Explicit Instruction for Phonics Intervention
Skill:
Predictable vowel teams ai/ay
Instructional Day: One
Section
Instructional Routine
Time
Review Activity:
Warm-up
Activities
Phonological
Awareness and
Articulation of
Skill
Review Short a using the Change That Sound Activity.
Teacher asks students to change the beginning or ending sound of words to made new
words using different colored manipulatives to indicate change.
Word List:
cat, bat, ham, map, bag, lap, clap, grab, brag, mad, cap, sat, ran, fan
2 min.
Activate Phonemic Awareness:
The teacher will say words with long and short a vowel
sounds. Students will give thumbs up for words containing the long a vowel sound.
Articulation:
Model articulation of /ā/ sound. The front part of the tongue is midheight in the
mouth. Lips are unrounded and facial muscles are somewhat tense. Student will stand when they
hear /ā/. Practice chorally and individually.
3 min.
Letter sound Correspondence:
Letter-Sound
Correspondence
The teacher will pass out word cards having different
vowel spellings to students. Students who have words with the ai or ay vowel team will group
themselves together with their vowel spelling. Others will remain seated.
Word List:
2 min.
May, Cain, Spain, paid, Jay, train, away, day, fray, play, rain, brain, Blain
Word Reading List:
Word Reading
Blending Routines
(sound-by-sound or
continuous)
May, Cain, Spain, paid, Jay, train, away, day, fray, play, rain, brain, Blain
Read words from Word Cards
I Do:
Teacher reads words on word cards. Model blending rountine (ex. Ashlock, core reading
series)
We Do:
Teacher and students read words on word cards together using blending routines
students have been taught .
5 min.
You Do:
Students read words on word cards together. Students whisper read -teacher moves
around to listen to each student individually to provide immediate, corrective feedback.
Word Building Words:
Jay
Word Chains w/ magnetic letters.
I Do:
Word Work
Teacher models one word chain for students. Builds the word may - change to day. Use
think aloud to model explicitly for student. ex. "may to day: (segment the sounds w/ routine
taught) j - /ā/ pl - / ā / the /j/ changes to /pl/ so I'll move the m out and slide in the d "
We Do:
You Do:
5 min.
Teacher and students do one word chain together. Jay - play
Students do words chains individually; teacher continually monitors and provides
feedback. .
Teacher dictates words and students write them on paper. Teacher provides visual model for
students to self-assess.
Dictation
May, Cain, Spain, paid, Jay, train, away, day, fray, play, rain, brain, Blain
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: Predictable vowel teams
Instructional Day: Two
Section
Instructional Routine
Review Activity:
Warm-up
Activities
ai/ay
Word List:
Time
Review Short a using Thumbs up activity for short a words.
2 min.
cat, bat, hit, map, bag, log, clap, grab, brag, mad, cap, sit, ran, fun
Activate Phonemic Awareness:
Phonological
Awareness and
Articulation of
Skill
Teacher will say words with long a . Students will
determine whether the long a sound is in the medial or final position
Articulation:
Model articulation of (ai/ay) sound. The front part of the tongue is midheight in
the mouth. Lips are unrounded and facial muscles are somewhat tense. Student will stand when
they hear /ā/. Practice chorally and individually.
3 min.
Letter sound Correspondence:
Letter-Sound
Correspondence
Give each student a list of words with ai and ay
spellings. Have students circle ai and ay in each word. Review vowel teams ay, ai which spell the
long a sound.
Word List:
2 min.
May, Cain, Spain, paid, Jay, train, away, day, fray, play, rain, brain, Blain
Word Reading List:
Word Reading
Blending Routines
(sound-by-sound or
continuous)
May, Cain, Spain, paid, Jay, train, away, day, fray, play, rain, brain,
Blain
Read words using letter cards.
I Do:
Teachers models changing beginning anad ending sound letter cards to form words.
Teacher then reads the new word. Use blending routines.
We Do:
5 min.
Teacher and student repeat the above activity together using appropriate blending
routines.
You Do:
Individual students are called on to change sounds to create new words and
then read them.
Word Building Words: May, Gail, play, rain,stray, day, stays, tail, gray, trail, pain, waits
I Do: Teacher models word building activity using words from word lists. Model using think
Word Work
aloud and appropriate segmenting/blending routines.
We Do:
You Do:
Teacher and students build words together.
5 min.
Teacher dictates words for students to build.
Teacher dictates phrases using new words .
May, Cain, Spain, paid, Jay, train
Dictation
3 min.
Read story one with identified target words.
Read clean copy of story one.
Text Application
10
min.
Explicit Instruction for Phonics Intervention
Skill: Predictable vowel teams
Instructional Day: Three
Section
Instructional Routine
Review Activity:
Warm-up
Activities
Phonological
Awareness and
Articulation of
Skill
Letter-Sound
Correspondence
Word Reading
Blending Routines
(sound-by-sound or
continuous)
ai/ay
Time
Review sight words using Popcorn words activity.
Word List:
and, to, is, at, the, on, they, from, with, for, want, about, a, it (or grade level
appropriate Dolch list words).
2 min.
Activate Phonemic Awareness: If additional practice is needed, see
previous lessons.
Articulation: If skill is secure, then spend this time in text application.
3 min.
Letter sound Correspondence: If additional practice is needed, see
previous lessons.
If skill is secure, then spend this time in text application.
Word Reading List:
2 min.
May, Cain, Spain, paid, Jay, train, away, day, fray, play, rain, brain, Blain
Flip Books
I Do:
Show a new word with the flip book with the sn on one side and the ail on the other Read
the new words using think aloud and modeling blending routines.
5 min.
We Do: Teacher and student use the flip book to make a new word and read it together.
You Do: Have students make new words using the flip book and read them.
Word Building Words: paid, train, away, day, fray, play, rain, brain
Magnetic Letters
Word Work
I Do: Teacher models using the magnetic letters to build a word.
We Do: Teacher and students use magnetic letters to build another word.
You Do: Students use magnetic letters to build remaining words.
5 min.
Students write new words on white boards as teacher dictates to the students. Teacher provide
visual model for students to self-assess and teacher feedback.
Dictation
away, day, fray, play, rain, brain
3 min.
Identify target words in story 2.
Read story 2.
Text Application
10
min.
Explicit Instruction for Phonics Intervention
Skill: Predictable vowel teams
Instructional Day: Four
Section
Instructional Routine
Review Activity:
Warm-up
Activities
Phonological
Awareness and
Articulation of
Skill
Letter-Sound
Correspondence
ai/ay
Time
Review Sight Words using Pancake Word Activity
Word List:
and, to, is, at, the, on, they, from, with, for, want, about, a, it (can substitute words
more specific to your student group if they are previously taught sight words)
2 min.
Activate Phonemic Awareness: If additional practice is needed, see
previous lessons.
3 min.
Articulation:
If skill is secure, then spend this time in text application.
Letter sound Correspondence: If additional practice is needed, see
previous lessons.
2 min.
If skill is secure, then spend this time in text application.
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Reading List:
May, Cain, Spain, paid, Jay, train, away, day, fray, play
Closed Word Sort ai/ay
I Do:
Teacher models word sort activity. Think aloud identification of vowel team and placing
word on correct side of sort.
5 min.
We Do: Teacher and students do word sort together.
You Do: Students do word sort individually.
Word Building Words: May, Cain, Spain, paid, Jay, train, away, day, fray, play
Building Words using Letter Tiles
I Do:
Word Work
Teacher models word building with letter tiles. Use think aloud strategy to emphasize
application of target skill.
We Do:
You Do:
5 min.
Teacher and students do word sort together.
Students build words using letter tiles.
Teacher dictates phases containing new words for students to write on paper.
Dictation
Play the day in the rain
Train her to play all day
1.
Text Application
3 min.
Read story two.
10
min.
Explicit Instruction for Phonics Intervention
Skill: Predictable vowel teams ai/ay
Instructional Day: Five
Section
Instructional Routine
Time
Review Activity:
Warm-up
Activities
Phonological
Awareness and
Articulation of
Skill
Letter-Sound
Correspondence
Change That Sound -Teacher asks students to change blocks to show
where the sound in the words change
Word List:
cake, rake, name, same, tale, take, shake, flame, cape, grape, cave, wave, make,
brake
2 min.
Activate Phonemic Awareness: If additional practice is needed, see
previous lessons.
3 min.
If skill is secure, then spend this time in text application.
Letter sound Correspondence: If additional practice is needed, see
previous lessons.
2 min.
If skill is secure, then spend this time in text application.
Word Reading List:
Word Reading
Blending Routines
(sound-by-sound or
continuous)
May, Gail, play, rain,stray, day, stays, tail, gray, trail, pain, waits, snail,
plain, way,bay, lay, sail, frail, wails,
Closed Sort using Pocket Chart
I Do: Teacher models sort using two word cards and pocket chart.
We Do: Teacher and students do word sort together using two more word cards and
5 min.
pocket chart.
You Do: Students sort remaining word cards in pocket chart.
Word Building Words: May, Gail, play, rain,stray, day, stays, tail, gray, trail, pain,
waits
Write Words with Paper and Pencil
Word Work
I Do:
Teacher models activity by saying the word and reminding students to think about where
the sound is in the word in order to know which spelling to use. Write two examples on the board
while using think aloud.
5 min.
We Do:
Teacher and students practice the above activity together. Encourage student think
aloud to allow teacher to assess application of skill.
You Do:
Dictation
Teacher dictates remaining words and students write them on paper.
Teacher dicatates sentences containing new words to students as they write them on paper.
We will play away the day.
Lay the hay in the pail.
3 min.
Read story three.
Formative Assessment: Student should read targeted skill words with the goal being 95% accuracy.
Text Application
10
min.
Explicit Instruction for Phonics Intervention
Target Words For __(ai/ay )_ Stories
Story 1
Skill Specific
New words
(10-14)
Cain
Spain
jay
Blain
train
away
may
play
rain
brain
day
Story 2
Skill Specific
New Words
(5-7)
gail
Maine
way
pain
pail
gray
wail
paint
Story 3
Skill Specific
Words From
Story 1 (5-7)
Skill Specific
New words
(10-14 words)
may
away
rain
train
day
clay
lay
fail
saint
nail
wait
raise
tray
pay
Explicit Instruction for Phonics Intervention
Instructional Focus: ai/ay
Story Number: 1
May and Cain Went to Spain
May and Cain went to Spain to rest their brain. May’s
dad, Jay, paid Blain to take them to the train. We will go
away for a day in May to play in Spain. I hope it does not rain.
If it does, I can play in the rain. I will wear my rain cape.
Blain will pick us up from the train and take us home.
That will end our day of play in Spain.
Explicit Instruction for Phonics Intervention
Instructional Focus: ai/ay
Story Number: 2
The Rain in Maine
Gail went away to Maine. On her way, rain came. The rain
made the day gray. Gail saw the rain fill a pail. She wished to
go out to play. On her way out, she slipped in the rain. The fall
made Gail wail. Her leg was filled with pain. She wants to
hide the pain. She would not cry.
Gail then wished to go home. She got on the train, out of
the rain. One day she will go back to Maine.
Explicit Instruction for Phonics Intervention
Instructional Focus:
ai/ay
Story Number: 3
Clay and the Bike
Clay is not a saint! He made the brakes on dad’s bike fail.
He put a nail in the bike tire. The flat tire lay on the grass.
Clay’s dad had to make Clay raise cash to pay for a new
bike. Clay will raise cash with his jobs and save it on a tray for
Clay’s dad to take to the bike shop.