Anna- 15 min

1 min Phonological Awareness Warm Up (change words, based on Heggerty)

Segmenting phonemes Tray
-Teacher says the whole word. Students repeat the word and chop it shop
into phonemes. Dreamy
Grin
Ex. T: Bread S: Bread, b-r-e-d Try

Blending phonemes Grin

-Teachers says the individual phonemes. Students listen and then say Cheese
the whole word. Whale
Tooth
Ex. T: t-r-a-p S: trap

Substitute Phonemes Shake /br/ brake

-Teachers says the word. Students repeat the word. Teacher says Brake /fl/ flake
change /*/ to /*/ and the word is? Flake /sn/ snake
Snake /st/ stake
Ex. T: crow S: crow Stake /bl/ blake
T: Change /cr/ to /fl/ and the word is? S: flow

2 min Phonics Skill Review

Use sound/spelling cards for the skills each week, read the Action script and the articulation on the back. Have
students practice making the sound. Practice some of the words on the bottom.

2 min Blend Words

Have the students practice reading words together. A good place to start for words would be their spelling
words for the skill they are working on.
T: I am going to point to the word. Say the word in your mind, when I snap fingers read the word. Ready?

5 min Read Words and Sentences

Use the words and sentence practice pages from Tier 2 Phonics/Word Study Intervention Book that are aligned
to the skill the students are working on.This can be broken out by reading half the words and sentences a day
and then read the whole thing if you see them for a third day that week.

T: We are going to read some words and sentences together. When you find a word that matches the skill we
are working on, underline the word. Let’s read the first line together.

5 min Decodable Passage

Use the decodable passage from the Teacher Resource book. There are two passages for each skill. Day one
have the students underline/highlight the word and read the passage together, ask comprehension questions.
Day 2 highlight/read the second passage together, ask comprehension questions. Day 3 have students read a
clean copy of both passages. Have them retell what the stories were about.
(1) Model Display the High-Frequency Word Cards caught, flew, know, laugh, listen, and were. Use the Read/Spell/Write
routine.
● Read Point to and say the word caught. This is the word caught. Say it with me: caught. I caught the ball.
● Spell The word caught is spelled c-a-u-g-h-t. Spell it with me.
● Write Let’s write caught in the air as we say each letter: c-a-u-g-h-t.
● Follow the same steps for flew, know, laugh, listen, and were.
● As children spell each word with you, point out the irregularities in sound-spellings, such as the /f/ sound spelled
gh in laugh.
● Have partners create sentences using each word.

(2) Guided Reading Have children read the sentences. Prompt them to identify the high-frequency words in connected text and
to blend the decodable words.
1. He caught a big fish.
2. The plane flew high in the sky.
3. Do you know my name?
4. The joke made me laugh.
5. Listen to this song.
6. We were cold at night
child try high tie
light sigh my pie
might lie

caught flew know

laugh listen were
1. He caught a big fish.
2. The plane flew high in the sky.
3. Do you know my name?
4. The joke made me laugh.
5. Listen to this song.
6. We were cold at night