Explicit Instruction for Phonics Intervention

Skill: CVC Review

Instructional Day: One

Section Instructional Routine Time

Review Activity:
Sound link - Using chain links, students take off a link for the sound deleted in the word. Examples:
Warm-up fat - at; cat - ca; big - bg
2 min.
Activities Word List: fat, cat, big, pig, pet, fox, run, hop, mud, bug, Bub, Ned, Bob

Activate Phonemic Awareness:

Phonological Picture sort: words with short a/short e from available resources. If not available, Students touch a
Awareness and red manipulative if they hear short a, touch blue manipulative if hear short e.
Articulation: 3 min.
Articulation of 1. Model for students short a sound. Have students watch your mouth, imitate you chorally. 2.
Skill 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: 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
Letter-Sound e. Practice short a / short e sound and students identifying sound.
2 min.
Correspondence Word List: men, Cat , Cap, tap, can, met, dad, ten, Ben, set, vet, web, Dan, Sam

Word Reading List: cat, dad, set, web, met, Sam

Word Reading I Do: Teacher reads first from word cards. Model blending routine (example Ashlock, 95%
group) using think aloud.
Blending Routines We Do: Students repeat with the teacher from the word cards. Emphasize blending routines 5 min.
(sound-by-sound or and students thinking aloud.
continuous) 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
Word Work 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.
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: CVC Review
Instructional Day: Two

Section Instructional Routine Time

Review Activity:
Stand up sit down: Students stand up when teacher reads a short a word sits down for short e
Warm-up words.
2 min.
Activities
Word List: 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
Phonological and a step back when they hear short o. (Teacher read words from word list in next section )
Awareness and
Articulation: 1. Model for students short i sound. Have students watch your mouth, imitate 3 min.
Articulation of you chorally. 2. Have students look in mirrors. What's the shape of your mouth when you
Skill say/iiii/? Repeat same process for short o.

Letter sound Correspondence: 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
Letter-Sound o. Practice short i / short o sound. Have students hold up appropriate card while dictating words
below. 2 min.
Correspondence Word List: kid, hid, lid, wit, fit, hot, jog, sob, Bob, hop,

Word Reading List: kid, hid, hot, jog, fit, sob, top, pip, dog, mit, pot
Word Reading 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.
Blending Routines We Do: Students repeat with the teacher from the word cards. Emphasize blending routines 5 min.
(sound-by-sound or and students thinking aloud.
continuous) 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
Word Work 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:
kid, hid, hot, jog, fit, sob, top, pip, dog, pit, pot
Model with Think Aloud. Provide model for students to self-assess.
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: CVC Review
Instructional Day: Three

Section Instructional Routine Time

Review Activity: Sight words
Word List: Use appropriate grade level Dolch list words for your students or all, been, bird,
Warm-up give, help, was, soon.
2 min.
Activities

Phonological Activate Phonemic Awareness:

Thumbs up for words with short /u/ sounds. Say words with short /u/ and words with other vowels.
Awareness and Model first word and think aloud.
Articulation: 3 min.
Articulation of "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/?
Skill 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
Letter-Sound down, turn the sound off. Hold up cards with the words below.
Word List: 2 min.
Correspondence run, pup, jug, mud, mug, rub
If skill is secure, then spend this time in text application.
Word Reading List: Flip book (short u)
Word Reading I Do: Teacher reads first from flip book, integrate blending routines and model using think aloud.
Blending Routines We Do: Students repeat with the teacher continue modeling needed to provide scaffolding 5 min.
(sound-by-sound or You Do: Students practice reading flip book words. Can integrate previously reviewed short
continuous) 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
instruction. Remember to use appropriate routines.
Word Work We Do: Teacher and Student writes words with /o/ sounds
5 min.
You Do: 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
Dictation rub the jug 3 min.

1. Identify target words in story 2.

2. Read story 2.
10
Text Application min.
 Explicit Instruction for Phonics Intervention
Skill: CVC Review
Instructional Day: Four

Section Instructional Routine Time

Review Activity: Sight word activity

Warm-up Word List: Use appropriate grade level Dolch list words for your students or all, been, bird, 2 min.
Activities give, help, vox, was, soon.

Phonological Activate Phonemic Awareness: (This step is not routinely used on day 4 but can be
included if students need additional support.)
Awareness and
Articulation: 3 min.
Articulation of
If skill is secure, then spend this time in text application.
Skill
Letter so Letter sound Correspondence: Review short vowel sounds with students model each
sound explicitly. Students practice sound as teacher randomly displays vowel letter card.
Letter-Sound
Word List: 2 min.
Correspondence
If skill is secure, then spend this time in text application.

Word Reading List: run, pup, jug, mud, mug, rub, rug, bus, sun, nut, men, cat, cap, tap,
Word Reading can, met, dad, ten
I Do: Teacher models decoding word and placing in appropriate word sort column.
Blending Routines We Do: Students repeat with the teacher- teacher continues modeling needed to provide 5 min.
(sound-by-sound or
scaffolding.
continuous)
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
I Do: Teacher models segmenting and writing short vowel words. Use think aloud and explicit
Word Work instruction. Remember to use appropriate routines. 5 min.
We Do: Teacher and Student writes words with short vowel sounds
You Do: 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 3 min.

1. Read story two.

10
Text Application min.
 Explicit Instruction for Phonics Intervention
Skill: CVC Review
Instructional Day: Five

Section Instructional Routine Time

Review Activity: Speed drill with sight words.

Warm-up Word List: Use grade level appropriate Dolch list words. 2 min.
Activities

Phonological Activate Phonemic Awareness:

Awareness and Articulation: Articulation: Look in your mirrors. What's the shape of your mouth when you
3 min.
Articulation of say/a/, /e/, /i/, /o/,/u/?
If skill is secure, then spend this time in text application.
Skill
Letter sound Correspondence:
Letter/sound correspondence: Hold up the u card for words with short vowel sounds. Say words
Letter-Sound with short vowels and students hold up appropriate letter.
Word List: 2 min.
Correspondence run, pup, men, dad, set, met, cap, dad, cat, jug, hit, lid, wit, hot, jog, bob
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
Word Reading I Do: Teacher reads first from word cards; models blending routines
Blending Routines We Do: Students repeat with the teacher from the word lists 5 min.
(sound-by-sound or You Do: Students read word list independently with close monitoring by teacher who provides
continuous) 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.
Word Work We Do: Teacher and Student writes words. 5 min.
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.
Dictation Bob is hot.
The men hid the lid
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 CVC Review Stories

Story 1 Story 2 Story 3

Skill Specific Skill Specific Skill Specific Words Skill Specific
New words New Words From New words
(10-14) (5-7) Story 1 (5-7) (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.