Phonemic Awareness Prompting Protocol Scripted Facilitator Prompts

1. Phoneme Isolation First / Middle / Last

Prompt: "Say cat. What is the first sound you hear in cat?" → /k/.
Medial: "What vowel sound is in the middle of cat?" → /ă/.
Final: "Punch the final sound: ca-T. What sound?" → /t/.

2. Phoneme Blending Smooth Connected Speech

Prompt: "Listen to these sounds: /t/ /ă/ /d/. Put them together." → Tad.
Continuous blend: If student chops (/t/ ... /ă/ ... /d/), say: "Sing the sounds without stopping your voice: /taaad/."

3. Phoneme Segmentation Break Apart & Count

Prompt: "Say mat. Tap each sound on your fingers." → /m/ (thumb), /ă/ (pointer), /t/ (middle).
Count: "How many sounds are in mat?" → "3 sounds."

4. Phoneme Manipulation Substitute & Change

Substitution: "Say cat. Change the /k/ to /h/. What word?" → hat.
Final change: "Say hat. Change the /t/ to /m/. What word?" → ham.
Deletion: "Say tag without /t/." → ag.

Fluent Reader Identifiers: What to Look & Listen For Classroom Observation Rubric

1. Accuracy (≥95%)

Reads target red words instantly without hesitation. Decodable words blended accurately on first attempt.

2. Automatic Rate

Consistent reading tempo. Does not pause longer than 2 seconds before any target word.

3. Prosody & Phrasing

Groups words into natural units (e.g., on the mat) rather than word-by-word robot reading.

4. Self-Monitoring

Notices when a miscue disrupts meaning. Automatically pauses and self-corrects without adult prompting.

Signs of Decoding Fatigue: Rubbing eyes, guessing by first letter, losing voice inflection, skipping words. Action: Return to pyramid modeling

Session Fidelity Check: Kept pacing brisk Praised effort & accuracy Recorded WCPM accurately

Phonological Prompting & Reader Identifiers Orton-Gillingham Intervention Page 2 of 3

Linguistic Roots

The Science of Reading • Word History

Red Word Etymology Guide

All 11 Red Words at a Glance Definitions & Model Sentences

the Old English Root

One of the oldest words in the English language; has undergone several pronunciation and spelling changes over time. Used when talking about a specific thing before singular or plural nouns already known to reader.

Example: “She will sit on the blue chair.”

was 3 Sounds • Irregular

Very old English word. Irregular because 'a' makes the /ŭ/ sound and 's' makes the /z/ sound. Means something in the past.

Example: “He was at school yesterday.”

is 2 Sounds • Present Tense

Originated in Old English; the 's' makes the /z/ sound. Shows something is happening now or describes what something is like; present tense of be.

Examples: “He is at school today.” • “She is nice.”

a Old English • from 'an'

Comes from an (the 'n' dropped away). Used when talking about one thing before a non-specific person, place, thing, or animal. Irregular because it makes /ŭ/ or long /ā/.

Examples: “A cat is outside.” • “He wore a hat at school.”

on Spatial Term

Spatial preposition meaning something is resting or placed on top of something else. Fully decodable (/ŏ/ /n/).

Example: “The cup is on the counter.”

and Conjunction

Connects two ideas, actions, or things together. Decodable (/ă/ /n/ /d/).

Examples: “The pencil and book are on the table.” • “I need your chromebook and headphones.”

to Old English • Irregular

Old English; irregular because 'o' makes a long /oo/ sound (like in moo) with only one 'o'. Means going somewhere or direction.

Examples: “He wants to go to the movies.” • “Let's go to the park.”

for 3 Sounds • Purpose

3 sounds (/f/ /or/). Used when talking about who gets something or explaining why we are doing an action.

Examples: “The gift is for you.” • “I read a book for fun.”

go 2 Sounds • Open Syllable

2 sounds (/g/ /ō/). Open syllable where 'o' is long. Means to move from one place to another.

Example: “Let's go to the park.”

I 1 Sound • Always Capital

One sound (/ī/). Pronoun referring to yourself. In English, it is always capitalized to signify the individual speaker.

Examples: “I am a teacher.” • “I am a kid.”

like 3 Sounds • Silent e

3 sounds (/l/ /ī/ /k/). Old English with many functions (adjective, adverb, preposition, conjunction). Used as a filler, to describe something pleasing, or to compare similar things.

Example: “I like to go with Dad.”

Teaching with Etymology: Sharing word histories gives students a logical anchor for why words are spelled the way they are, removing arbitrary memorization and fostering deep orthographic mapping!

11 Red Words Etymology Reference Guide Orton-Gillingham Science of Reading Page 3 of 3

Monday • Student Log

Small Group Observation

6-Student Monitoring Tracker

Group Size: Up to 6 Students Date: ____________

Listen to each student read aloud 1-on-1 while others whisper-read. Mark miscues and rate sentence writing mechanics. 6 Active Student Profiles

Paraprofessional Sign-off: Facilitator: __________________ Group Mastery Status: On Target Needs Review

Monday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Tap arm: shoulder • elbow • wrist

to /t/ /o͞o/

for /f/ /or/

go /g/ /ō/

I /ī/

Read & Sentence Transcription

Read 3x: 1 2 3

A hot ham is for Mom and Tom.

Neatly write the sentence on the primary handwriting lines:

Tuesday Checklist: Pyramids completed Arm-tapping done Baseline handwriting

Paraprofessional Sign-off: Facilitator: __________________ Group Mastery Status: On Target Needs Review

Tuesday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Tad was

Tad was glad

Tad was glad to go.

Words: was, to, go

Arm-Tap & Read (Wednesday Target Words)

Tap arm: shoulder • elbow • wrist

on /ŏ/ /n/

and /ă/ /n/ /d/

like /l/ /ī/ /k/

was /w/ /ŭ/ /z/

Read & Sentence Transcription

Read 3x: 1 2 3

I like the dog and the cat on the mat.

Neatly write the sentence on the primary handwriting lines:

Wednesday Checklist: Pyramids completed Arm-tapping done Neat finger spaces

4. Tad had a dog.

9. Tom got the orange cat.

5. The dog is white.

10. Tad got the white dog.

Comprehension Story Map: Tom and Tad

Record story elements below

Characters (Who is in the story?)

Setting (Where does it take place?)

Problem (What went wrong?)

Solution (How did they help?)

Tom and Tad • Susan Clewis Orton-Gillingham Concept 9 (t) Page 2 of 3

Wednesday • Part 3

Comprehension & Written Response

Tom and Tad: Questions

Name:

Date:

Comprehension Questions: write complete answers on handwriting lines

1. Who had a cat?

2. What color is the cat?

3. Who had the dog?

4. What color is the dog?

5. What did the cat do?

6. Why do you think the cat got on the mat with the dog?

7. How did Tom and Tad help?

Writing Activity:

Do you have any pets, or do you wish you had a pet? Write about it.

Tom and Tad Comprehension • Susan Clewis Orton-Gillingham Concept 9 (t) Page 3 of 3

Red Word Spelling:

“Remember your heart words: orange (o-r-a-n-g-e) and white (w-h-i-t-e). Tap your arm if you need help.”

Editing Check (COPS):

“Check your COPS: Capital letter? Organized spaces? Punctuation period? Spelling of red words correct?”

Wednesday Facilitator Guide • Lesson Support Orton-Gillingham Intervention Page 1 of 2

Wednesday • Student Log

Small Group Observation

6-Student Monitoring Tracker

Group Size: Up to 6 Students Date: ____________

Monitor student fluency on 'Tom and Tad'. Check story map completion and score the exit ticket (/5). 6 Active Student Profiles

Paraprofessional Sign-off: Facilitator: __________________ Group Mastery Status: On Target Needs Review

Wednesday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Words: the, was, on

Arm-Tap & Read (Thursday Target Words)

Tap arm: shoulder • elbow • wrist

the /ð/ /ə/

was /w/ /ŭ/ /z/

for /f/ /or/

go /g/ /ō/

Read & Sentence Transcription

Read 3x: 1 2 3

The dog and the cat sat for a nap.

Neatly write the sentence on the primary handwriting lines:

Thursday Checklist: Pyramids completed Arm-tapping done Punctuation check

8. Tam-Tam got the hot ham!

4. Tad the dog got on the mat.

9. Mom was mad at Tam-Tam!

5. Tam-Tam got mad at Tad . . .

10. “Go to the mat, Tam-Tam!”

Comprehension Story Map: Tad and the Cat

Record story elements below

Characters (Who is in the story?)

Setting (Where does it take place?)

Problem (What went wrong?)

Solution (How did it end?)

Tad and the Cat • Tessa Barber Orton-Gillingham Concept 9 (t) Page 2 of 3

Thursday • Part 3

Comprehension & Written Response

Tad and the Cat: Questions

Name:

Date:

Comprehension Questions: write complete answers on handwriting lines

1. Who got a dog for Tom?

2. Who was on the mat?

3. What was hot?

4. Who got the ham?

5. Why was Mom mad at Tam-Tam?

Writing Activity:

Do you like cats or dogs? Write about why you like cats or why you like dogs.

Tad and the Cat Comprehension • Tessa Barber Orton-Gillingham Concept 9 (t) Page 3 of 3

Cumulative COPS Check:

“Read your sentence aloud. Check your capital, finger space, period, and make sure all target red words are spelled right.”

Thursday Facilitator Guide • Lesson Support Orton-Gillingham Intervention Page 1 of 2

Thursday • Student Log

Small Group Observation

6-Student Monitoring Tracker

Group Size: Up to 6 Students Date: ____________

Monitor student fluency on 'Tad and the Cat'. Check story map completion and score the exit ticket (/5). 6 Active Student Profiles

Paraprofessional Sign-off: Facilitator: __________________ Group Mastery Status: On Target Needs Review

Thursday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Tad and Dad sat

Tad and Dad sat on the log.

Words: and, on, the

Speed Sprint (Read across all 11 words fast!)

Friday Speed Check

the was is a on and to for go I like ★ 100%

Read & Sentence Transcription

Read 3x: 1 2 3

I like to go and sit on the log with Dad.

Neatly write the sentence on the primary handwriting lines:

Friday Mastery Checklist: All pyramids mastered 11 words automatic Clean transcription

Cumulative COPS Check:

“Read your sentence aloud. Check your capital, finger space, period, and make sure all 11 red words are spelled right.”

Friday Facilitator Guide • Lesson Support Orton-Gillingham Intervention Page 1 of 2

Friday • Student Log

Cumulative Small Group Evaluation

6-Student Monitoring Tracker

Group Size: Up to 6 Students Date: ____________

Final evaluation on 'Tad and the Cat'. Record cumulative accuracy, exit ticket score (/5), and sign off on Week 1 mastery. 6 Active Student Profiles

Cumulative Paraprofessional Sign-off: Facilitator: __________________ Week 1 Red Word Mastery: 100% Group Ready Needs Review

Friday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Gab and Dot get on the big bed. Ben did not go. 36

Ted did not go. The big bed was for Mom and Dad. 48

Tam the cat and Gus the dog had to get on the big bed. 62

Tam and Gus like the bed. Ned and Ed get on the big bed. 76

Mom and Dad get on the big bed. 84

It is a big bed for ten. Ten can fit on the bed! 97

Administration Directions & Teacher Script: 1-Minute Timing

Script: “You are going to read this story out loud. If you come to a word you don't know, I will tell it to you. Keep reading until I tell you to stop. It's okay if you don't read the whole story. Just do your best reading... You will start here (point). Please begin reading when you're ready.”

• 3-Second Rule: If paused for 3 seconds, supply word and mark error (/).
• Discontinue Rule: If no words correct on line 1, discontinue.

• Scoring Formula: Total Words Read − Errors = WCPM.
• Norms (Hasbrouck & Tindal 2017): Gr 1 Spring 50th %ile = 60 WCPM.

Total Words Read: ____ − Errors: ____ = WCPM: ____

Accuracy: ___% Evaluator: __________________

Hasbrouck & Tindal (2017) ORF Norms Protocol Facilitator Scoring Form • Page 2 of 2 Week 1 Mastery

Trace & Rewrite:

s a i d

Context: ““See the pup, Dad?” Tom said.”

8. you /y/ /o͞o/ • 2 sounds

y

❤️ou

Heart part: letters 'ou' make long /o͞o/

Trace & Rewrite:

y o u

Context: “I want to go with you!”

9. in /ĭ/ /n/ • 2 sounds

i

n

Decodable CVC: short vowel /ĭ/

Trace & Rewrite:

i n

Context: “The hat is in the kit.”

10. put /p/ /ŏŏ/ /t/ • 3 sounds

p

❤️u

t

Heart part: letter 'u' makes /ŏŏ/ like in book

Trace & Rewrite:

p u t

Context: “She will put the mop on the mat.”

11. see /s/ /ē/ • 2 sounds

s

ee

Vowel team: 'ee' says its long name /ē/

Trace & Rewrite:

s e e

Context: “Tom and Dad see a pup.”

12. stop /s/ /t/ /ŏ/ /p/ • 4 sounds

s

t

o

p

Decodable CCVC: blend st- + short vowel /ŏ/

Trace & Rewrite:

s t o p

Context: “They will stop at the log.”

Explicit Target Red Word Practice • Week 2 Words 7–12 Orton-Gillingham Science of Reading Page 2 of 3

Week 2 • Day 1

Orton-Gillingham • Concept 12: Kk /k/

Week 2 Sentence Pyramids

Name:

Date:

Week 2 Target Words:

of • will • get • no • want • with • said • you • in • put • see • stop

Read down each sentence pyramid from top to bottom. Check the box after you read the full sentence smoothly! Concept 12 (Kk)

Pyramid 1

The

The kid

The kid was

The kid was mad.

Words: kid, mad • /k/ initial

Pyramid 2

Did Dad

Did Dad and Kim

Did Dad and Kim jig

Did Dad and Kim jig and jog?

Words: Kim, jig, jog • question mark

Pyramid 3

The kit had

The kit had ham

The kit had ham and

The kit had ham and jam.

Words: kit, ham, jam • CVC words

Pyramid 4

Kim will get

Kim will get the hot dog

Kim will get the hot dog for

Kim will get the hot dog for Tad.

Target words: will, get, for

Arm-Tap & Read (Week 2 Launch Words)

Tap arm: shoulder • elbow • wrist

will /w/ /ĭ/ /l/

get /g/ /ĕ/ /t/

said /s/ /ĕ/ /d/

see /s/ /ē/

Read & Sentence Transcription

Read 3x: 1 2 3

Kim will get the hot dog for Tad.

Neatly write the sentence on the primary handwriting lines:

Week 2 Monday Checklist: Concept 12 (Kk) read Arm-tapping done Capitals & periods

Paraprofessional Sign-off: Facilitator: __________________ Concept 12 Status: On Target Needs Review

Week 2 Monday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Paraprofessional Sign-off: Facilitator: __________________ Concept 13 Status: On Target Needs Review

Week 2 Tuesday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Pip and Pam see a dog. “I like to pat the dog!” said Pip.

“I will go with the map,” said Pip.

“I want to go to the pit,” said Pam.

Pip is with Pam.

Pip and Pam go to the pit.

Pip is with the map. Pam is on a log.

A hog is at the pit! “A hog!” said Pam. The hog is mad.

Pip and Pam want to go to the top.

“I want to go!” said Pip. Pip and Pam go. “Mom!” said Pip.

Comprehension Story Map: Pip and the Map

Record story elements below

Characters (Who is in the story?)

Hint: Pip, Pam, a dog, a mad hog, Mom

Setting (Where do they travel?)

Hint: on a log, the top of the hill, the pit, home

Problem (What went wrong?)

Hint: A mad hog was at the pit!

Solution (How did it end?)

Hint: Pip and Pam ran home to Mom

Pip and the Map • Tessa Barber Orton-Gillingham Concept 13 (p) Page 2 of 3

Week 2 • Part 3

Comprehension & Written Response

Pip and the Map: Questions

Name:

Date:

Comprehension Questions: write complete answers on handwriting lines

1. Who has the map?

2. Where does Pam live on the map?

3. What do Pam and Pip see at the top of the hill?

4. What animal is in the pit?

5. Why did Pip want to leave the pit?

6. Why were they happy to see Pip’s mom?

Writing Activity:

Do you know how to get back home? Write about how you get home from school.

Pip and the Map Comprehension • Tessa Barber Orton-Gillingham Concept 13 (p) Page 3 of 3

Wednesday Comprehensive Answer Key All Materials

6 Comprehension Questions Key:

1. Pip has the map.

2. Pam lives at the yellow dot.

3. They see a dog at the top of the hill.

4. A mad hog is at the pit.

5. Pip wanted to leave because the hog was mad.

6. They were happy to see Mom because they were safe at home.

Story Map Solutions:

Characters: Pip, Pam, dog, mad hog, Mom.

Setting: Top of hill, the pit, home.

Problem: Mad hog startled them at pit.

Solution: Ran home safely to Mom.

Exit Ticket Key:

1. A (Pip) • 2. A (yellow dot) • 3. A (dog) • 4. A (mad hog) • 5. A (“Mom!”) • Bonus: and.

Prompts for Proper Sentences, Spelling & Punctuation

Proper Names 'Pip' & 'Pam':

“Notice both characters start with capital P because they are names! Keep lowercases resting on the baseline.”

Heart Words 'want' & 'said':

“In said, the heart part is ai making the short e sound (/ĕ/). Tap: s-a-i-d, said.”

Full Sentence Answers:

“Encourage complete thoughts: 'Pip has the map,' instead of just 'Pip.' Check for capital and period.”

Week 2 Wednesday Facilitator Guide • Lesson Support Orton-Gillingham Intervention Page 1 of 2

Week 2 • Student Log

Small Group Observation

6-Student Monitoring Tracker

Group Size: Up to 6 Students Date: ____________

Monitor student fluency on 'Pip and the Map'. Check story map completion and score the exit ticket (/5). 6 Active Student Profiles

Paraprofessional Sign-off: Facilitator: __________________ Group Mastery Status: On Target Needs Review

Week 2 Wednesday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

Paraprofessional Sign-off: Facilitator: __________________ Concept 14 Status: On Target Needs Review

Week 2 Thursday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2

The pup had a cut on him.

“I see him,” said Dad. “I will go up and get him.”

Dad and I pat the pup.

“I want to go with you!” Tom said.

It is the mom of the pup.

“No, kid!” said Dad. “I will go to the top. You will go on the log.”

The mom and the pup hug. Tom and Dad hug.

Comprehension Story Map: Up to the Top!

Record story elements below

Characters (Who is in the story?)

Hint: Tom, Dad, a pug pup, the mom dog

Setting (Where does this take place?)

Hint: by the log, up at the top

Problem (What was the danger?)

Hint: The pup was stuck high up and had a cut

Solution (How was it solved?)

Hint: Dad climbed up and rescued the pup

Up to the Top! • Tessa Barber Orton-Gillingham Concept 14 (u) Page 2 of 3

Week 2 • Part 3

Comprehension & Written Response

Up to the Top: Questions

Name:

Date:

Comprehension Questions: write complete answers on handwriting lines

1. What do Tom and Dad see?

2. Why is it a problem for the pup to be on the top of the house?

3. Who goes to get the pup?

4. Why did Dad want Tom to sit on the log?

5. Who has a cut?

6. Who gets a hug?

Writing Activity:

Have you ever climbed up something high, like playground equipment, a tall set of stairs, or a tree? If you haven't, what would you like to climb? Write about it.

Up to the Top Comprehension • Tessa Barber Orton-Gillingham Concept 14 (u) Page 3 of 3

5. The pup has a cut on him.

6. The mom and the pup hug, and Tom and Dad hug.

Story Map Solutions:

Characters: Tom, Dad, pug pup, mom dog.

Setting: By the log, up at the top.

Problem: Pup was stuck and had a cut.

Solution: Dad rescued pup; everyone hugged.

Exit Ticket Key:

1. A (pug) • 2. A (up at the top) • 3. A (Dad) • 4. A (a cut) • 5. A (hug) • Bonus: you.

Prompts for Proper Sentences, Spelling & Punctuation

Heart Words 'you' & 'of':

“In you, the heart part is ou making the /oo/ sound! In of, letter 'f' makes the /v/ sound. Tap arm to spell.”

Short U in 'pug' & 'pup':

“Feel your jaw drop for the /ŭ/ sound in pug, pup, and hug. That vowel is letter u.”

Full Sentence Responses:

“Write complete sentences: 'Tom and Dad see a pup.' Check capital letter, finger spaces, and ending period.”

Week 2 Friday Facilitator Guide • Lesson Support Orton-Gillingham Intervention Page 1 of 2

Week 2 • Student Log

Small Group Observation

6-Student Monitoring Tracker

Group Size: Up to 6 Students Date: ____________

Monitor student fluency on 'Up to the Top!'. Check story map completion and score the exit ticket (/5). 6 Active Student Profiles

Cumulative Paraprofessional Sign-off: Facilitator: __________________ Week 2 Mastery Status: 100% Group Ready Needs Review

Week 2 Friday Student Monitoring Log (6 Students) Orton-Gillingham Intervention Page 2 of 2