Intervention Area: Phonics
Evidence Based Intervention: Explicit Multisensory Phonic Instruction
RtI Intervention:
X Tier 1
 Tier 2
 Tier 3
Description/Summary if Intervention: Systematic and explicit multisensory phonics
instruction which significantly improves K, 1, 2 children’s word recognition and spelling.
(Indicated When) Behavior Observed: Daily for all students, K/1 and students who
have difficulty decoding CVC words and learning the alphabetic code as presented in
HM.
Area of Reading:
 Phonemic Awareness X Phonics  Vocabulary  Fluency  Comprehension  Motivation/Engagement
Minnesota Standard:
K-2: The student will understand and apply knowledge of the sounds of the English
language (phonemic awareness) and of the sound-symbol relationship (phonics).
3: The student will apply word recognition strategies to decode unfamiliar multi-syllabic
words and will read grade-appropriate text with accuracy and fluency.
Benchmark(s):
K: . See, hear, say and write the basic sounds (phonemes) of the English language.
2. Match consonant and short vowel sounds to appropriate letters, say the common
sounds of most letters, and begin to write consonant-vowel-consonant words.
Grade 1:
2. Match spoken words with print.
3. See, hear, say and write the letters, blends and diagraphs that correspond with the
common sounds of the English Language.
4. Segment and blend beginning, middle and ending sounds (phonemes) to read
unfamiliar words.
5. Divide spoken and written words into syllables and identify phonemes and
phonograms within words.
6. Use letter sounds, word patterns and parts of simple compound words to decode
unfamiliar words when reading.
9. Notice when reading breaks down, reread and use phonetic and other strategies to selfcorrect.
10. Read aloud grade-appropriate text with accuracy and emerging fluency.
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Grade 2:
1. Use word structure and phonics knowledge (including consonants, blends, digraphs,
and vowel combinations to decode words.
2. Identify individual word parts to decode and determine the meaning of compound and
multi-syllabic words.
4. Read aloud grade-appropriate text with accuracy, fluency and expression.
5. Notice when reading breaks down, reread and use phonetic and other strategies to selfcorrect.
Anticipated Outcome:
Students will decode words with automaticity of less than 2 seconds.
Monitoring Assessment(s) and recommended frequency:
K- Letter/Sound recognition and HM bench mark
Grade 1-3 Core Assessment at Benchmark in the assessment (83 all, 14/15items, 21/24 items)
Recommended time and frequency:
K:Daily oral practice and observations. Small flex group work for 10 minutes a day for 3
to 5 days focusing on a letter or spelling pattern.
1-3: Small flex group work for 10-15 min. daily focusing on a letter and letter within a
spelling pattern.
Independent work time
Recommended Instructional Strategy(s):
Direct explict phonics instruction using a multisensory teaching.
1. Follow HM teacher’s guide/and HM Extra Support manual for K-2 for Phonics
instruction.
a. Use Theme Resources located at back of HM manual for reteaching and
extending lessons.
b. Using alphabet letter cards (both upper and/or lower case) for letter
identification and letter sounds. Example: show a letter card, have
students say the letter, make the letter sound, and trace the letter on the
carpet or other tracing materials. Do this for blends, digraphs, dipthongs,
vowels teams as needed to meet student learning needs.
c. Letters can be traced on:
i. table, leg, back, or carpet (square) while saying letter and sound
ii. salt trays( use two fingers to trace letters, say letter and sound
while tracing), example B says _/b/____ like ball.
iii. paint bag (use large zip bags fill with tempra paint, seal with
strong tape, follow the above procedure.
d. Use three dimensional alphabet letters for letter recognition and letter
sounds: match upper and lower case letter by naming letter and/or sound,
match letter sound to picture cards, sort letters by shape, (example, by
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e.
f.
g.
h.
circle letters and stick letters, reference Zaner Bloser instructional manual
for letter characteristic groupings).
Sound/letter boxes, connecting letters to sounds (draw a box for every
sound and work without letters by pushing a marker into the box while
saying the sound). The next step would be identifying the letter to sound,
by finding the magnetic letter.
Bingo letter/sound activity. Example: Day 1-use a blank nine box grid,
have student put upper/lower case letters by identifying beginning sound
from picture/alphabet cards. Day 2-Play bingo by teacher saying the
sound and student matches the sound to the letter on their bingo card.
Letter concentration: matching upper and lower case letters, student says
name of letter and whether it is upper or lower case.
Letter lotto: use a 3 by 4 letter lotto card which the teacher has made with
mixture of upper and/or lower case letters, students pick a magnetic letter
from bucket and matches to the lotto card (if letter chosen is not on letter
put in discard bucket).
2. Making Words is manipulating a set of letters to make words: can use laminated
paper letters, magnetic/plastic letters, and white boards & markers.
a.
b.
c.
d.
Use HM teacher manual weekly phonics instruction for making words
Reteach in flex groups using the HM Extra Support manual
Making word families (example: at, an, ap, ad etc.)
Make rhyming words (example: cat, sat, mat)
Houghton Mifflin material available:
Phonics Packet (K-1)
HM Phonics Centers
Houghton Mifflin Student games Links:
Houghton Mifflin Phonics games
Houghton Mifflin additional practice activities and/or interventions
kindergarten
first grade
second grade
Assessment resources available for this intervention:
Core Phonics Assessment
Professional Development Resources:
The Sounds of Spoken Language (University of Iowa)
This site contains video and audio of the sounds three languages. It is intended for adult
students in phonetics and other language areas. Very helpful. Click on American
English and then click on the tabs to get the letter sounds.
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readwritethink from the International Reading Association and National Council of
Teachers of English
Student Center Activities from the Florida Center for Reading
Recommended for grades K and 1st.
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