25-26 Unit at a Glance & Routines

Where Would a Teacher Be Without Routines?

We know everyone thrives on routines—children, teens, and adults alike. This is especially true for students with limited executive functioning skills (e.g., nearly all of mine). Our brains love to know what to expect. Routines save time in both planning and instruction. By late October, students only need a quick 1–2-minute modeling of expectations for each routine. For this post, I'll describe the thought process behind my typical routines. For routines tailored specifically to each phonology and morphology unit, check out my interactive guides with embedded links to each activity. The How-To posts explain each routine in detail.

Duration

My units generally last three weeks—give or take (usually give, thanks to days off and changes in the bell schedule). Each period is typically split into two components: phonology and morphology. We focus on just one of these when introducing a new concept or administering an assessment.

Grouping

I wouldn’t be able to implement these activities without my amazing co-teacher! I aim to balance whole-group, small-group, partner, and independent work. You’ll likely notice a gradual release of scaffolding as the unit progresses. In the first few units, we may do very little independently, but we build up to it as students begin to understand and meet expectations. Thanks to my exceptional co-teacher, our groupings are both effective and intentional.

Whole Group (WG)

Students are seated at their desks for note-taking or assessments. My co-teacher quietly circulates to check for participation and understanding while I use the document camera for instruction. I also circulate as needed.

Small Group (SG)

Students are divided into two small groups (fewer than six per group) and seated at trapezoid tables on opposite sides of the room. My co-teacher and I teach simultaneously using the same materials but differentiate based on student needs.

We typically form groups based on quiz scores so we know which group needs more review. We also consider students’ need for extended time. When students are in close proximity, we can offer immediate feedback—especially helpful at the beginning of a unit.

Partner Work (PTNR)

Students are seated at their desks with a chosen or assigned partner. Partner time is often reserved for games, but occasionally, we allow students to complete work together—as long as each student turns in their own assignment and side conversations are kept to a minimum.

Independent Work (IND)

Students work quietly at their desks. While my co-teacher circulates to support students, I pull individuals for 1:1 phonemic awareness instruction using David Kirkpatrick's Equipped for Reading Success routines.

The Routines

We take notes for nearly every routine. Why?

a) Note-taking is a life skill and an excellent study habit.

b) They won’t do any work if I don’t collect it!

As suggested by IMSE, I strongly encourage students to at least whisper while recording notes to make the activity multi-sensory. I vary the medium using sand trays and manipulatives.

Each routine is designed to build phonological and morphological awareness by promoting orthographic mapping, fluency, accuracy, automaticity, and vocabulary. Every routine is explained under the "How-To" section of the blog.

These activities evolve throughout the year. For instance, I phase out syllabication work as students master it and might introduce Make & Break Words instead. The sequence is flexible and responsive to student needs.

For routines tailored to each phonology and morphology unit, check out my interactive guides with embedded links to every activity.

For routines tailored specifically to each phonology and morphology unit, check out my interactive guides with embedded links to capture sheets for each activity. The How-To posts explain each routine in detail.