tips when you teach
words to blend.
syllable division:
• Display each Letter Card in a pocket chart or on the chalkboard ledge as you
• Introduce syllabication after children
ask children to say the sound and blend the letter sounds.
have learned to blend most
one-syllable words.
r a b b i t • Begin instruction in syllabication
with known words.

ROUTINE IN ACTION • Remind children that every syllable

has a vowel sound, which may be
ROUTINE STEP MODEL LANGUAGE
spelled with more than one letter, to
1 Display the cards in I see two vowel spellings, so there are two syllables. I help them determine the number of
order. Leave a space break the word between the two middle consonants. syllables.
between the two
syllables. • For words with a medial digraph, as
r a b b i t in bushel, remind children that the
digraph’s letters stay in the same
syllable.
2 Guide children to blend Blend each syllable with me:
the sounds in each /r/ /ă/ /b/, rab; /b/ /ĭ/ /t/, bit. • Review open and closed syllables,
syllable. reinforcing that closed syllables
contain a short vowel sound and that
r a b b i t open syllables contain a long vowel
sound.
• Connect to word meaning using
3 Blend the syllables to Blend the two syllables and say the word with me:
context sentences, Picture Cards, or
pronounce the word. /răb/-/bĭt/, rabbit. When the two middle consonants
actions to ensure that children are
are the same, we say the sound just once.
building oral language and
understanding during instruction.
r a b b i t

Routines R17
 g g gm hm hm hn in in i
Routines

j ja jap kap kbp kbq lbq lcq l

WORD PRACTICE: WORD BUILDING
✂
Purpose: Provide children with repeated exposure
to new words and focus on sound patterns, spelling

m m
d m
ds nds nes net oet oft o
patterns, or word meanings.
Materials: Printable: Letter Cards for the letters in
the words you will be practicing (one set per child;
there should be enough letters to spell 15–30 words)
A chart with two columns shows Routine Step in the first column

p pg pgv qgv qhv qhw rhw rw

i r
and Model Language in the second column.
ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
1 Listen to a word. Provide each child with a set Today we are going to build words using the sounds on these cards. The first
of letter cards. word we will make is net.

s sj sjy tjy tky tkz ukz ulz u

2 Segment the word. Model segmenting the Tap your fingers as I segment the word net: /n/ /ĕ/ /t/. How many cards are
letter sounds in the word. Have children tap needed to build this word? (3)
the sounds in the word, connecting a finger to
their thumb with each sound. Tap along with
children. Count how many Letter Cards are
needed to build the word.
3 Build the word. Build the word using the Let’s build the word: n-e-t. First, I find the letter for the first sound /n/, n.

v vm vm w
m wn wn xn xo xo
Letter Cards, placing one card at Grade
a time. 1 Then I find the letter for the middle sound /ĕ/, e. Then I find the letter for the
© Houghton Mifflin Harcourt
final soundPublishing Company.
/t/, t. What word didAllwe
rights reserved.
build? (net)
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n e t

y yp yp zp zq zq ’q ’r ’
4 Build another word. Say the word. Have Let’s build another word. The word is get. Let’s segment the sounds
children segment the word and say how many together: get: /g/ /ĕ/ /t/. How many cards do we need to build this word?
Letter Cards are needed to build the word. (3) Build the word using your cards. What word did you build? (get)
Have children build the word using the Letter
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Cards.
g e t
✂
s s s t t t u u
Grade 1 children continue to make new words Let’s make some other words. Make the words with your cards. (pet, let, met,
5 Have P
© Houghton
usingMifflin
theirHarcourt Publishing
Letter Cards. Company. All
Immediately rights reserved.
give pan, pat, pad)
feedback for any confusion or errors children
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make. Children can also share their words with

a partner. p e t l e t
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v v v w w w x
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m e t

R18 Routines
 m m m n n n
Name Resources
Letter Cards

WORD PRACTICE: WORD CHAINING

p p p q q q
Purpose: Provide children with practice

a a b bs bas cas cat cbt bt

recognizing subtle differences between and among
similar-sounding words.
Materials: Printable: Letter Cards for the letters in
the words you will be practicing (one set per child;

containing sound-symbol correspondences that

✂
there should be enough cards to spell eight words
A chart with two columns shows Routine

d d e ev edv fdv fd
w few ew
children have been taught and that differ by only Step in the first column and Model
Language in the second column.
one phoneme-grapheme correspondence from one
word to the next)

ROUTINE IN ACTION

g g h hy hgy igy igz ihz hz

ROUTINE STEP
1 Introduce the concept. Provide each child
with a set of Letter Cards that correspond to
the words children will be building into a chain.
MODEL LANGUAGE
Today we are going to create a word chain using the sounds on these Letter
Cards. Sort the cards so that like cards are together.

2 Read and build a word. Say a word from your Listen as I say the word cat. Tap your fingers as I segment the word cat: /k/

j j k k kj lj lj lk k
word list. Model segmenting the Grade
letter sounds
1 /ă/ /t/. How many Letter Cards are needed to build this word? (3) Let’s build
in the word. Have children tap the sounds in the word: c-a-t. First, I find the letter for the first sound /k/, c. Then I find the
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
the word, connecting a finger to their thumb letter for the middle sound /ă/, a. Then I find the letter for the final sound /t/,
with each sound. Tap along with children. t. What word did I build? (cat)
Count how many Letter Cards are needed to
build the word. Build the word using the Letter
Cards.

m m n n nm o
m o
m on n
3 Make a new word. Work with children to
make the next word in the chain.

4 Make more words. Continue to build words

Let’s continue to build words. Let’s remove the /k/ sound from cat and
replace it with /b/. Use your cards to build the word, changing out the /k/
for /b/. What word did you make? (bat)
Let’s make some more words. The next word is ban. What sound changes?
to create a word chain, such as this one: cat, (/t/ to /n/) Use your cards to build the word.
bat, ban, bun, fun, fin, pin, pit. Have children

p p q q qp rp rp rq q
identify which sound changes in each word.
5 Moving ahead. In the beginning, only work
with one-syllable words. As children progress,
you can introduce more challenging skills like
digraphs, blends, and vowel teams. When
moving to harder skills, ensure each letter is

s s t t ts us us ut t
represented by one card. Also allow children to
create nonsense words when necessary.

Routines R19
 dd dd ed ee ee fe ff ff f
Routines
Name Name Lett

gg gg hg hh hh h
i ii
WORD PRACTICE: WORD FAMILIES
ii i
Purpose: Guide children to practice building

jj ajj akj akk b

akk b
ak
l bll cbll cbl
words using onsets and recurring rimes using
phoneme-grapheme correspondences
children have learned.
Materials: Printable: Letter Cards for the
✂ ✂
letters in the words you will be practicing
(one set per child; there should be enough A chart with two columns shows

md
m n dnn ednn edon eoo feoo feo
m dm
m
letters to spell 15–30 words) Routine Step in the first column
and Model Language in the second column.

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE

pp gpp gq q hg
p gq q hgrq hrr h
q irr h
ir
1 Look at the rime. Write a rime on the board. Today we are going to create word families. All words in a word family have
Say the rime, and then have children repeat it. the same ending. You will build words by changing the initial sound or
Use the opportunity to point out anything sounds. I have written letters that are used at the end of some words. Listen
unique about the sounds you are reviewing. as I say this word ending: all. Say all. (all) When you see the letter a in a word,
it usually says /â/, but in this word family the a makes a short o sound, /ô/.
2 Make a word. Write a letter before the rime to If I write the letter b before all, I make the word ball. What word? (ball)

ss jss jts jtt kjtt kjut kuu kluu klu

make a word. Read the word aloud. Have
children read the word.
3 Build the word. Provide each child with a set Let’s make this word using our cards. Find the first letter. (b) Now find the
of Letter Cards. Have children build the word letters in the word family. (all) Put them together to make the word. (ball)
using their cards.
4 Make another word together. Have children Now let’s make a word together. What letter can I add before all to make a

vv mvv m
w wm
vm
w wm
nw x nxx onxx onx
nw
suggest a letter that could go before the rime new word? (c) What is the new word we made? (call) Make this word with
to make a new word. Have children read the your cards.
word and build it with their cards.
5 Have children continue to make new words Let’s make some other words using the same word family. Make the words
using the same rime with their cards. with your cards. (fall, hall, mall, tall, wall)
Occasionally point out how each of the words

pzz q
yy pyy pzy pzz q p’z q’’ rq’’ rq’
you are making has the same ending sound
and that only the initial sound changes.
Children can also share their words with a
partner.
✂

s s s ts ts t ut ut
Grade 1 Printable Printa
in Harcourt
© Houghton
Publishing
Mifflin Company.
Harcourt Publishing
All rights reserved.
Company. All rights reserved.

R20 Routines
 Resources

DICTATION
Purpose: Emphasize regular patterns and linguistic patterns, practice learned sounds and words, and use
writing by hand to reinforce learning.
Materials: 3–5 target spelling words, short sentences using the selected words and other words children
have been taught directly, writing paper, sound-spelling cards
A chart with two columns shows Routine Step in the first column and Model Language in the second column.

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
1 Introduce the activity. Say a word and Today we will practice spelling words in sentences. Let’s begin with a word.
segment each sound. The word is pat, /p/ /ă/ /t/.
2 Write the word. Have children tap the sounds What is the word? (pat) Tap the sounds in the word pat. Then write the word
in the word, connecting a finger to their thumb and say each sound in the word. (/p/ /ă/ /t/)
with each sound. Then have children write the
word and say each sound in the word. For
additional support, have children write a line
for each sound they hear, matching the letter
to the sound.
3 Read a sentence. Dictate a short sentence Now listen to this sentence: I pat the cat.
using the target word and other known words.
4 Repeat the sentence. Have children repeat Say the sentence with me: I pat the cat.
the sentence orally. For additional support,
have children clap, snap, or pound once for
each word in the sentence.
5 Write the sentence. Have children write the Now write the sentence.
sentence. Remind children to refer to sound-
spelling cards as needed. Also remind children
to use capital letters and proper punctuation.
For additional support, provide writing paper
with prepared lines to match the dictation
sentences (1 line per word).
6 Fix the sentence. Write the sentence on the Look at my sentence. Does your sentence look like mine? If not, what do you
board and guide children to self-correct. need to correct?
Look again. Did you remember to make the word I a capital letter I? Did you
remember to put a period at the end of the sentence?
7 Repeat with a new word and sentence. Let’s try another word and sentence.

Routines R21
 Routines
Big Bag
by Bryan Langdo
illustrated by Kristin Sorra

DECODABLE TEXT
Purpose: Support application of
learned skills to text reading.
Kim has cans. “Tin cans, Nan!”
Materials: Decodable Text “Very good, Kim. Fit the tin
cans in.”
A chart with two columns shows Routine Step in the first column
5
and Model Language in the second column.
kre_srr_m4_bigbag.indd 5 11/28/2017 9:33:01 AM

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
1 Review the words, phrases, and sentences We will read a story called Big Bag. In this story, we will read words with /g/
that children will read. Use a printed copy of as in gopher and /k/ as in kangaroo. Say /g/, gopher. Say /k/, kangaroo.
the Decodable Text. Have children highlight or We will also read words with sound-spellings we have learned. Now let’s look
circle words with sound-spellings they have at some of the phrases and sentences we’ll be reading.
learned.
2 Preview the text and discuss background The title is Big Bag. In this story, Kim carries a bag full of cans. Something
knowledge. Have children partner up and goes wrong. What can go wrong? Think and tell your partner. Partner 1, go
discuss what they already know about the first. Partner 2, go next.
topic.
3 Read the text to children. Have children Listen while I read Big Bag. Follow along as I point to the words.
follow along silently as you read aloud the
entire text.
4 Read the text together. Guide the group to Now let’s read it together. Point and read out loud with me.
read together. Start at the same time and read
at the same rate.
5 Have children read the text. Have children Now you will read Big Bag. Put your finger under the first word. Read the
individually whisper-read one page at a time. If first page to yourself in a whisper voice. Point to the words as you read.
children make mistakes, prompt them to
sound out the word. Allow children to correct
errors for words they should know, but don’t
let them struggle beyond a second attempt.
6 Reflect on reading. Ask text-based questions. What happens to Kim’s bag? Turn and tell your partner. Say: Kim’s bag
Have children partner up and point to the word _____. Then say an action word to tell what happens. Point to the word that
or words that support their answer. describes what is happening in the picture.
7 Vary approaches to text reading. Do ECHO READING
several readings. PARTNER READING
CLOZE READING
8 After children have read the text two or Now you will take turns retelling the story to each other. Partner 1, go first.
more times, have children partner up and Partner 2, go next.
retell the story to each other.

R22 Routines
 Resources

Engaging Children in Learning

Use routines to strategically structure student engagement so that all
children are actively participating, thinking, and responding.

Engagement Routines at a Glance

Into Reading includes support and suggestions for using these engagement
routines:

GRADE 1 ENGAGEMENT ROUTINES

• Echo Reading • Turn and Talk

• Choral Reading • Think-Pair-Share
• Partner Reading • Write and Reveal
• Share Chair

Everyone Talking, Everyone Learning

Remember these key points for creating a safe environment in which all children
feel comfortable participating and engaging in their learning.
• Model and practice engagement routines until they are automatic. For example,
role-play THINK-PAIR-SHARE with a child in front of the class and show
examples (and non-examples) of how to be a good partner.
• Provide thinking time for all children to consider responses.
• Use consistent nonverbal signals to let children know when it’s time to think or
respond. For example, raise your hand to signal thinking time and lower it to
signal for children to respond at the same time.
• Check for participation by making eye contact to prompt children to respond or
reminding the group that you expect everyone to respond.
• Follow up if not all children respond. Determine if children need additional
support, a reminder, or a clear signal to respond together at the same time.

Professional Learning
RESEARCH FOUNDATIONS
Master teachers create an active-learning environment in which students are on task in their
thinking and speaking or are collaboratively working close to 100 percent of the time. Such
teachers notice and measure not only when students are on task but also the quality of their
engagement.
— de Frondeville (2009)

Routines R23
 Routines

ECHO READING

ECHO READING is an oral reading routine in which the teacher reads aloud phrase-by-phrase
and children repeat each phrase. Use this routine for reading directions, books with one or
two sentences per page, or short lines of a shared text.

ROUTINE IN ACTION
1 Read along.
• Display a book, short text, or directions.
• Tell children to listen as you read aloud one sentence or phrase at a time.
• Point to the words as you read aloud, modeling fluent reading.

2 Repeat together.
• Ask children to “echo” you, imitating your pronunciation and expression. Let’s pretend
we’re in a cave and you all are my echo. So, when I pause, everyone repeats what I read at
the same time.
• Read aloud the text, pointing to the words and pausing at natural intervals for children
to chorally repeat each sentence or phrase.
• Check for participation. Make eye contact with children who are not repeating or stop to
cue the whole group. I think we were missing some voices that time. Let’s try again with
everyone repeating after me.

R24 Routines
 Resources

CHORAL READING

CHORAL READING engages children with reading aloud a text multiple times in a group setting. Use this
routine with small chunks of text, short lines of shared or familiar text, and procedures or directions.

ROUTINE IN ACTION
1 Read along with a text.
• Display a short text or provide copies, and ask children to follow along silently as you read aloud the
entire text. Listen while I read this poem. Follow along as I point to the words.
• Point to the words and model fluent reading. Notice how my voice changes to go with different parts.

2 Read aloud together.

• Tell children that everyone will read together, starting at the same time and reading at the
same rate.
• Point to the words as everyone reads together. Remember to start at the same time and read at the
same speed. Try to match your voice to mine.

3 Listen as you read.

• Check for participation. I didn’t hear all of you. Let’s try again with everyone reading.
• If children read at different rates, provide immediate modeling and practice. We were reading at
different times. Let’s read again and try to sound like we are one voice!

PARTNER READING

PARTNER READING engages pairs of children with reading a familiar text multiple times.
Use this routine to reread texts children have already read with teacher guidance.

ROUTINE IN ACTION
1 Partner up.
• Pair children and assign numbers (1/2), and make sure partners know their numbers.
Partner 1’s are closest to the calendar. Partner 2’s are closest to the clock. Partner 1’s,
hold up one finger. Partner 2’s, hold up two fingers.

2 Take turns reading.

• Tell partners who will read first and how much of the text to read. Partner 1 reads first. Partner 2
listens and follows along. Read one page. Then switch so that the other partner reads the next page.
3 Read the text again.
• Have children read the text again, starting with the other partner. This time, Partner 2 reads first.

Routines R25
 Routines

PICK AND POINT

PICK AND POINT engages a group of children in responding to a question or task by pointing
together at the same time. Use this routine to respond to visual discrimination tasks about
letters, sounds, or word meaning.

ROUTINE IN ACTION
1 Listen to the task.
• Display two or three responses, spaced out
horizontally across the board, and review
each response. See the letters s-h. What
sound do these letters stand for? (/sh/). See
the letters c-h. What sound do these letters
stand for? (/ch/).
• Explain to children that you will give them a
task and they will pick and point to one of
the responses. I’m going to say a word. If you
hear the sound /sh/ in the word, point to the letters s-h. If you hear the sound /ch/ in the word, point
to the letters c-h.
• Model and practice how to point to a response. Let’s practice pointing. I’ll say the sound and you
point to the letters: /ch/. Very good! I see everyone pointing to c-h.
• Ask a question or give a task that children can respond to using Pick and Point. Now let’s try it
with words. Point to the sound you hear at the beginning of the word shark.

2 Think about the answer.

• Raise one hand up to allow children a few seconds of thinking time. When my hand is up, think
about your answer.
• Ensure that children wait to point until you lower your hand. Wait until I put my hand down, and
point to your answer.

3 Point to the answer.

• Lower your hand to signal for children to point at the same time. Now let me see everyone pointing.
• Check for participation. Use eye contact to prompt children to respond or remind the group
verbally that you expect everyone to respond. I don’t see everyone pointing. Let me repeat the
word and give you more time to think.
• Provide immediate modeling and practice if children respond incorrectly. I see most fingers
pointing to the letters s-h. Shark begins with the sound /sh/. It begins with the letters s-h. Let’s try
another word: ship. Yes, I see all fingers pointing to s-h because ship begins with the /sh/ sound.
• Follow up with more tasks, making sure to keep the pace engaging. Let’s try more words: chin,
chip, shop, chalk, shoe.

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 Resources

TURN AND TALK

TURN AND TALK is a routine that gives all children the opportunity to briefly share ideas with a partner.
Use this routine as an alternative to hand raising to allow all children to respond to an open-ended
question or to “get their ideas out.”

ROUTINE IN ACTION
1 Turn toward your partner.
• Ask an open-ended question. Let’s turn and talk to retell the end of the story in your own words.
• Use the PARTNER UP routine to pair children and assign numbers. Make sure you are next to
your “rug buddy.” Partner 1’s, hold up one finger. Partner 2’s, hold up two fingers.
• Tell partners to face each other. Turn your body toward your partner to show that you
are listening and want to know what your partner has to say.

2 Look your partner in the eye.

• Remind children to look at their partners when speaking and listening. Remember to look
at your partner when you share and when you are listening.

3 One partner talks. One partner listens.

• Provide a model response or response frame to help children understand the task and articulate
their thinking. You can start by saying: In the end, the family blank. Then tell what happened.
• Tell partners who will start sharing. Partner 1 shares first. Partner 2 listens.

4 Switch!
• Let partners know to switch roles. Now partner 2 shares and partner 1 listens.
• Use a signal to bring children’s attention back to the whole group, if needed.
• Briefly acknowledge ideas you heard from various partners.

Routines R27
 Routines

THINK-PAIR SHARE

THINK-PAIR-SHARE engages children in a collaborative conversation in response to a question

that children think about, share ideas with a partner, and then share with the whole group.
Use this routine to ask open-ended questions that are personal or text-based.

ROUTINE IN ACTION
1 Think
• Use the PARTNER UP routine to pair children and assign numbers. If you’re sitting closest
to the door, you will be Partner 1. If you’re sitting closest to the cubbies, you will be Partner 2.
Partner 1’s, raise your hand. Partner 2’s?
• Ask an open-ended question. Get ready to talk about this question with your partner: What
is something you want to practice?
• Display a response frame and model using it. You can start with this sentence: I want to
practice blank.
• Allow children several seconds to think and have them show thumbs up when they are ready.
Think quietly about your answer. Put your thumb up when you are ready.

2 Pair
• Tell children which partner will respond first and allow time to share. Partner 1’s share first.
Partner 2’s, your job is to listen. Now the Partner 2’s share while Partner 1’s listen.
• Listen to children’s responses to their partners, and ask a few children with strong
responses to share. That is a very thoughtful response, Rigo. I’m going to ask you to share
with the whole group.

3 Share
• Ask children you identified to share first. I heard a lot of different responses.
Rigo, what do you want to practice?
• Continue the sharing by asking for volunteers. Raise your hand if you have a different idea.

R28 Routines
 Resources

WRITE AND REVEAL

WRITE AND REVEAL is a routine that allows all children to write a short response and reveal it to the
teacher at the same time. Use this routine to write upper- or lowercase letters, sound-spellings, high-
frequency words, and words for spelling dictation.

ROUTINE IN ACTION
1 Listen to the task.
• Make sure children have small
dry-erase boards and markers or
paper and pencils.
• Give children a writing task. Write
the letter that stands for the sound
/m/ in mop.

2 Write your answer.

• Raise one hand up to allow children
a few seconds of writing time. When
my hand is up, write your answer.
When I put my hand down, turn your
board around.

3 Reveal your answer.

• Lower your hand to signal for children to show their responses.
• Do a quick check of children’s responses and write the correct response on your own board. Check
to make sure you wrote the letter m.
• Provide immediate feedback if children respond incorrectly. The letter w stands for the sound /w/ in
the word win. The letter m looks similar, but it is the letter that stands for the sound /m/. Follow up with
more practice. Now, write the letter that stands for the sound /s/ in sun.

Routines R29
 Routines

SHARE CHAIR

SHARE CHAIR is a special routine for presenting writing or other work to the class.
Use this routine to share published writing, final projects, or reading responses.

ROUTINE IN ACTION
1 Present your work.
• Reserve a special chair for this purpose and involve children in decorating it.
• Select children who will share or choose children based on a predetermined schedule,
ensuring that all children have opportunities to share over time.
• Consider having partners rehearse before sharing with the class.
• Remind the children who are presenting to use their “sharing voices.” When it’s your turn to share,
make sure to use a voice that is loud enough for everyone to hear.
• Allow presenters to select one or two classmates to give feedback.

2 Listen to your classmates.

• Review the expectations for listening respectfully to fellow writers as they share.
Remember to listen with your whole bodies.
• Provide a few sentence starters to focus children’s feedback. You can use one of these
sentence starters to give feedback: I like blank. My favorite part is blank.
• Keep Share Chair sessions short, especially at the beginning of the year.

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 Resources

Establishing Classroom Management Routines

Clear and consistent classroom routines help all children follow expectations,
focus on productive learning, and build confidence and independence.

Classroom Management Routines at a Glance

You may want to consider establishing some or all of the classroom management
routines at the beginning of the year.

CLASSROOM MANAGEMENT ROUTINES OTHER ROUTINES

• Quiet Cue • Entering the classroom

• Silent Signals • Walking in line
• Give Me Five! • Handling books
• Ask Three, Then Me • Using supplies
• Partner Up • Packing up

It’s All Routine!

The time and effort you spend introducing and practicing routines during the first
weeks of school will set the tone for the whole school year.
• Ask for input. Involve children in creating classroom routines, and they will be
more likely to feel invested in following them.
• Use positive language. As you record steps for routines, avoid words such as
don’t or no and reframe negative language. For example, use “Walk slowly”
instead of “No running” or “Listen carefully” instead of “Don’t talk.”
• Make it visual. Post the steps for routines with images in the area where
children will reference them. For example, display the routine for entering the
room near or on the door.
• Be explicit. Teach children the steps and model expectations, sharing clear
examples and non-examples. Then provide opportunities for practice.
• Problem-solve as a class. If you notice a breakdown, bring children together
to share your observations, review the routine, and talk through solutions.

Professional Learning
RESEARCH FOUNDATIONS
By explicitly teaching routines to students, teachers can (a) set students up for success,
(b) decrease the possibility of behavior errors, and (c) reduce the amount of time spent
reminding students about the routines on a daily basis.
—Myers et al. (2017)

Routines R31
 Routines

QUIET CUE

QUIET CUE is a clear, consistent, and quick routine to cue children to stop what they are doing
and listen for directions.
Use this routine:
• while children are working in small groups or independently.
• at the start of a transition from one activity to another.

IMPLEMENTATION SUPPORT
• Choose an audible signal, such as chimes or a rain stick, a clapping pattern, or a verbal cue.
• Demonstrate the quiet cue and model expectations for children to stop, look, and listen.
• Have the class practice from different areas of the room. Ask children what went well and
what they can improve.
• Wait until all children are looking and listening before giving directions. Review and practice
expectations until the class responds quickly and consistently.

SILENT SIGNALS

SILENT SIGNALS are a set of nonverbal hand signs that children can use to get your attention
without interrupting a lesson.
Use this routine:
• during whole-class lessons.
• when you are working with small groups or individuals.
• during classroom transition times.

IMPLEMENTATION SUPPORT
• Identify the most frequent reasons children may need to get your attention. Assign a
simple hand sign for each, or work with the class to decide what the signals should be.
• Explain the purpose of using silent signals and introduce signals like the following: crossed fingers
for using the restroom, three fingers in a “w” shape for a drink of water, pointing to nose for tissues,
raising a hand for help. Work with the group to add signals as different needs arise.
• Practice as a class. For example, say “bathroom” and have children use the signal.
Model how you will respond to each signal.
• When children ask verbally, show them the signal and have them use it silently.

R32 Routines
 Resources

GIVE ME FIVE!

GIVE ME FIVE! is a routine to teach the elements of active and respectful listening.

Use this routine:

• before beginning a whole-class lesson or activity.
• when children are sharing ideas or making presentations to the class.
• to get children ready for a classroom visitor.

IMPLEMENTATION SUPPORT
• Explicitly teach, model, and practice the elements of active listening at the beginning of the school year.
• Use cues to remind children to “Give Me Five!” For example, tell children to “listen with their whole
bodies” or hold up one finger at a time while naming the element until you have all five fingers up.
1: Eyes are looking.
2: Ears are listening.
3: Mouths are closed.
4: Bodies are still.
5: Hearts are open.
• Maintain reasonable expectations for still bodies and be aware of children who may be better listeners
while moving or fidgeting. In these cases, consider using flexible seating, such as cushion seats, or
focus tools, such as stress balls.
• Provide visible boundaries, such as individual carpet squares, for children who need extra support to
stay in their personal space.
• Give children language to talk about their personal space. For example, have children imagine that each
person has an invisible bubble around them. Talk about how it feels when someone “pops your bubble”
and remind children to give others enough space so they don’t “pop someone’s bubble.”

Professional Learning
RESEARCH FOUNDATIONS
One key to success with routines is helping students understand that by following routines, they
make their classroom and school a better place to be. When students understand this, they’re
more likely to feel invested and to take more responsibility for their behavior.
—Wilson (2010)

Routines R33
 Routines

ASK THREE, THEN ME

ASK THREE, THEN ME is a strategy to minimize interruptions by encouraging children to ask three
classmates a question before coming to you with the question.
Use this routine:
• when you are working with a small group.
• during Writing Workshop when children are writing independently and you are conferring.

IMPLEMENTATION SUPPORT
• Ensure children working independently have clear procedures for their tasks and
easy access to the materials they need.
• Teach and practice language to ask classmates for help. For example:
Excuse me.
Could you please help me blank?
Do you know where I can find blank?
• If a child comes to you before asking three classmates for help, hold up three fingers to
remind the child of the routine.
• During the whole-group wrap-up, ask children to reflect on how they did using the Ask Three,
Then Me routine, and work together to solve any problems.

PARTNER UP

PARTNER UP is a strategy to pair children to collaborate as partners.

Use this routine:

• before partner discussions.
• to kick off partner reading.
• when children are writing or doing other work with partners.

IMPLEMENTATION SUPPORT
• Pair children with special attention to children’s English proficiency and ability to stay on task.
• Assign numbers (1, 2) by having children count off or using reference points in the classroom.
Number 1 partners are closest to the windows. Number 2 partners are closest to the door.
• If you have an odd number of children, assign one pair to have an additional Partner 2.
When it’s time for number 2 partners to share, both number 2 partners share.
• Ask children to confirm their number by holding up the number of fingers, raising a hand,
or standing up when you call their number.
• Tell children which partner goes first. Number 1 partners share first this time. Number 2 partners listen.
Then switch.
• Have children keep partners for set time periods and change partners every few weeks.

R34 Routines
 Resources

HEART WORDS
Purpose: Teach children to read and spell words
with irregular spellings.
Materials: Lesson Slides: Irregular Words, dry-erase
boards and markers (optional)

A chart with two columns shows Routine Step in the first

column and Model Language in the second column.

ROUTINE IN ACTION
ROUTINE STEP MODEL LANGUAGE
1 Listen to this word and a sentence with This is the word said. Listen for the word: My friend said that she can play
the word. Display the Lesson Slide for the today.
irregular word.
2 Tap and count the sounds. Have children Let’s tap the sounds we hear in the word said. /s/ /ĕ/ /d/. How many sounds
tap the sounds in the word, connecting a do you hear in the word said? (3) Yes, we can hear 3 sounds in the word said.
finger to their thumb with each sound. Tap
along with children.
3 Say the sounds. Have children identify the What is the first sound you hear in the word said? (/s/) Yes, we hear /s/ at
beginning and ending sounds of the word the beginning of the word said! What is the last sound you hear in the word
(as appropriate). said? (/d/) Yes, we hear /d/ at the end of the word said! Great job!
4 Identify the irregular part of the word. We can use what we know about the sounds /s/ and /d/ to spell parts of this
Have children identify the irregular part of word. We need to remember how to spell the middle sound by heart. What
the word. sound do you hear in the middle of the word said? (/ĕ/) Yes, we hear /ĕ/ in
the middle of the word said! In this word, the /ĕ/ sound is spelled with the
letters ai. This is the part we need to remember by heart.
5 Spell the word. Have children use an arm to Now let’s spell the word. Use your whole arm to write the letters as I spell the
write the word in the air. word. Think about each letter as you spell it: s-ai-d, said. Let’s spell it again:
s-ai-d, said. One more time: s-ai-d, said.
6 Spell the word again. Have children use a Let’s practice spelling the sounds we hear. Use your finger to spell the letters
finger to write the word in the air; model as you in the air as I say each sound in said: /s/, now the tricky part—/ĕ/, /d/.
say each sound.
7 Spell and write the word. For additional Now it’s your turn to spell and write the word said. Remember to listen for all
support, have children make a line for each the sounds in the word. Write said. Now show me. Look at the word said. Did
sound, writing the matching grapheme in the you spell it correctly? Everyone say the letters: s-ai-d, said.
appropriate space.

Routines R35