Explicit Instruction for Phonics Intervention. Section Instructional Routine Time

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1 Skill: Vowel Team - ie Instructional Day: One Section Instructional Routine Time Warm-up Activities Review Activity: Finger Count Have students use their fingers to represent sounds. Show which finger represents the sound that changed as you go through the word list below. Word List: pie, lie, tie, ties, lies, pies Phonological Awareness and Articulation of Skill Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Dictation 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. 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 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 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 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 and then long i. Place word cards on the table. Blend the first word (thief) orally modeling a think aloud using both long e and long i to determine which sound fits best. Repeat this procedure with pie. We Do: Let's read one together. Ask student to silently sound out the new word using both 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/) We Do: Let s do one together. Write the word lies, change the "s" to a "d." What is the new 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 Text Application 1. Have students identify the words in story one that contain the targeted skill. 2. Read the identified words. 3. Read Story One. 10 min.

2 Skill: Vowel Team - ie Instructional Day: Two Section Instructional Routine Time Warm-up Activities Review Activity: Long /i/ Long /e/ Picture Sort Students sort the words into piles for long i and long e. Word List: Long i Picture Cards: pie, fries, ride Long e Picture Cards: thief, leaves, tea Phonological Awareness and Articulation of Skill Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Dictation Activate Phonemic Awareness: Have students stand for words that have the long i sound and sit down for words that have the long e sound. Use the word list provided in the next section. 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 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 long /i/ or long /e/. Word List: thief, shriek, priest, lies, tie, pie Word Reading List: thief, shriek, priest, lies, tie, pie 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. We Do: Read the word "thief" together. Have the students say the word with the long /i/ and long /e/ to see which way makes sense. 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. We Do: Have students use letter tiles to form the word lied on their own and blend the 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 Text Application 1. Read story one with identified target words. 2. Read clean copy of story one. 10 min.

3 Skill: Vowel Team - ie Instructional Day: Three Section Instructional Routine Time Warm-up Activities Phonological Awareness and Articulation of Skill Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Review Activity: Speed Drill with Lists Students work as a group to read sight word lists to improve automaticity. Word List: the, went, saw, to, they, should, would, with, and Or use grade level appropriate Dolch list words 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. Articulation: See previous day. Use as needed. Letter sound Correspondence: Hold up ie=/ī/ or ie=/ē/ when that sound is in the word that is said. Word List: thief, shriek, priest, lies, tie, pie Word Reading List: ie=/ī/ : pie, tie, pies, tied, lied, lie, fried, fries ie=/ē/: priest, thief, thieves, shrieked, shriek 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 words in each column. We Do: Lets do some together. Have students come up and choose a word card. Allow them 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) 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. Dictation stop that thief the thief ran fast the priest will shriek Text Application 1. Identify target words in story Read story min.

4 Skill: Vowel Team - ie Instructional Day: Four Section Instructional Routine Time Warm-up Activities Phonological Awareness and Articulation of Skill Letter-Sound Correspondence 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, flipping it right side up, and reading it. Word List: the, went, saw, to, they, should, would, with, and Or other grade level appropriate Dolch list words. Activate Phonemic Awareness: See previous day. Use as needed. Articulation: See previous day. Use as needed. Letter sound Correspondence: See previous day. Use as needed. Word List: pie, priest, tie, pies, tied, thieves, shriek, fried, lie, brief, fries, lie, sieve, shield Word Reading Blending Routines (sound-by-sound or continuous) Word Work Dictation 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 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 place each word in. Use the words pie, brief, and chew We Do: Let s do some together. Allow students to pick a word card and let them silently blend 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. 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. Text Application 1. Read story two. 10 min.

5 Skill: Vowel Team - ie Instructional Day: Five Section Instructional Routine Time Warm-up Activities Review Activity: Pancake Sight Words Foam "pancakes" are laid face down. Students choose a pancake and flip it over to read the word. Word List: the, went, saw, to, they, should, would, with, and Or other grade level appropriate Dolch list words. Phonological Awareness and Articulation of Skill Letter-Sound Correspondence Word Reading Blending Routines (sound-by-sound or continuous) Word Work Dictation Activate Phonemic Awareness: See previous day. Use as needed. Articulation: See previous day. Use as needed. Letter sound Correspondence See previous day. Use as needed. Word List: pie, priest, shield, fries, sieve, lie, tied, tear, man, cot, spot, hen, pig, name Word Reading List: ie=/ī/ words: pie, tie, pies, fries, fried ie=/ē/: words: priest, thieves, sieve, brief 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 down on the table. Turn over a card and think aloud whether the vowel has ie=/ī/, ie=/ē/ or CVCe. Place the card under the appropriate heading. Model until one card is under each header. 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 long e. 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. The thief will lie and shriek. Text Application 1. Read story three. 2. Formative Assessment: Student should read targeted skill words with the goal being 95% accuracy. 10 min.

6 Target Words for (Vowel Team ie) Stories Story 1 Story 2 Story 3 Skill Specific New words (10-14) Skill Specific New Words (5-7) Skill Specific Words From Story 1 (5-7) Skill Specific New words (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

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8 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.

9 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!

10 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.