Decoding Protocol Slides
Teacher Preview
Structured Literacy Foundations
IMSE Orton-Gillingham
Protocol & Structure
A practical onboarding guide to daily routines, multi-sensory strategies, and weekly planning prior to formal certification.
Trainer Note
Frame this session as an instructional preview of daily structure, not a substitute for comprehensive IMSE certification. Emphasize consistency in multi-sensory hand routines.
1
The Multi-Sensory Learning Loop (VAKT)
Visual
Seeing graphemes on cards, blending boards, and highlighting vowels.
"Eyes on the card"
Auditory
Hearing the target phoneme, repeating sounds, and oral blending.
"Listen and repeat"
Kinesthetic
Gross-motor muscle memory: arm tapping red words & finger tapping sounds.
"Pound & tap it"
Tactile
Physical texture: tracing in sand trays and textured screens while vocalizing.
"Trace in the tray"
Trainer Note: Emphasize that all four pathways fire simultaneously. When tracing in sand, the student sees the letter, says the sound, and feels the friction.
2
Daily Lesson Anatomy (30–45 Mins)
Step 1 • 8–10m
Three-Part Drill
Visual flash, sand tray auditory recall, blending board practice.
Step 2 • 8–10m
New Concept
Multi-sensory discovery, letter formation, card introduction.
Step 3 • 8–10m
Dictation
Pound and finger-tap words, then apply within dictation sentences.
Step 4 • 5–7m
Red Words
Irregular high-frequency words taught via arm-tapping technique.
Step 5 • 8–10m
Connected Text
Reading 100% controlled decodable text with accuracy checks.
Daily Pace Rule: Keep transitions under 30 seconds. Materials must be staged before scholars enter.
Trainer Note: Reassure teachers that in 30-minute intervention blocks, Steps 2 and 5 alternate across days, but the Three-Part Drill happens every single day without exception.
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Routine Deep Dive: The Three-Part Drill
Part A • 2–3 mins
Visual Drill
Teacher flashes phonogram card. Scholars chorally state the letter name and sound.
Prompt: "Card up"
Response: "b, /b/"
Reviews all mastered concepts.
Part B • 3–4 mins
Auditory / Sand
Teacher says a sound. Scholars echo, write the grapheme in sand tray, and name it.
Teacher: "/m/"
Scholars: "m says /m/" (write)
Shake tray to erase gently.
Part C • 3–4 mins
Blending Board
3 piles (Onset, Vowel, Coda). Teacher points; scholars blend real and nonsense words.
Card Setup: s - i - p
Scholars: "/s/ /i/ /p/, sip!"
Validates nonsense words immediately.
Trainer Note: Common pitfall: Teachers slow down the drill to correct one child. Model error correction: Immediate pure sound re-model, scholar traces and repeats, then keep the brisk tempo.
4
Introducing a New Concept
1
Auditory Discovery
Say 3–4 anchor words sharing the target sound (e.g., ship, shop, shed). Scholars discover the common sound: "/sh/".
2
Visual Discovery & Card
Display the new phonogram card. Explain letter composition and introduce the key anchor word: "sh says /sh/ as in ship."
3
Tactile Sand Tray Trace
Scholars write and say the new concept 3 times in their sand tray: "s - h says /sh/" while feeling the physical grain.
4
Word List Reading
Provide word list containing the target concept. Scholars highlight the new concept with a yellow crayon, finger-tap, and read accurately.
Trainer Note: Remind teachers to check articulatory placement. Ask scholars: "What are your lips and teeth doing when you make /sh/?" (Lips rounded, unvoiced quiet air).
5
Encoding: Dictation & Red Words
Pound & Finger Tap
Protocol for Phonetic Dictation Words:
Teacher states word; scholars pound non-dominant fist.
Finger-tap sounds (thumb to pinky, left to right).
Write graphemes on dictation lines while vocalizing.
Immediate pencil-up visual check against clean teacher model.
Arm Tapping (Red Words)
Protocol for Non-Phonetic Words:
Load word on left shoulder (for right-handers).
Tap each letter down arm towards wrist: S - A - I - D.
Sweep from shoulder to wrist: "said!"
Write in red crayon on bumpy screen; finger-trace texture 3x.
Trainer Note: Dictation is formative assessment in real time. Teach educators to circulate and immediately catch errors before scholars write full sentences.
6
Weekly Planning Architecture (5-Day Cycle)
Day 1: Mon
New Concept A
Introduce new phonogram (e.g. /sh/). Discovery, sand tray, word list reading.
Day 2: Tue
Dictation & Text
Pound & tap concept words + sentences. Introduce Red Word 1. Read decodable passage.
Day 3: Wed
New Concept B
Introduce related phonogram or syllable rule. Full 3-part drill + sand trace.
Day 4: Thu
Application
Dictation covering Concepts A & B. Red Word 2. Partner decodable fluency read.
Day 5: Fri
Review & Assess
Spelling check, decodable comprehension questions, targeted intervention reteach.
Trainer Note: Point teachers to the companion Weekly Planning Matrix document in this workspace. Review that phonograms stay in the visual drill deck indefinitely until automatic.
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Protocol in Action: Digraph 'sh' Sample
Part 1 • Concept Intro
Discovery & Sand
• Discovery words: ship, shut, wish
• Anchor phrase: "sh says /sh/ as in ship"
• Sand tray: 3 traces saying rule
Part 2 • Word & Sentence
Dictation Items
• Words to pound: fish, dash, shop, rash
• Sentence: "The fish was in the dish."
• Check: Capital letter & period
Part 3 • Multi-sensory
Red Word & Text
• Red Word: was (w - a - s)
• Arm Tap: Shoulder to wrist 3x
• Connected: "A Fresh Fish in the Shop"
Trainer Note: Point scholars to the student lesson template to see how this exact lesson is laid out on paper for both student recording and teacher scripting.
8
Classroom Prep & Training Roadmap
Material Staging Checklist
Visual drill phonogram deck sorted and grouped
Individual sand trays filled 1/4 inch high
Blending board ready with onset, vowel, and coda
Red word bumpy screens, red crayons, and dictation sheets
Your IMSE Certification Path
This preview establishes muscle memory and lesson pacing. Full IMSE training will deepen diagnostic assessment, syllabication rules, and morphemic analysis.
North Star Priority:
Teach 100% fidelity to the multi-sensory hand cues from Day 1.
Trainer Note: Close by inviting teachers to practice the arm-tapping and sand tray routines in pairs. Hand out the printed Daily Lesson Template and Weekly Planning Matrix.
Daily Lesson Plan Template
IMSE OG Daily Lesson Template
Structured Literacy Direct Instruction Protocol
Teacher: ___________________
Date: _________ Group: _______
Target Concept:
Lesson Type / Day:
Controlled Text Title:
1. THREE-PART DRILL (8–10 Minutes) Visual • Auditory/Kinesthetic • Blending
A. Visual Drill (Flash Cards)
Review grapheme cards to include:
B. Auditory Drill (Sand Tray)
Teacher says /sound/, scholars write:
C. Blending Board
Onset - Vowel - Coda setup:
2. NEW CONCEPT INTRODUCTION (8–10 Minutes) Multi-Sensory Discovery
Auditory Discovery Words (3–4 anchor words):
Anchor Card & Articulation Cue:
Sand Tray Routine:
Scholars trace 3x saying letter name and sound.
Concept Word List (Highlight & Read):
3. PHONETIC DICTATION (8–10 Minutes) Pound & Finger Tap
Phonetic Words (Pound, Tap, Write):
Dictation Sentences (Pound, Tap, Write):
Sentence 1:
Sentence 2:
4. RED WORDS (5 Mins) Arm Tap
New Red Word:
Review Red Words:
5. CONNECTED TEXT (8–10 Mins) Decodable
Focus Passage / Page:
Fluency / Comprehension Focus:
North Star Academy • Uncommon Schools • IMSE Orton-Gillingham Protocol Page 1 of 2 • Reusable Template
Annotated Sample Lesson
Model
Concept: Closed Syllables with Digraph 'sh'
Grade: Grade 1 / Tier 2
Time: 35–40 Minutes
Target Concept: Consonant Digraph 'sh' (/sh/)
Lesson Type / Day: Day 1: Direct Concept Introduction
Controlled Text: "The Fish in the Shop" (IMSE Decodables)
1. THREE-PART DRILL (8 Minutes) Warm-Up Routine
A. Visual Drill
Cards: m, t, p, f, s, b, h, i, a, o, c, d
Prompt: "Card up" → "m says /m/"
B. Auditory Sand Drill
Sounds dictated: /p/, /b/, /a/, /i/, /f/, /t/
Scholars say: "p says /p/" & write in sand.
C. Blending Board
Real: bat, sip, fit, mop
Nonsense: mip, pob, tas, fid
2. NEW CONCEPT INTRODUCTION: DIGRAPH 'SH' (10 Minutes) Multi-Sensory Discovery
Auditory Discovery:
Teacher says: ship, shop, shed, wish. Scholars identify first/last sound as /sh/.
Anchor Card & Articulation Cue:
Display card: "sh says /sh/ as in ship." Lips rounded like blowing out a candle; unvoiced.
Sand Tray Kinesthetic Practice:
Scholars trace 's-h' in sand 3 times saying: "s - h says /sh/".
Word List Reading (Highlight & Tap):
shin, shot, fish, dash, rush, mash, shop, hush
3. PHONETIC DICTATION (8 Minutes) Pound & Finger Tap Routine
Words (Pound fist, tap fingers, write):
f - i - sh (3 sounds: /f/ /i/ /sh/)
sh - o - p (3 sounds: /sh/ /o/ /p/)
d - a - sh (3 sounds: /d/ /a/ /sh/)
w - i - sh (3 sounds: /w/ /i/ /sh/)
Dictation Sentences (Pound & Write):
"The fish was in the dish."
Check: Capital 'T', red word 'the' & 'was', period.
"I can dash to the shop."
Check: Capital 'I', finger spaces, period.
4. RED WORD: 'WAS' (5 Mins) Arm Tapping
Target Word: w - a - s ("was")
Arm tap 3x: Shoulder to wrist. Trace with red crayon over screen.
5. CONNECTED TEXT (8 Mins) Decodable
Passage: "The Fish in the Shop"
Scholars pre-highlight all 'sh' words, partner read, answer: "Where was the fish?"
North Star Academy • Uncommon Schools • IMSE Orton-Gillingham Protocol Page 2 of 2 • Illustrative Sample Lesson
Weekly Phonics Planning Matrix
Weekly Phonics Planning Matrix
IMSE Orton-Gillingham 5-Day Scope & Sequence Organizer
Teacher: ___________________
Week of: _________ Unit: _____
Target Concept(s):
New Red Word(s):
Controlled Text Title:
Target Scholars / Tier:
Component
Monday
Tuesday
Wednesday
Thursday
Friday
Three-Part Drill Visual, Auditory, Blending
New Concept Focus Intro or Reinforcement
Dictation Items Words & Sentences
Red Words Arm-Tapping Focus
Connected Text Highlighting & Reading
Weekly Formative Notes & Small Group Targeted Support: Record scholars needing sand-tray or vowel discrimination reteach
Scholars Needing Encoding Support:
Scholars Ready for Multisyllabic Extension:
North Star Academy • Uncommon Schools • IMSE Orton-Gillingham Protocol Page 1 of 2 • Reusable Weekly Planner
Sample Weekly Plan: Digraphs 'sh' & 'th'
Exemplar
Model 5-Day Instructional Cycle with Pacing and Multi-Sensory Routines
Grade: Grade 1
Unit: 3 • Digraphs
Target Concepts: Digraph /sh/ & Digraph /th/ (unvoiced)
New Red Words: was, said
Decodable Passages: "Fish in the Shop" & "Seth Can Rush"
Target Group: Whole Class + Tier 2 Small Group
Component
Mon (Day 1)
Tue (Day 2)
Wed (Day 3)
Thu (Day 4)
Fri (Day 5)
Three-Part Drill (8 Mins Daily)
Visual: short vowels, stops.
Sand: /b/, /p/, /m/, /t/
Blend: bat, sip, mop
Add: 'sh' to visual deck.
Sand: /sh/, /f/, /a/, /d/
Blend: ship, dash, fop
Visual: all mastered cards.
Sand: /sh/, /s/, /h/, /i/
Blend: shut, fish, rash
Add: 'th' to visual deck.
Sand: /th/, /sh/, /w/, /e/
Blend: thin, that, mash
Rapid Flash: entire deck.
Sand: /th/ vs /sh/ contrast.
Blend: mixed real/nonsense
Concept Focus Intro or Reinforce
INTRO: Digraph 'sh'
Discovery words (ship, shed). Sand trace 3x. Read word list.
REINFORCE: 'sh'
Initial vs. final 'sh' sort (shin vs. fish). Highlighting practice.
INTRO: Digraph 'th'
Tongue between teeth (unvoiced). Anchor: thumb. Sand trace 3x.
REINFORCE: 'th'
Read list: path, math, thin, with. Compare to /f/ sound.
SYNTHESIS:
Contrast /sh/ vs. /th/. Speed read card sort in pairs.
Dictation Items Pound & Tap
Words: fish, shop, dash
Sent: "She had a fish."
Words: shut, mash, rash
Sent: "The fish was in the dish."
Words: thin, bath, math
Sent: "Seth has a bath."
Words: moth, path, rush
Sent: "I dash on the path."
Weekly Dictation Check:
4 words + 1 sentence (cumulative check).
Red Words Arm-Tapping
INTRO: was
Arm tap, screen trace 3x, write on red card.
Review: was, the, of.
Rapid choral arm tap.
INTRO: said
Arm tap, screen trace 3x, write on red card.
Review: said, was, to.
Red word sentence fill.
Red Word Drill:
Flash card automaticity check (all unit words).
Connected Text Controlled
Highlight 'sh' words in isolated sentences.
Read: "Fish in the Shop" (Echo read & partner read).
Highlight 'th' words in new decodable sentences.
Read: "Seth Can Rush" (Choral read for fluency).
Independent decodable read + 2 text-based questions.
Key Facilitation Routines for This Week:
Articulatory Distinction: Ensure scholars don't substitute /f/ for /th/ (e.g., 'baf' for 'bath'). Use mirrors if available.
Pacing Integrity: Keep Three-Part Drill strictly under 8 minutes. Shuffle visual deck before every lesson.
Formative Loop: Scholars self-correct dictations with colored pencils immediately upon teacher modeling.
North Star Academy • Uncommon Schools • IMSE Orton-Gillingham Protocol Page 2 of 2 • Annotated Model Week