Explicit Instruction for Phonics Intervention
Skill: Vowel Team - ie Instructional Day: One
Section Instructional Routine Time Review Activity: Finger Count Have students use their fingers to represent sounds. Show which finger represents the sound that Warm-up changed as you go through the word list below. 2 min. Activities Word List: pie, lie, tie, ties, lies, pies
Phonological Activate Phonemic Awareness: Thumbs up for words that have the long /i/ sound. Thumbs down for words without the long /i/ sound. Use the word list provided in the next section. Awareness and 3 min. Articulation of Articulation: Teacher models how mouth is shaped when the sound is made and then have the students show you how they shape their mouth when they make the sound. Provide students with Skill mirrors so they can watch their mouth formations. Letter sound Correspondence: Tell the students that vowel team "ie" represnets two common sounds: long i and long e. Teacher will hold up a word card from the word list below and Letter-Sound read the word for the students. The students will hold up the ie card when the word contains the spelling "ie" and say long i or long e following the teachers pronunciation of the word. They will not 2 min. Correspondence hold up their ie card when a word is shown that does not follow that pattern. Word List: log, tree, hip, pig, cup, thief, shriek, priest, lies, tied
Word Reading List: thief, shriek, priest, lies, tie, pie I Do Remind students that the vowel team "ie" represents two common sounds: long i and long e. Teach the students that if they are unsure which sound to make, they should flex it trying long e first Word Reading and then long i. Place word cards on the table. Blend the first word (thief) orally modeling a ‘think Blending Routines aloud’ using both long e and long i to determine which sound fits best. Repeat this procedure with pie. 5 min. (sound-by-sound or We Do: Let's read one together. Ask student to silently sound out the new word using both continuous) long /i/ and long /e/ for the "ie" pattern. Have them say it aloud on cue. (shriek) Next word (lies) You Do: Ask students to take turns reading all of the words making sure to flex the “ie” sound to determine if it should be pronounced long /e/ or long /i/. Word Building Words: thief, shriek, priest, lies, tie, pie I Do: Model for students how to encode the word pie. Change pie to tie. Show students that the ie sound spelling did not change. Does the "ie" pattern say /i/ or /e/? (/i/) Word Work We Do: Let’s do one together. Write the word lies, change the "s" to a "d." What is the new 5 min. word? (lied) Does the "ie" pattern say /i/ or /e/? (/i/) You Do: Now you try one. Have students write the word thief, change the "th" to a "br" What is the new word? (brief) Does the "ie" pattern say /i/ or /e/? (/e/) thief, shriek, priest, lies, tie, pie
Dictation 3 min.
1. Have students identify the words in story one that contain the targeted skill. 2. Read the identified words. 3. Read Story One. 10 Text Application min.
Explicit Instruction for Phonics Intervention
Skill: Vowel Team - ie Instructional Day: Two
Section Instructional Routine Time Review Activity: Long /i/ Long /e/ Picture Sort Students sort the words into piles for long i and long e. Warm-up 2 min. Activities Word List: Long i Picture Cards: pie, fries, ride Long e Picture Cards: thief, leaves, tea
Activate Phonemic Awareness: Have students stand for words that have the long i Phonological sound and sit down for words that have the long e sound. Use the word list provided in the next Awareness and section. 3 min. Articulation of Articulation: Mouth the Sound: Teacher models how mouth is shaped when the sound is made and then have the students show you how they shape their mouth when they make the Skill sound. Provide students with mirrors so they can watch their mouth formations. Letter sound Correspondence: Give students the word list below. Have them underline the vowel team in each word. (ie) Remind students that the vowel team "ie" represents Letter-Sound long /i/ or long /e/. 2 min. Correspondence Word List: thief, shriek, priest, lies, tie, pie
Word Reading List: thief, shriek, priest, lies, tie, pie Word Reading I Do: Show students the word "vie". Think aloud how the word could be read. Read it with both the long i and long e sound. Tell them that "vee" is not a word, but "vie" is. Blending Routines We Do: Read the word "thief" together. Have the students say the word with the long /i/ and 5 min. (sound-by-sound or long /e/ to see which way makes sense. continuous) You Do: Give the students their own word cards using the words from the word list. Ask students to use the word with both vowel sounds (Long I / E) and determine which sound is correct. Word Building Words: Chain 1: tie - ties - tied - lied - lies - lie - pie – pies - pied I Do: Write the word “tie” on the board and blend the sounds orally. Add the letter “s” to the end of the word and blend the new word orally. Change the “s” to a “d” and blend the new word orally. Word Work We Do: Have students use letter tiles to form the word “lied” on their own and blend the 5 min. sounds orally together. Change the “d” to “s” and blend the sound orally together. Remove the “s” at the end of the word and blend the word orally together. You Do: Have students make the word chain below with a partner using their letter tiles. Rotate around the room and proved corrective feedback as needed. pie – pies - pied
thief, pie, priest, lie Dictation 3 min.
1. Read story one with identified target words. 2. Read clean copy of story one. 10 Text Application min.
Explicit Instruction for Phonics Intervention
Skill: Vowel Team - ie Instructional Day: Three
Section Instructional Routine Time Review Activity: Speed Drill with Lists Warm-up Students work as a group to read sight word lists to improve automaticity. 2 min. Activities Word List: the, went, saw, to, they, should, would, with, and Or use grade level appropriate Dolch list words Phonological Activate Phonemic Awareness: Say a word from the word list in the next section and have students chorally tell if the sound in the middle is long i or long e. Awareness and 3 min. Articulation of Articulation: See previous day. Use as needed. If skill is secure, then spend this time in text application. Skill Letter sound Correspondence: Hold up ie=/ī/ or ie=/ē/ when that sound is in the Letter-Sound word that is said. 2 min. Correspondence Word List: thief, shriek, priest, lies, tie, pie If skill is secure, then spend this time in text application. Word Reading List: ie=/ī/ : pie, tie, pies, tied, lied, lie, fried, fries ie=/ē/: priest, thief, thieves, shrieked, shriek Word Reading I Do: Use word cards for a word sort. Use column headers: ie=/ī/ and ie=/ē/. Model how to place pie and priest in the columns and do a think aloud to show the students why you put the Blending Routines words in each column. 5 min. (sound-by-sound or We Do: Lets do some together. Have students come up and choose a word card. Allow them continuous) to place it under the appropriate heading. Have them explain why they put it there. You Do: Provide students with their own set of word cards. Students take turns reading words and placing them in the appropriate columns. Rotate and provide corrective feedback as needed. Word Building Words: pie, tie, fried, priest, thief, shrieked, lied, tied, lie I Do: When I hear the long I or long e sound, I know that it is spelled ‘ie’ in these words. When I map these words, I put ie where I hear long I or long e. Model: The word is pie. I would map it on the board like p-ie. How many sounds? (2) How many letters? (3) 5 min. Word Work We Do: Let’s do one together. The word is thief. How many sounds? (3) How would we map it? th – ie-f How many letters? (5) You Do: Give each child a set of words. Take turns listening to each child explain how many sounds and how many letters.
stop that thief the thief ran fast Dictation the priest will shriek 3 min.
1. Identify target words in story 2. 2. Read story 2. 10 Text Application min.
Explicit Instruction for Phonics Intervention
Skill: Vowel Team - ie Instructional Day: Four
Section Instructional Routine Time Review Activity: Name that Word on a Pocket Chart Sight word cards are turned upside down in a pocket chart. Students take turns choosing a card, Warm-up flipping it right side up, and reading it. 2 min. Activities Word List: the, went, saw, to, they, should, would, with, and Or other grade level appropriate Dolch list words. Phonological Activate Phonemic Awareness: See previous day. Use as needed.
Awareness and 3 min. Articulation of Articulation: See previous day. Use as needed. If skill is secure, then spend this time in text application. Skill Letter sound Correspondence: See previous day. Use as needed.
Letter-Sound 2 min. Correspondence Word List: pie, priest, tie, pies, tied, thieves, shriek, fried, lie, brief, fries, lie, sieve, shield If skill is secure, then spend this time in text application.
Word Reading List: ie=/ī/: words: pie, tie, pies, tied, lie, ties, lies, lied, fried, fries ie=/ē/: words: thief, shriek, priest, shield, brief, sieve Other words: chew, join, today, boat, sigh Word Reading I Do: Show students three column hearders. ( ie=/ī/, ie=/ē/, other) Take the first card from a stack of word cards. Blend the word orally. Do a think aloud describing which column you would Blending Routines place each word in. Use the words pie, brief, and chew 5 min. (sound-by-sound or We Do: Let’s do some together. Allow students to pick a word card and let them silently blend continuous) the sounds and say the word on cue. Allow them to think through the word aloud and point to the column it should go in. Then have them justify why they placed it in that column. You Do: Give each student their own stack of word cards and have them sort them into the three columns. Monitor and provide feedback as necessary. Word Building Words: tied, lied, fried, fries, pies
I Do: Watch me use letter tiles. One tile has the spelling for ie. Place the ie on the table and place the “p” in front of it. Blend the sounds orally. The word pie has three letters and two sounds. Let's make one together on your dry erase boards. 5 min. Word Work We Do: The word is tie. What letter do we need to change? Change the “p” in pie to a “t” to make tie. Students should show the word tie on their dry erase boards. Ask where the “ie” is in the word. (end) How many letters? (3) How many sounds? (2) You Do: Have each student create the word chains listed below with their dry erase board. tied, lied, fried, fries, pies
The thief will eat fries. The priest let out a brief shriek. Dictation 3 min.
1. Read story two. 10 Text Application min.
Explicit Instruction for Phonics Intervention
Skill: Vowel Team - ie Instructional Day: Five
Section Instructional Routine Time Review Activity: Pancake Sight Words Foam "pancakes" are laid face down. Students choose a pancake and flip it over to read the word. Warm-up 2 min. Activities Word List: the, went, saw, to, they, should, would, with, and Or other grade level appropriate Dolch list words.
Phonological Activate Phonemic Awareness: See previous day. Use as needed.
Awareness and Articulation: See previous day. Use as needed. 3 min. Articulation of If skill is secure, then spend this time in text application. Skill Letter sound Correspondence See previous day. Use as needed.
Letter-Sound 2 min. Correspondence Word List: pie, priest, shield, fries, sieve, lie, tied, tear, man, cot, spot, hen, pig, name If skill is secure, then spend this time in text application.
Word Reading List: ie=/ī/ words: pie, tie, pies, fries, fried ie=/ē/: words: priest, thieves, sieve, brief Word Reading CVCe words: pane, cane, cone, gave, time I Do: Place column labels on the table : ie=/ī/, ie=/ē/ , silent e Place a deck of cards face Blending Routines down on the table. Turn over a card and think aloud whether the vowel has ie=/ī/ , ie=/ē/ or 5 min. (sound-by-sound or CVCe. Place the card under the appropriate heading. Model until one card is under each header. continuous) We Do: Place cards on table. Ask studetns to read the word silently and say it together on a cue. Ask them which column does it belong in and why? You Do: Students will work with a partner to sort the words listed. Word Building Words: pie, tied, lie, thief, shrieked, sieve, shield, tie I Do: Say the word "fries". Teacher models how to encode the word and write it on the sentence strip. Show the word to the students. Underline the "ie." Ask if the “ie” says long i or Word Work long e. 5 min. We Do: Ask the students to write the word tied. Have them underline the vowel digraph that says long /i/. You Do: Students write the words and underline the vowel team "ie" in each word. After each word is written they read it aloud to their partner and tell whether it says /ī/ or /ē/.
The priest has a red tie. Dictation The thief will lie and shriek. 3 min.
1. Read story three. 2. Formative Assessment: Student should read targeted skill words with the goal being 95% accuracy. 10 Text Application min.
Explicit Instruction for Phonics Intervention
Target Words for (Vowel Team – ie) Stories
Story 1 Story 2 Story 3 Skill Specific Skill Specific Skill Specific Skill Specific New words New Words Words From New words (10-14) (5-7) Story 1 (5-7) (10-14 words) thief (thieves) sieve lied chief
Brie fries tie field
pie brief pie cried
tie shield shrieked yield
lied (lie) grieved
shrieked grief
Explicit Instruction for Phonics Intervention
Instructional Focus: Vowel Team - ie
Story Number: 1
The Thief
Brie went to get a pie. Brie saw a thief steal a pie while she was there. Brie told the cops and they went to tie up the thief. Then Brie saw three more thieves take pies. The thieves lied to the cops about taking the pies so the cops tied up those thieves too. The cops shrieked at the thieves over the pies and told the thieves they should never lie. The cops then told Brie it was now safe for her to buy a pie. Explicit Instruction for Phonics Intervention
Instructional Focus: Vowel Team - ie
Story Number: 2
Fries and Pies
Brie liked to bake french fries. Brie used a sieve for a brief time to put salt on her french fries. Brie loved her fries and wanted to share them with others. She went out to buy some bags so she could share her fries. When Brie got home she saw a man with a shield by her door. Brie asked the man if he would like some fries. The man said, “No.” Brie asked the man, “What are you hiding with your shield?” The man lied and said, “Fried pies.” Brie looked over the shield and saw her french fries. Brie shrieked! Explicit Instruction for Phonics Intervention
Instructional Focus: Vowel Team - ie
Story Number: 3
The Chief in the Field
Chief Happy Man loved his dogs. The chief and his son loved to play with their dogs in the field. One day Chief
Happy Man took his dogs to the side of the field. The chief saw a man grab one of his dogs and run away. Chief cried out as he ran after the man. The man would not yield to the chief’s cries.
The Chief had lost his dog. The Chief grieved as he cried and cried. The Chief’s son grieved and cried too. The tribe gave the Chief a new name. He was no more Chief Happy
Man. His tribe now calls him ‘Chief With Much Grief.’