Explicit Instruction for Phonics Intervention Skill: CVC Review Instructional Day: One Section Instructional Routine Time Review Activity: Warm-up Activities Phonological Awareness and Articulation of Skill Sound link - Using chain links, students take off a link for the sound deleted in the word. Examples: fat - at; cat - ca; big - bg Word List: 2 min. fat, cat, big, pig, pet, fox, run, hop, mud, bug, Bub, Ned, Bob Activate Phonemic Awareness: Picture sort: words with short a/short e from available resources. If not available, Students touch a red manipulative if they hear short a, touch blue manipulative if hear short e. Articulation: 3 min. 1. Model for students short a sound. Have students watch your mouth, imitate you chorally. 2. Have students look in mirrors. What's the shape of your mouth when you say/aaaaa/? Repeat same process for short e. Letter sound Correspondence: Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Hold up the letter a- tell students that the letter a stands for /a/ in CVC words. Have students hold up a letter a card when you say /a/.Repeat for short e. Practice short a / short e sound and students identifying sound. Word List: 2 min. men, Cat , Cap, tap, can, met, dad, ten, Ben, set, vet, web, Dan, Sam Word Reading List: cat, dad, set, web, met, Sam I Do: Teacher reads first from word cards. Model blending routine (example Ashlock, 95% group) using think aloud. We Do: Students repeat with the teacher from the word cards. Emphasize blending routines and students thinking aloud. 5 min. You Do: Students read words quietly. Teacher needs to monitor student reading and provide corrective feedback. Repeat modeling to scaffold struggling students. Word Building Words: cat, dad, set, web, met, Sam I Do: Teacher and students build words using magnetic letters or letter cards. We Do: Students repeat with the teacher from the word cards. Emphasize blending routines and students thinking aloud. 5 min. You Do: Students read words quietly. Teacher needs to monitor student reading and provide corrective feedback. Repeat modeling to scaffold struggling students. men, cat , cap, tap, can, met, dad, ten, Ben, set, vet, web, Dan, Sam Dictation Model with Think Aloud. Provide model for students to self-assess. 1. 2. 3. Text Application Have students identify the words in story one that contain the targeted skill. Read the identified words. Read Story One. 3 min. 10 min. Explicit Instruction for Phonics Intervention Skill: CVC Review Instructional Day: Two Section Instructional Routine Time Review Activity: Warm-up Activities Phonological Awareness and Articulation of Skill Stand up sit down: Students stand up when teacher reads a short a word sits down for short e words. Word List: 2 min. men, cat , cap, tap, can, met, dad, ten, Ben, set, vet, web, Dan, Sam Activate Phonemic Awareness: Students take a step forward when they hear short i and a step back when they hear short o. (Teacher read words from word list in next section) Articulation: 1. Model for students short i sound. Have students watch your mouth, imitate you chorally. 2. Have students look in mirrors. What's the shape of your mouth when you say/iiii/? Repeat same process for short o. 3 min. Letter sound Correspondence: Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Hold up the letter i- tell students that the letter a stands for /i/ in CVC words. Have students hold up a letter a card when you say /i/.Repeat for short o. Practice short i / short o sound. Have students hold up appropriate card while dictating words below. Word List: 2 min. kid, hid, lid, wit, fit, hot, jog, sob, Bob, hop, Word Reading List: kid, hid, hot, jog, fit, sob, top, pip, dog, mit, pot I Do: Teacher reads first from word cards. Model blending routine (example Ashlock, 95% group) using think aloud Place word in appropriate word sort category. We Do: Students repeat with the teacher from the word cards. Emphasize blending routines and students thinking aloud. 5 min. You Do: Students read words quietly. Teacher needs to monitor student reading and provide corrective feedback. Repeat modeling to scaffold struggling students. Word Building Words: kid, hid, hot, jog, fit, sob, top, pip, dog, pit, pot I Do: Teacher models with think aloud. Segment word and "build" with magnetic letters. We Do: Students repeat with the teacher from the word cards. Emphasize blending routines and students thinking aloud. 5 min. You Do: Student builds words - teacher monitors closely. Provide correct model and encourage students to self-assess. Words/Phrases/Sentences to write: Dictation kid, hid, hot, jog, fit, sob, top, pip, dog, pit, pot Model with Think Aloud. Provide model for students to self-assess. 1. 2. Text Application 3 min. Read story one with identified target words. Read clean copy of story one. 10 min. Explicit Instruction for Phonics Intervention Skill: CVC Review Instructional Day: Three Section Warm-up Activities Phonological Awareness and Articulation of Skill Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Instructional Routine Time Review Activity: Sight words Word List: Use appropriate grade level Dolch list words for your students or all, been, bird, give, help, was, soon. 2 min. Activate Phonemic Awareness: Thumbs up for words with short /u/ sounds. Say words with short /u/ and words with other vowels. Model first word and think aloud. Articulation: "We're reviewing the short u sound today. Short u sounds like /u/. What does my mouth look like? Look in your mirrors. What's the shape of your mouth when you say /u/? 3 min. If skill is secure, then spend this time in text application. Letter sound Correspondence: Letter sound correspondence: The letter u stands for /u/ in cvc words. When I hold up the i card, practice making the /u/sound. When I put the card down, turn the sound off. Hold up cards with the words below. Word List: 2 min. run, pup, jug, mud, mug, rub If skill is secure, then spend this time in text application. Word Reading List: Flip book (short u) I Do: Teacher reads first from flip book, integrate blending routines and model using think aloud. We Do: Students repeat with the teacher continue modeling needed to provide scaffolding You Do: Students practice reading flip book words. Can integrate previously reviewed short 5 min. vowels (a,e,i, o, u) Word Building Words: Teacher and students use dry/erase boards I Do: Teacher models segmenting and writing short u words. Use think aloud and explicit Word Work instruction. Remember to use appropriate routines. We Do: You Do: Teacher and Student writes words with /o/ sounds 5 min. Student writes words with /o/ sounds independently with student monitoring. Also provide correct model for students to self-check run pup mud on a pup rub the jug Dictation 1. 2. Text Application 3 min. Identify target words in story 2. Read story 2. 10 min. Explicit Instruction for Phonics Intervention Skill: CVC Review Instructional Day: Four Section Instructional Routine Review Activity: Warm-up Activities Phonological Awareness and Articulation of Skill Time Sight word activity Word List: Use appropriate grade level Dolch list words for your students or all, been, bird, give, help, vox, was, soon. 2 min. Activate Phonemic Awareness: (This step is not routinely used on day 4 but can be included if students need additional support.) Articulation: If skill is secure, then spend this time in text application. 3 min. Letter so Letter sound Correspondence: Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Review short vowel sounds with students model each sound explicitly. Students practice sound as teacher randomly displays vowel letter card. Word List: If skill is secure, then spend this time in text application. Word Reading List: 2 min. run, pup, jug, mud, mug, rub, rug, bus, sun, nut, men, cat, cap, tap, can, met, dad, ten I Do: Teacher models decoding word and placing in appropriate word sort column. We Do: Students repeat with the teacher- teacher continues modeling needed to provide 5 min. scaffolding. You Do: Students complete word sort, Teacher provides immediate corrective feedback Word Building Words: kid, hig, lid, hot, jog, sob, men, set, cap, dad, run, pup, jug, mud Teacher and students use dry/erase boards Word Work I Do: Teacher models segmenting and writing short vowel words. Use think aloud and explicit instruction. Remember to use appropriate routines. We Do: You Do: 5 min. Teacher and Student writes words with short vowel sounds Student writes words with short vowel sounds independently with student monitoring. Also provide correct model for students to self-check. The kid hid the pup. The men will jog. Dad will run in the mud. Dictation 1. Text Application 3 min. Read story two. 10 min. Explicit Instruction for Phonics Intervention Skill: CVC Review Instructional Day: Five Section Instructional Routine Review Activity: Warm-up Activities Phonological Awareness and Articulation of Skill Word List: Time Speed drill with sight words. Use grade level appropriate Dolch list words. 2 min. Activate Phonemic Awareness: Articulation: Articulation: Look in your mirrors. What's the shape of your mouth when you say/a/, /e/, /i/, /o/,/u/? 3 min. If skill is secure, then spend this time in text application. Letter sound Correspondence: Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Dictation Letter/sound correspondence: Hold up the u card for words with short vowel sounds. Say words with short vowels and students hold up appropriate letter. Word List: If skill is secure, then spend this time in text application. Word Reading List: run, pup, men, dad, set, met, cap, dad, cat, jug, hit, lid, wit, hot, jog, bob I Do: Teacher reads first from word cards; models blending routines We Do: Students repeat with the teacher from the word lists You Do: Students read word list independently with close monitoring by teacher who provides 5 min. immediate, corrective feedback. Word Building Words: Teacher and students write words with pencil/paper. I Do: Teacher models writing words. Use think aloud strategy and segmenting routines. We Do: Teacher and Student writes words. You Do: Student writes words as dictated. Teacher provides model for students to self-assess. The pup is in the mud. The cat is in a cap. Bob is hot. The men hid the lid 1. 2. Text Application 2 min. run, pup, men, dad, set, met, cap, dad, cat, jug, hit, lid, wit, hot, jog, bob Read story three. Formative Assessment: Student should read targeted skill words with the goal being 95% accuracy. 5 min. 3 min. 10 min. Explicit Instruction for Phonics Intervention Target Words For CVC Story 1 Review Stories Story 2 Story 3 Skill Specific New words (10-14) Skill Specific New Words (5-7) Skill Specific Words From Story 1 (5-7) Skill Specific New words (10-14 words) man kid box tan cat hid Dad van cap lid cat Tad yells pot hen can fit digs met Rod pit dad Bob bug box den gum Ben DAY 3 word list* yuck sets run/pup his vet jug/mud back mug/rub Dan rug/bus Sam sun/nut Explicit Instruction for Phonics Intervention Instructional Focus: CVC Review Story Number: 1 Dad and the Cat A man sees a cat with a cap. The man gives Dad the cat with a cap. Dad and the cat go to see Dan. Dan is the vet. Dan, the vet, sets the cat on the box. The vet looks at the cat. The vet says, “This cat is Sam. Sam is Ben’s cat. The cap is Ben’s cap.” Dad and the vet go to see Ben. Ben sees his cat, Sam. Ben yells, “ Now, my cat and cap are back.” Explicit Instruction for Phonics Intervention Instructional Focus: CVC Review Story Number: 2 Bob’s Cat Bob is a kid with a cat. Bob’s cat hid from him. Bob will get Dad to help look for the cat. Dad and Bob look in the den. The cat is not in the den. They see a box. The cat is not in the box. The cat will not fit in the box. Bob and Dad met Rod in the hall. Rod said, “Look in the pot with the lid.” Bob and Dad look in the pot. The cat was in the pot. Bob said, “How did the cat get in there?” Explicit Instruction for Phonics Intervention Instructional Focus: CVC Review Story Number: 3 Tad Tad finds gum in his tan van. On the gum is a bug. Yuck! Tad does not like gum with bugs on it. Tad digs a pit. Tad puts the gum with the bug in the pit. Tad walks away. A hen sees Tad. The hen walks to the pit. The hen sees the bug. The hen likes to eat bugs. Yuck! The hen does not like bugs that are in gum. The hen walks away.
