ExplicitInstructionforPhonicsIntervention

Skill:PredictableVowelTeams–ai,ayInstructionalDay:One

Section InstructionalRoutine Time

Warm-upActivities

ReviewActivity:ReviewShortausingtheChangeThatSoundActivity.Teacherasksstudentstochangethebeginningorendingsoundofwordstomadenewwordsusingdifferentcoloredmanipulativestoindicatechange.WordList:cat,bat,ham,map,bag,lap,clap,grab,brag,mad,cap,sat,ran,fan

2min.

PhonologicalAwarenessandArticulationof

Skill

ActivatePhonemicAwareness:Theteacherwillsaywordswithlongandshortavowelsounds.Studentswillgivethumbsupforwordscontainingthelongavowelsound.Articulation:Thefrontpartofthetongueismid-heightinthemouth.Thelipsareunroundedandthefacialmusclesarerelativelytense.Modelarticulationofsound.Explainandmodel2vowelteams(ai/ay)standforthelongasound.Practicechorallyandindividually.

3min.

Letter-SoundCorrespondence

LettersoundCorrespondence:Theteacherwillpassoutwordcardshavingdifferentvowelspellingstostudents.Studentswhohavewordswiththeaiorayvowelteamwillgroupthemselvestogetherwiththeirvowelspelling.Otherswillremainseated.WordList:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waits

2min.

WordReadingBlendingRoutines

(sound-by-soundorcontinuous)

WordReadingList:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waitsReadwordsfromWordCardsIDo:Teacherreadswordsonwordcards.Modelblendingrountine(ex.Ashlock,corereadingseries)WeDo:Teacherandstudentsreadwordsonwordcardstogetherusingblendingroutinesstudentshavebeentaught.YouDo:Studentsreadwordsonwordcardstogether.Studentswhisperread-teachermovesaroundtolistentoeachstudentindividuallytoprovideimmediate,correctivefeedback.

5min.

WordWork

WordBuildingWords:May-day,stay,play:rain-pain,pail,tailWordChainswithmagneticletters.IDo:Tellstudentstothinkaboutwherethe/ā/soundisintheword.Mostoftenifitisinthemiddleofthewordthespellingisusuallyai.Whenthesound/ā/isattheendoftheword,thespellingisusuallyay.Teachermodelsonewordchainforstudents.Buildsthewordmay-changetoday.Usethinkaloudtomodelexplicitlyforstudent.ex."maytoday:(segmentthesoundswithroutinetaught)m-/ay/d-/ay/the/m/changesto/d/soI'llmovethemoutandslideinthed"WeDo:Teacherandstudentsdoonewordchaintogether.day-bayYouDo:Studentsdowordschainsindividually;teachercontinuallymonitorsandprovidesfeedback..

5min.

Dictation

May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waits

3min.

TextApplication

1. Havestudentsidentifythewordsinstoryonethatcontainthetargetedskill.2. Readtheidentifiedwords.3. ReadStoryOne. 10

min.

ExplicitInstructionforPhonicsIntervention

Skill:PredictableVowelTeams–ai,ayInstructionalDay:Two

Section InstructionalRoutine Time

Warm-upActivities

ReviewActivity:ReviewShortausingThumbsupactivityforshortawords.WordList:cat,bat,hit,map,bag,log,clap,grab,brag,mad,cap,sit,ran,fun

2min.

PhonologicalAwarenessandArticulationof

Skill

ActivatePhonemicAwareness:Teacherwillsaywordswithlonga.Studentswilldeterminewhetherthelongasoundisinthemedialorfinalposition

Articulation:Notusuallydonebutcanaddifneededbystudents. 3min.

Letter-SoundCorrespondence

LettersoundCorrespondence:Giveeachstudentalistofwordswithaiandayspellings.Havestudentscircleaiandayineachword.Reviewwithstudentsay,aiarevowelteamsthatstandforthelongasound.

WordList:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waits,

2min.

WordReadingBlendingRoutines

(sound-by-soundorcontinuous)

WordReadingList:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waitsReadwordsusinglettercards.IDo:Teachersmodelschangingbeginninganadendingsoundlettercardstoformwords.Teacherthenreadsthenewword.Useblendingroutines.WeDo:Teacherandstudentrepeattheaboveactivitytogetherusingappropriateblendingroutines.YouDo:Individualstudentsarecalledontochangesoundstocreatenewwordsandthenreadthem.

5min.

WordWork

WordBuildingWords:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waits

IDo:Tellstudentstothinkaboutwherethe/ā/soundisintheword.Mostoftenifitisinthemiddleofthewordthespellingisusuallyai.Whenthesound/ā/isattheendoftheword,thespellingisusuallyay.Teachermodelswordbuildingactivityusingwordsfromwordlists.Modelusingthinkaloudandappropriatesegmenting/blendingroutines.

WeDo:Teacherandstudentsbuildwordstogether.YouDo:Teacherdictateswordsforstudentstobuild.

5min.

Dictation

staygrayGailsplayswaitrainclaytray

3min.

TextApplication

Readstoryonewithidentifiedtargetwords.Readcleancopyofstoryone.

10min.

ExplicitInstructionforPhonicsInterventionSkill:PredictableVowelTeams–ai,ay

InstructionalDay:Three

Section InstructionalRoutine Time

Warm-upActivities

ReviewActivity:ReviewsightwordsusingPopcornwordsactivity.WordList:and,to,is,at,the,on,they,from,with,for,want,about,a,it(orsightwordsappropriateforyourstudents)

2min.

PhonologicalAwarenessandArticulationof

Skill

ActivatePhonemicAwareness:Teacherwillsaywordswithlongandshortavowelsounds.Studentswillstandupifthewordshavealongasound.Articulation:Notusuallydonebutcanaddifneededbystudents.

Ifskillissecure,thenspendthistimeintextapplication.

3min.

Letter-SoundCorrespondence

LettersoundCorrespondence:Theteacherwillpassoutwordcardstostudentshavingdifferentvowelspellings.Studentswhohavetheaiorayspellingwillgroupthemselvestogetherwiththeirvowelspelling.Otherswillremainseated.WordList:day,gray,rain,May,gail,play,wait,trail,tail

Ifskillissecure,thenspendthistimeintextapplication.

2min.

WordReadingBlendingRoutines

(sound-by-soundorcontinuous)

WordReadingList:day,gray,rain,May,gail,play,wait,trail,tailFlipBooksIDo:ShowanewwordwiththeflipbookwiththesnononesideandtheailontheotherReadthenewwordsusingthinkaloudandmodelingblendingroutines.WeDo:Teacherandstudentusetheflipbooktomakeanewwordandreadittogether.

YouDo:Havestudentsmakenewwordsusingtheflipbookandreadthem.

5min.

WordWork

WordBuildingWords:day,gray,rain,May,gail,play,wait,trail,tailMagneticLettersIDo:Teachermodelsusingthemagneticletterstobuildaword.

WeDo:Teacherandstudentsusemagneticletterstobuildanotherword.

YouDo:Studentsusemagneticletterstobuildremainingwords.

5min.

Dictation

mayplayfrailsnailintherainwayplain

3min.

TextApplication

Identifytargetwordsinstory2.Readstory2.

10min.

ExplicitInstructionforPhonicsIntervention

Skill:PredictableVowelTeams–ai,ayInstructionalDay:Four

Section InstructionalRoutine Time

Warm-upActivities

ReviewActivity:ReviewSightWordsusingPancakeWordActivityWordList:and,to,is,at,the,on,they,from,with,for,want,about,a,it(cansubstitutewordsmorespecifictoyourstudentgroupiftheyarepreviouslytaughtsightwords) 2min.

PhonologicalAwarenessandArticulationof

Skill

ActivatePhonemicAwareness:Teacherwillsaywordswithlonga.UsingElkoninboxesandachip,studentswillindicatewhetherthelongasoundisinthemedialorfinalposition

Articulation:Doifneededbystudents

Ifskillissecure,thenspendthistimeintextapplication.

3min.

Letter-SoundCorrespondence

LettersoLettersoundCorrespondence:Giveeachstudentalistofwordswithaiandayspellings.Havestudentscircleaiandayineachword.WordList:snail,plain,way,bay,lay,sail,frail,wails,faint,

Ifskillissecure,thenspendthistimeintextapplication.

2min.

WordReadingBlendingRoutines

(sound-by-soundorcontinuous)

WordReadingList:snail,plain,way,bay,lay,sail,frail,wails,faintClosedWordSortai/ayIDo:Teachermodelswordsortactivity.Thinkaloudidentificationofvowelteamandplacingwordoncorrectsideofsort.WeDo:Teacherandstudentsdowordsorttogether.YouDo:Studentsdowordsortindividually.

5min.

WordWork

WordBuildingWords:snail,plain,way,bay,lay,sail,frail,wails,faint,BuildingWordsusingLetterTilesIDo:Teachermodelswordbuildingwithlettertiles.Usethinkaloudstrategytoemphasizeapplicationoftargetskill.WeDo:Teacherandstudentsdowordsorttogether.YouDo:Studentsbuildwordsusinglettertiles.

5min.

Dictation

Thefrailsnailwails.Thewaytothebayisplain

3min.

TextApplication1. Readstorytwo.

10min.

ExplicitInstructionforPhonicsIntervention

Skill:PredictableVowelTeams–ai,ayInstructionalDay:Five

Section InstructionalRoutine Time

Warm-upActivities

ReviewActivity:ChangeThatSound-TeacherasksstudentstochangeblockstoshowwherethesoundinthewordschangeWordList:cake,rake,name,same,tale,take,shake,flame,cape,grape,cave,wave,make,brake 2min.

PhonologicalAwarenessandArticulationof

Skill

ActivatePhonemicAwareness:Dooddoneoutactivity.Givestudentthreewords.Studentmustpickthewordthatdoesnothavethelongasound.Articulation:Useasneeded.Seepreviouslessons.

Ifskillissecure,thenspendthistimeintextapplication.

3min.

Letter-SoundCorrespondence

LettersoundCorrespondence:Reviewlettersoundassociation.Studentspracticesoundchorally&individually.LetterSoundCorrespondence:Givestudentssentenceswithnewwordsandhavethemtocirclenewwords.WordList:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waits,snail,plain,way,bay,lay,sail,frail,wails

Ifskillissecure,thenspendthistimeintextapplication.

2min.

WordReadingBlendingRoutines

(sound-by-soundorcontinuous)

WordReadingList:ClosedSortusingPocketChart:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waits,snail,plain,way,bay,lay,sail,frail,wails,IDo:Teachermodelssortusingtwowordcardsandpocketchart.

WeDo:Teacherandstudentsdowordsorttogetherusingtwomorewordcardsandpocketchart.YouDo:Studentssortremainingwordcardsinpocketchart.

5min.

WordWork

WordBuildingWords:WriteWordswithPaperandPencil:May,Gail,play,rain,stray,day,stays,tail,gray,trail,pain,waitsIDo:Teachermodelsactivitybysayingthewordandremindingstudentstothinkaboutwherethesoundisinthewordinordertoknowwhichspellingtouse.Writetwoexamplesontheboardwhileusingthinkaloud.WeDo:Teacherandstudentspracticetheaboveactivitytogether.Encouragestudentthinkaloudtoallowteachertoassessapplicationofskill.YouDo:Teacherdictatesremainingwordsandstudentswritethemonpaper.

5min.

DictationThedaystaysgray.Rainisontheway.Thedogisinpain.

3min.

TextApplication

Readstorythree.FormativeAssessment:Studentshouldreadtargetedskillwordswiththegoalbeing95%accuracy.

10min.

ExplicitInstructionforPhonicsIntervention

TargetWordsForPredictableVowelTeams–ai,ayStories

Story1 Story2 Story3SkillSpecificNewwords(10-14)

SkillSpecificNewWords

(5-7)

SkillSpecificWordsFromStory1(5-7)

SkillSpecificNewwords

(10-14words)day sail Gail Jay

gray lay may train

rain way day main

May frail bay mail

Gail snail grain

play plain Spain

wait wails Ray

trail faint Clay

tail sways

stays rails

okay pails

fails

pays

ExplicitInstructionforPhonicsIntervention

InstructionalFocus:PredictableVowelTeams–ai,ay

StoryNumber:1

The Stray Dog

The day is gray. It may rain. May and Gail want to play

at the pond. They will meet on the trail to the pond. May gets

to the trail first and waits for Gail.

Gail finds a stray dog on the trail. The dog is in pain.

The dog tucks his tail as Gail comes close. May sees Gail and

runs to meet her. Gail stays with the dog and sends May for

help. May will bring help. The dog will be okay.

ExplicitInstructionforPhonicsInterventionInstructionalFocus:PredictableVowelTeams–ai,ay

StoryNumber:2

A Day at the Bay

Gail and May plan a day at the bay. May and Gail

want to sail on the bay and lay in the sun. On the way to the

bay, they see a frail snail and a plain frog on a log. The plain frog

gulps the frail snail and May wails!

Gail and May get to the bay. First they lay in the sun.

They get so hot they start to feel faint. Then they go to the dock

and get a boat to sail. As they sail on the bay, they cool off.

May and Gail have a fun day at the bay.

ExplicitInstructionforPhonicsIntervention

InstructionalFocus:PredictableVowelTeams–ai,ay

StoryNumber:3

The Train to Spain

Jay drives a train on the main line. The train takes mail and grain

to Spain. Jay pays for Ray and Clay to ride the train with him to Spain.

The train sways and comes off the rails. The grain spills on the

mail. Ray and Clay use pails to pick up the mail and the grain. Jay

fails to get the mail and grain to Spain on time.