Explicit Instruction for Phonics Intervention
Skill: er, ir, ur, Week 2
Instructional Day: One
Section
Instructional Routine
Time
Warm-up
Activities
Review Activity: Sight Word Drill.
Word List: Use grade level appropriate Dolch list words
2 min.
Phonological
Awareness and
Articulation of
Skill
Activate Phonemic Awareness: Thumbs up/down. Do you hear the /û/ sound?
Articulation: Have students look in the mirror. What is the shape of your mouth when you say
/û/? For explicit directions on making the sound, see Week 1 lesson.
3 min.
Letter-Sound
Correspondence
Letter sound Correspondence: List of words. Have students highlight the words that
have er, ir, or ur in them.
Word List: Fern, Kirk, skirt, twirl, turn, hurt, her, dirt, church, swerve, dog, cat, house, like,
school, bike
2 min.
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Reading List: Kirk, her, hurt, skirt, Fern, turn, twirl, swerve, church
I Do: Model think aloud and blend words: Kirk, her, hurt
We Do: Guide students in a group think aloud blending: skirt, Fern, turn
You Do: Read individually: twirl, swerve, church
5 min.
Word Work
Word Building Words: swerve- nerve, turn- burn; skirt-dirt, and hurt-curt; Kirk-Dirk;
burn- turn; dirt- skirt
I Do: Model changing the initial sound: swerve- nerve, turn- burn
We Do: Say word, change initial sounds, say new word as a group: skirt-dirt, and hurt-curt
You Do: Say word, have students change initial sound and say new word: Kirk-Dirk; burn- turn;
dirt- skirt
5 min.
Dictation
Fern, burn, turn, her, dirt, skirt
3 min.
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.
Explicit Instruction for Phonics Intervention
Skill: er, ir, ur, Week 2
Instructional Day: Two
Section
Instructional Routine
Time
Warm-up
Activities
Review Activity: Sight Word Drill.
Word List: Use grade level appropriate Dolch list words
2 min.
Phonological
Awareness and
Articulation of
Skill
Activate Phonemic Awareness: Ask students to stand when hearing the /û/ sound in a
word.
Articulation: Have students make the /ir/, /er/, /ur/ sounds and discuss with the students the
shape of their mouths.
3 min.
Letter-Sound
Correspondence
Letter sound Correspondence: Show flash cards with word being read by teacher.
Have students stand when they see words with er, ir, ur.
Word List: Fern, Kirk, skirt, twirl, turn, hurt, her, dirt, church, swerve, rake, crane, rat, ball,
burn, curb
2 min.
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Reading List: Fern, Kirk, skirt, twirl, turn, hurt, her, dirt, church, swerve, burn, curb
I Do: Watch me read these words from a pocket chart: Fern, Kirk, turn. Model the blending of
sounds.
We Do: Join me in blending these words together: Fern, skirt, hurt
You Do: Call on individuals to read words: Kirk, twirl, skirt, turn, hurt, her, dirt, church, swerve
5 min.
Word Work
Word Building Words: swerve, church, skirt, Fern, Kirk, twirl, turn, hurt, her, dirt, curb
I Do: Watch me write swerve. All of our /û/ spellings sound the same, so we have to pay
attention to the correct spelling. Let’s practice the words spelled with er first. (Teacher can repeat
these steps with ur and ir again) (Teacher Note: Frequency of spellings er is 40%, ur is 26%, and ir is
13%)
We Do: Have students write words with er from t he word list as a group.
You Do: Work with a partner to write reaminining er words.
5 min.
Dictation
shirt, twirl, swerve, church, hurt, stern
3 min.
Text Application
1. Read story one with identified target words.
2. Read clean copy of story one.
10
min.
Explicit Instruction for Phonics Intervention
Skill: er, ir, ur , Week 2
Instructional Day: Three
Section
Instructional Routine
Time
Warm-up
Activities
Review Activity: Sight Word Drill.
Word List: Use grade level appropriate Dolch list words
2 min.
Phonological
Awareness and
Articulation of
Skill
Activate Phonemic Awareness:
Articulation:
If skill is secure, then spend this time in text application.
3 min.
Letter-Sound
Correspondence
Letter sound Correspondence:
Word List:
If skill is secure, then spend this time in text application.
2 min.
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Reading List: Burt, Third, first, girl, Vern, skirt, hurt, dirt, her, Fern, Kirk,
I Do: Teacher reviews word list by sorting words into ER, IR, and UR rows.
We Do: Using pocket charts, students (with teacher guidance) will sort words into ER, IR, and UR
categories.
You Do: Students individually sort and paste pre-cut word cards into categories.
5 min.
Word Work
Word Building Words: Fern, Kirk, skirt, twirl, turn, hurt, her, dirt, church, swerve, burn,
shirt
I Do: Teacher demos writing a word. Teacher does a think aloud with writing Vern. Teacher
models changing the word to Fern.
We Do: Teacher gives word and sound to change. A student models the change for the group.
Girl-whirl
You Do: Teacher calls words. Students write word list on white boards.
5 min.
Dictation
dirt on my skirt
Burt's blue shirt
will hurt you
3 min.
Text Application
1. Identify target words in story 2.
2. Read story 2.
10
min.
Explicit Instruction for Phonics Intervention
Skill: er, ir, ur, Week 2
Instructional Day: Four
Section
Instructional Routine
Time
Warm-up
Activities
Review Activity: Sight Word Drill.
Word List: Use grade level appropriate Dolch list words
2 min.
Phonological
Awareness and
Articulation of
Skill
Activate Phonemic Awareness:
Articulation:
If skill is secure, then spend this time in text application.
3 min.
Letter-Sound
Correspondence
Letter so Letter-sound Correspondence:
Word List:
If skill is secure, then spend this time in text application.
2 min.
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Reading List: her, girl, dirt, hurt, turn, skirt, Vern, Fern, third
I Do: Think aloud sorting the following words: er- her; ir-girl; ur- hurt
We Do: Read the words chorally and have students determine where to place the word. er-jerk;
ir-dirt; ur-turn
You Do: Students will independently sort the words that were just sorted.
5 min.
Word Work
Word Building Words:
I Do: Model think aloud for writing these words: first, turn, Vern
We Do: Have students work together to write girl, hert, her
You Do: Have students independently write skirt, Burt, jerk, and any words from the I Do or We
Do sections as time permits.
Word List: first, turn, Vern, girl, hert, her, skirt, Burt, jerk
5 min.
Dictation
Vern ran from the girl.
Burt has a blue shirt.
3 min.
Text Application
1. Read story two.
10
min.
Explicit Instruction for Phonics Intervention
Skill: er, ir, ur, Week 2
Instructional Day: Five
Section
Instructional Routine
Time
Warm-up
Activities
Review Activity: Sight Word Drill.
Word List: Use grade level appropriate Dolch list words
2 min.
Phonological
Awareness and
Articulation of
Skill
Activate Phonemic Awareness:
Articulation:
If skill is secure, then spend this time in text application.
3 min.
Letter-Sound
Correspondence
Letter sound Correspondence:
Word List:
If skill is secure, then spend this time in text application.
2 min.
Word Reading
Blending Routines
(sound-by-sound or
continuous)
Word Reading List: her, girl, turn, swerve, skirt, hurt, Fern, first, church,word, mud, spoon,
loon
I Do: Open Sort- ER, IR, UR and other: Teacher models a think aloud placing her, girl, turn, and
farm into the appropriate column.
We Do: Teacher selects a card, the group reads the word, and everyone places their copy of
that card in the appropriate column. Use, swerve, skirt, hurt, bar.
You Do: Students continue sorting their words into appropriate columns.
5 min.
Word Work
Word Building Words: her, girl, turn, swerve, skirt, hurt, Fern, first, church
I Do: Writing words in shaving cream: Teacher sounds and blends a word to model how to write
the word.
We Do: The teacher says a word and asks the students for guidance in writing the word.
You Do: The teacher distates words as the students write them.
5 min.
Dictation
She could twirl and turn.
Fern has a red skirt.
Burt, Vern, and Fern went out to play.
3 min.
Text Application
1. Read story three.
2. Formative Assessment: Student should read targeted skill words with the goal being 95%
accuracy.
10
min.
Explicit Instruction for Phonics Intervention
Target Words For er, ir, ur Stories
Story 1
Story 2
Story 3
Skill Specific
New words
(10-14)
Skill Specific
Words From
Story 1 (5-7)
Skill Specific
New words
(10-14 words)
Fern
skirt
bird
Kirk
hurt
chirp
skirt
dirt
curl
twirl
her
perch
turn
Fern
fur
hurt
Kirk
fir
her
burr
dirt
Dirk
church
Herb
swerve
purr
burn
shirt
curb
Explicit Instruction for Phonics Intervention
Instructional Focus: er, ir, ur, Week 2
Story Number: 1
Story Title
Fern and Kirk
Fern and Kirk went to church. Fern had on her red skirt. She
could twirl and turn. As she twirled, Fern fell on the curb. She hurt her
leg and got dirt on her skirt. Kirk had to swerve so he would not get
dirt on his blue shirt. Kirk was stern and cursed Fern. “Dern Fern, Do
not turn so fast Fern or you will burn, burn, burn.”
Explicit Instruction for Phonics Intervention
Instructional Focus: er, ir, ur, Week 2
Story Number: 2
Burt, Fern and Vern Play
Burt, Vern and Fern go out to play ball. Burt has a blue shirt. Fern
has a red skirt. First, Vern puts dirt on Burt’s shirt. Burt says, “Vern, do
not put dirt on my shirt.”
Next, Vern put dirt on Fern’s skirt. Fern said, “Vern, do not put dirt
on my skirt, or I will hurt you!”
Then, Vern ran from the girl toward third base. Now Bert and
Fern do not play with Vern.
Explicit Instruction for Phonics Intervention
Instructional Focus: er, ir, ur, Week 2
Story Number: 3
Derk’s Cat
Derk and Herb sat on the log by the fir tree. Up in the fir tree the
bird sat on a perch. Down in the yard of the farm Derk’s cat had a
burr in its fur. It was too sad to purr. The burr in Derk’s cat’s fur made
its tail curl.
The bird in the fir tree flew from its perch down to the yard by
Derk. The bird gave a sad chirp. It gave a chirp when it heard the
cat burp.
Then Herb pulled the burr from Derk’s cat’s fur. Derk’s cat gave
a big purr.