Word Detectives Phonics Unit

Block 3: Sight Words (10 Mins)

Multi-Sensory Heart-Word Routine for "about"

1. Introduce & Map: Write the word about on the slide or board. "Word Detectives, this word is about. Let's sound out the parts we know. /a/ (tricky sound - makes the schwa sound!), /b/, /ou/ (ou makes the /ow/ sound we find in 'out'), /t/. The letter a and the digraph ou are our Heart Parts because they don't sound like we expect in 1st grade. We have to learn them by heart!"

2. Air-Writing (Multi-Sensory): "Stand up. Stretch your writing arm straight like a laser pointer. We are going to lock this word in our brains. Look at the word about. Eyes open, trace it in the air while spelling it loud: A - B - O - U - T. Good! Now shut your eyes and air-write it from memory!"

3. Sight Word Mat Activity: Have students use Page 3 of their Phonics Detective Mats. Instruct them to write the word "about" inside the Display Case, draw a tiny heart above the letters a and ou, and complete the finger-trace and closed-eyes test blocks.

Block 4: Independent Exit Check (5 Mins)

Workbook Verification

Pass out the Student Intervention Workbook. Have students complete the Session 1 "CVC Clues" sheet. Monitor carefully for proper letter formation and pencil grip.

Check for Understanding: Ensure students write about correctly. Watch out for letter reversals (especially b/d) in CVC words. Check that they blend sounds smoothly instead of stating them disjointedly (e.g., say "/m-a-p/" smoothly instead of "/m/... /a/... /p/").

Intervention Support

If a student struggles to segment, hold their hand and physically push the chips into the Elkonin boxes with them while exaggerating the sounds. Focus heavily on initial and final consonants before vowels.

Extension Challenge

Have advanced students substitute vowels in CVC words to build word chains: cat → cot → cut → cup → cap. Challenge them to write a complete sentence using the word "about".

WORD DETECTIVE AGENCY • SESSION 1 PLAN PAGE 2 OF 2

Session 2 Lesson Plan

CCVC Case File

Target: Sight Word Routine & Verification Guide

Heart Word Routine

Block 3: Sight Words (10 Mins)

Multi-Sensory Heart-Word Routine for "after"

1. Introduce & Map: Show the word after on the board. "Our next target sight word is after. Let's find the regular sounds: /a/, /f/, /t/. Now, look at the end of the word. We hear /er/. In 1st grade, we spell the /er/ sound with the partner letters e and r. Since we can't sound them out separately, they are our Heart Parts. Put a heart on 'er'!"

2. Finger-Tracing on Desk: "Let's trace this word. Press your index finger hard against the table. Let's spell 'after' together. Feel the friction! A - F - T - E - R. Let's do it 3 times! Excellent!"

3. Sight Word Mat Activity: Have students place "after" in the Display Case of their activity mats, color-code consonants (f, t, r) blue, vowels (a, e) red, and mark the "er" with yellow highlighter or draw a heart.

Block 4: Independent Exit Check (5 Mins)

Workbook Validation

Distribute the Student Intervention Workbook and open to Lesson 2: "CCVC Case File". Students will map four CCVC words and practice their sight word "after".

Check for Understanding: Ensure students isolate both consonants in initial blends. Watch out for "co-articulation errors" where students skip the second consonant (e.g., spelling frog as "fog" or stop as "sop"). Correct immediately by re-tapping.

Intervention Support

If a student drops the second letter in a blend, isolate the blend first. Have them say "/f/ ... /r/" then blend just those two sounds "/fr/". Then add the vowel and final sound: "/fr/ ... /o/ ... /g/".

Extension Challenge

Ask advanced students to create sentences using two CCVC words in one sentence (e.g., "The frog made a big hop on the flag.") or write "after" in a sentence from memory.

WORD DETECTIVE AGENCY • SESSION 2 PLAN PAGE 2 OF 2

Target: Sight Word Routine & Verification Guide

Heart Word Routine

Block 3: Sight Words (10 Mins)

Multi-Sensory Heart-Word Routine for "again"

1. Introduce & Map: Show the word again on the slide. "Our secret sight word is again. Let's sound out the parts we can read: /a/ (makes the /uh/ schwa sound at the start), /g/, and /n/ at the end. But look at the middle. It has the letters a and i. Usually, 'ai' says long /a/, but here it says /eh/ like in 'hen'. That is our Heart Part! Draw a heart on 'ai'!"

2. Finger-Tracing on Desk: "Let's trace this word. Press your index finger hard against the table. Let's spell 'again' together. Feel the friction! A - G - A - I - N. Let's do it 3 times! Excellent!"

3. Sight Word Mat Activity: Have students place "again" in the Display Case of their activity mats, color-code consonants (g, n) blue, vowels (a, i) red, and mark the "ai" with yellow highlighter or draw a heart.

Block 4: Independent Exit Check (5 Mins)

Workbook Validation

Distribute the Student Intervention Workbook and open to Lesson 3: "CVCC Clue Hunt". Students will map four CVCC words and practice their sight word "again".

Check for Understanding: Ensure students isolate both consonants in final blends. Watch out for students who omit the nasal consonant in words like lamp (spelling as "lap") or tent (spelling as "tet"). Correct immediately by elongating the nasal sound (/m-m-m/ or /n-n-n/).

Intervention Support

If a student drops the nasal sound in final blends, have them hum the nasal sound. "Listen to /laaa-mmm-p/. Let's hold our nose on /m/. Let's map that hum sound!"

Extension Challenge

Ask advanced students to substitute final sounds to make word pairs: tent → ten → test or lamp → land → last. Ask them to write "again" in a sentence from memory.

WORD DETECTIVE AGENCY • SESSION 3 PLAN PAGE 2 OF 2

2. Laser Air-Writing: "Stand up. Stretch your writing arm straight. Lock the word 'always' in your memory. Close your eyes and air-write it with straight arm: A - L - W - A - Y - S! Say it loud!"

3. Sight Word Mat Activity: Have students place "always" on their activity mats, color-code, and perform the closed-eye verification check.

Block 4: Word Master Graduation Challenge (5 Mins)

Workbook Validation

Distribute the Student Intervention Workbook and open to Lesson 4. Students will complete their graduation case trials: decoding, writing, and sight-word mapping. Once completed, review their work immediately. If they achieve 100% accuracy, sign their Word Master Certificate and hand them their Word Master badge!

Intervention Support

If a student fails the graduation challenge, do not deny them the ceremony. Provide guidance on the specific word pattern they missed (e.g., re-map the sounds using the Elkonin box), let them rewrite it correctly, and award the badge!

Extension Challenge

Challenge advanced students to write a short "Master Detective Story" using at least three of our sight words: about, after, again, always.

WORD DETECTIVE AGENCY • SESSION 4 PLAN PAGE 2 OF 2

Word Detectives Phonics Intervention Page 1 of 2

Intervention Pack | Targeted Phonics Booster

Confidential Case Files

Booster Sessions B6 - B10 (CCVC, CVCC & Graduation)

Part 2: CCVC & CVCC Remediation Block (Sessions B6 - B10)

Session B6: CCVC Slow-Pace — Day 1

Target Blends: Initial S-Blends

Target Words: stop, spin, spot, step | Sight Word Mastery: always (Audit: "al-way-s", 'al' and 's' are tricky!)

Script: "Listen: /s/ /t/ /o/ /p/. Four sounds! Make sure you don't miss the /t/! Let's segment on our fingers before writing."

Session B7: CCVC Slow-Pace — Day 2

Target Blends: Initial L, R-Blends

Target Words: frog, glad, drop, clip | Sight Word Mastery: after & always (Comparison)

Script: "In frog, do you hear /f/ and /r/? Tap them out. Good. Now write each letter in its box."

Session B8: CVCC Slow-Pace — Day 1

Target Blends: Final Nasal (-nt, -nd, -mp)

Target Words: tent, hand, lamp, wind | Sight Word Mastery: again & always (Contrast)

Script: "Listen to the word hand. Don't let the /n/ run away! Feel the sound in your nose: /h/ - /a/ - /n/ - /d/."

Session B9: CVCC Slow-Pace — Day 2

Target Blends: Final Stop (-sk, -st, -ft)

Target Words: desk, vest, soft, belt | Sight Word Mastery: Comprehensive Daily Sprint (All 4 Words)

Script: "Let's tap the final sounds in desk: /d/ /e/ /s/ /k/. Feel how the air stops on the /k/!"

Session B10: Master Detective Case Closed

Cumulative Mastery Check

Target Words: up, rip, flag, pond | Sight Word Mastery: Sight Word High-Speed Chase (Rapid automatic recognition)

Script: "Today you graduate! Let's solve our last mixed word list and show off your rapid sight word reading!"

Word Detective Correction Keys (When Students Stumble)

Issue A: Blending Drops Consonant Blends

Example: Student says "sop" instead of "stop".
Correction: Isolate the blend. "Say /s/. Say /t/. Join them: /s-t/. Now say the whole word: /s-t-o-p/. Draw a finger down the Blending Runway strip slowly."

Issue B: Difficulty with Heart Words

Example: Student struggles to memorize "again".
Correction: Anchor spelling using colors. Have students draw a red heart over "ai". Say: "The 'ai' makes the /e/ sound in 'again'. We spell /e/ with 'ai' here. Let's trace it."

Word Detectives Phonics Intervention Page 2 of 2

up:

pond:

Check off words as you read them fast:

about

after

again

always

Master Word Detective Sight Word Badge Board

Color in a badge star each time you trace or read the target sight word perfectly!

about

after

again

always

Official Case Book Page 3 of 3

• Word 1: ship
• Word 2: chin
• Word 3: wish
• Sentence: How did he fish?

Phonics Troubleshooting:

If student writes s-h-i-p in 4 boxes, remind them: "Digraphs are best friends. They share one seat! Write them together in box 1."

Word Detectives Phonics Intervention Unit SESSION 5 TEACHER BLUEPRINT