Access

Recruiting Interest

• Discuss the goal of students being able to read VC and CVC words.

• Review letters and their sounds daily using letter cards with a picture symbol in order to establish a class routine (e.g., a, /a/, apple).

• Allow students to select from a variety of activities to practice decoding VC and CVC words. 

Perception

• Provide guidance on mouth formation for students who are struggling with making the correct sound for letters read.

• Provide a familiar picture clue above each letter in a VC or CVC decoding activity. 

• Increase text size on decoding activities.

• Provide access to an anchor chart reviewing directionality when blending VC or CVC words. 

Physical Action

• Put a green dot under the letter in which students should start with when reading  VC and CVC words. 

• Provide arrows under words to remind students the correct direction of sweeping their finger while reading VC and CVC words.

• Place large letter cards on the floor allowing students to hop from letter to letter while blending sounds to read a VC or CVC word. 

Build

Sustaining Effort & Persistence

• Review the goal of students being able to read VC and CVC words.

• Allow students to work with a partner on decoding activities.

• Provide immediate feedback for students as they read VC and CVC words. 

Language & Symbols

• Review letters and their sounds daily with a picture clue representing each letter.

• Provide picture clues for VC and CVC words for students struggling with reading and/or writing VC and CVC words. 

Expression & Communication

• Provide a variety of activities that vary in difficulty for students to use to practice reading VC and CVC words. 

• Provide scaffolded supports (e.g., touch each letter and say the sound as students echo sound and action) on practice activities that are gradually removed. 

Internalize

Self Regulation

• Ask students to give a thumbs up if they felt good during decoding activities and a thumbs down if it was difficult or frustrating.

• Meet individually with students who found the activity difficult or frustrating.

• Provide scaffolding and immediate, specific feedback (e.g., Great job on sounding out that word with a short /e/ sound.). 

Comprehension

• Model blending VC and CVC words by pointing to sounds while sweeping from left to right.

• Practice blending VC and CVC words with students. 

• Allow for students to practice blending VC and CVC words through independent activities or reading a decodable text. 

Executive Function

• Provide students with a rubric to measure progress for accurately decoding VC and CVC words (e.g., Thumbs up graphic for students who read 8-10 VC and CVC nonsense words correctly. A thumb toward the middle graphic for students who read 5-7 VC and CVC nonsense words correctly.).

• Discuss individual progress on meeting the goal of reading VC and CVC words through assessment tools (e.g., checklists, recordings of students reading VC and CVC words).