Paw Print Teacher Guide Wilson Reading System® (WRS) Lesson Plan
Vowel Team 'aw' (D-Syllable)
Substep: Double Vowel (D)
3 Blocks • 10-Part Routine • 60–90 min
Tile Color
Yellow Tile
D Syllable (Vowel Team)
Keyword Drill
aw - paw - /aw/
One finger-tap
Marking Type
Scoop + 'd'
Circle / underline 'aw'
Spelling Position
End or + n, l, k
paw / lawn, crawl, hawk
Block 1: Word Study / Foundational Skills (Parts 1–5) Approx. 25–30 Mins
1 Part 1: Sound Cards Quick Drill (2–3 mins) Standard & Large Cards
Review Cards: Flash consonants, digraphs (sh, ch, th, wh, ck), and established vowel teams (oi, oy, ee, oa). Rapid response: "Letter - Keyword - Sound" .
New Yellow Card: Introduce yellow card aw . Model: "a-w, paw, /aw/" . Have students echo 3x while visualizing the paw keyword.
2 Part 2: Teach & Review Concepts for Reading (Magnetic Board / Tiles) (5–7 mins) Wilson Finger Tapping
Wilson Finger Tapping Rule for Vowel Teams:
Students tap non-dominant hand fingers to thumb. For claw : tap index to thumb (/k/), middle to thumb (/l/), and ring to thumb (/aw/). Emphasize: 'aw' is two letters on ONE yellow tile, so it gets ONE finger tap!
Magnetic Journal Demonstration: Pull down consonant tiles c-l and yellow tile aw. Tap: /k/ - /l/ - /aw/ → blend: claw . Swap initial tiles to build: raw, saw, paw, draw, straw . Then add final tiles n, l, k for lawn, crawl, hawk .
3 Part 3: Wordlist Reading
Student Reader List: Students track columns of controlled words. Silent read first, then oral read to teacher.
paw, jaw, claw, raw, straw, lawn, yawn, dawn, hawk, crawl, thaw, drawn
Chart errors immediately for targeted reteaching.
4 Part 4: Syllable Marking
D-Syllable Marking: Teach the Wilson scoop and label:
c l a w
Scoop the syllable, write d underneath for Double Vowel, and circle or underline aw.
5 Part 5: Sentence Reading & Prosody Scooping (5 mins) Pencil Scooping
Students read controlled sentences silently, pencil-scoop syntactic phrase chunks, and then read with natural prosody:
1. The red fox rested his front paw on the stone.
2. A big hawk saw a fat slug crawl on the wet lawn.
Wilson Reading System® Instructional Guide • Block 1 Word Study Page 1 of 2
Wilson Reading System® (WRS) Continued
Spelling Dictation & Comprehension
Blocks 2 & 3
Parts 6 through 10
Block 2: Spelling / Encoding (Parts 6–8) Approx. 20–25 Mins
6 Part 6: Quick Drill in Reverse
Teacher dictates sound → student repeats sound, identifies letter name(s), and points to tile on magnetic board.
Dictate: /aw/ → "a-w" "s-h" "o-i"
7 Part 7: Teach Concepts for Spelling
Spelling Generalization Rule:
Use aw at the end of words or syllables (paw, claw ), and before final n, l, k (yawn, crawl, hawk ).
Students tap each phoneme before moving tiles or writing.
8 Part 8: Written Dictation Book Routine (15 mins) Exact Dictation Items & Markings
Administer the 5-part Wilson Dictation sequence into the student dictation grid:
1. Sounds (3)
1. /aw/ (aw)
2. /ch/ (ch)
3. /oi/ (oi)
2. Current Words (3)
1. paw (mark d)
2. lawn (mark d)
3. claw (mark d)
3. Nonsense Words (2)
1. fraw (mark d)
2. slawk (mark d)
4. Trick Words (2)
5. Dictation Sentences (Dictate once, student echoes, writes, marks, and scoops):
1. "The cat licked his front paw on the lawn." → Student scoops: (The cat licked) (his front paw) (on the lawn).
2. "A swift hawk saw the bug crawl." → Student scoops: (A swift hawk) (saw the bug crawl).
Block 3: Fluency & Comprehension (Parts 9–10) Approx. 15–20 Mins
9 Part 9: Controlled Text Reading
Silent Reading with Visualization: Student reads "The Hawk on the Lawn" independently. Prompt: "Make a movie in your mind of what is happening at dawn."
Oral Reading: Student reads aloud with tracking card and pencil scooping.
10 Part 10: Applied Comprehension
S.O.S. Comprehension Check: Ask factual and inferential questions:
"What time of day did the fox step onto the lawn? How do you know?"
"Why did the fox watch the hawk in awe?"
Wilson Reading System® Instructional Guide • Blocks 2 & 3 Encoding & Comprehension Page 2 of 2
Paw Print Lesson Slides Wilson Reading System®
Step 9 Focus: Double Vowel (D)
New Concept Presentation
Vowel Team aw (D-Syllable)
Mastering sound cards, Wilson finger tapping, D-syllable markings, and prosody scooping.
Sound Card: aw - paw - /aw/
Tile: Yellow Tile (D)
Routine: 10-Part WRS Plan
Part 1: Sound Cards Quick Drill
WRS Step 1
Yellow Sound Card
aw
paw
Card Drill Echo
"a-w — paw — /aw/"
Teacher points → Student echoes letter, keyword, and sound instantly.
Why is this card yellow?
In Wilson, yellow cards and tiles represent vowel teams / double vowel (D) syllables !
Repeat with the group 3 times: "a-w — paw — /aw/!"
Part 2: Wilson Finger Tapping
WRS Step 2
Rule: Two letters working as a team get ONE tap to the thumb!
1
Index → Thumb
/c/
First sound
2
Middle → Thumb
/l/
Second sound
3
Ring → Thumb
/aw/
Vowel team 'aw' (1 tap!)
Sweep fingers across: /k/ - /l/ - /aw/ → CLAW!
Always use your non-dominant hand so your writing hand stays pencil-ready.
Part 4: Wilson Syllable Marking (D)
WRS Step 4
How do we mark a Double Vowel (D) Syllable?
Example 1: End Position
p aw
d
Scoop syllable • Write d underneath • Circle or highlight aw
Example 2: Followed by N, L, K
l aw n
d
Scoop syllable • Write d underneath • Circle or highlight aw
The letter d tells the reader: "Double vowel team — do not use short or long vowel rules!"
Part 3: Wordlist Reading & Charting
WRS Step 3
Column 1
saw
paw
jaw
Column 2
lawn
dawn
yawn
Column 3
claw
straw
draw
Column 4
hawk
crawl
thaw
Wilson Routine: Silent Read first → Teacher says "Read" → Clear Oral Reading
Keep your finger or tracking card beneath each word. No guessing!
Part 5: Sentence Reading & Scooping
WRS Step 5
Wilson pencil scooping groups words into meaningful phrases for fluent prosody:
Sentence 1
The brown hawk sat on the high branch at dawn.
Sentence 2
The small fox saw a slug crawl on the lawn.
Read phrase by phrase like natural speech — do not read word-by-word robotically!
Part 8: Wilson Dictation Routine
Block 2 Dictation
1
Sounds
Teacher dictates sound; student writes grapheme.
2
Current
Tap sounds, spell, scoop syllable & mark d .
3
Nonsense
Test decoding/spelling without memory.
4
Trick Words
High-frequency words: skywrite & recall.
5
Sentences
Echo, write, proofread, and scoop phrases.
Open Your Wilson Dictation Grid!
Pencil Ready • Tap & Mark
Pawsome Phonics Practice Worksheet Wilson Reading System® Dictation Book
Block 2 Dictation: Vowel Team 'aw'
Name
Date
Marking Key: Scoop the syllable • Write d below for Double Vowel • Circle aw
p aw / d
1 Sounds: Listen & Write
Teacher says sound → write letter(s)
2 Review Words
Tap & Spell
3 Current Words ('aw')
Mark 'd'
scoop & mark d
scoop & mark d
4 Nonsense Words
Tap & Mark d
5 Trick Words
Memory / Sight
6 Sentence Dictation & Wilson Pencil Scooping
Echo → Write → Proofread → Scoop phrases
Sentence 1: Check: [ ] Cap [ ] Punct [ ] Scoop Phrases
Sentence 2: Check: [ ] Cap [ ] Punct [ ] Scoop Phrases
Wilson Reading System® • Block 2 Written Dictation Grid Page 1 of 2
Wilson Reading System® Block 3
Controlled Text Reading & Mental Imagery
Parts 9 & 10
The Hawk on the Lawn
Find & mark all D-Syllables (aw)
At dawn, a small red fox stepped softly onto the damp lawn. The grass was wet with cold morning dew. The sleepy fox let out a huge yawn and stretched in the pale light.
Up in a pine tree, a swift hawk sat on a limb. His sharp eyes saw a beetle crawl near a clump of dry straw. Without a sound, the bird dropped from the sky.
The hawk caught the bug in his strong claw. The red fox saw the wings flap and rested his front paw on a flat rock. He watched the hawk fly off in wonder and awe.
Target D-Syllable Words: dawn, lawn, yawn, hawk, saw, crawl, straw, claw, paw, awe Words Marked: _____ / 10
7 Pencil Scooping: Phrase Chunking
Draw pencil scoops underneath each sentence to group words into natural speaking phrases.
1. At dawn, the red fox stepped onto the damp lawn.
2. The swift hawk saw a beetle crawl near the straw.
8 Part 10: Mental Imagery & Visualization
1. Visualization: What does your "mind's movie" show when the hawk swoops down to the lawn?
2. Text Evidence: What did the fox do with his front paw while watching the hawk?
Wilson Reading System® • Block 3 Controlled Text & Mental Imagery Page 2 of 2
Hawk Eye Detective Worksheet Wilson Reading System® Student Charting
Wordlist Charting & Marking (D)
Name
Date
WRS Marking Protocol: Scoop the base syllable • Write d underneath • Circle the yellow team aw
Step 9: D-Syllable
1 Wilson Wordlist Chart: Read & Mark D-Syllables
Read each word • scoop • write 'd' • circle 'aw'
paw
[ d ]
lawn
[ d ]
claw
[ d ]
hawk
[ d ]
straw
[ d ]
yawn
[ d ]
crawl
[ d ]
draw
[ d ]
2 Wilson Real vs. Nonsense Word Sort
Tap with fingers, then write in the correct column.
fraw • lawn • slawk • hawk • prawn • jawt
Real Words (Make Sense)
Nonsense Words (Alien / Make-Believe)
3 Wilson Finger Tap Audit: Count the Taps!
Remember: The vowel team aw gets ONE tap! Count the total taps to the thumb.
1. s - aw /s/ (index) + /aw/ (middle) Total taps: ___ (2)
2. c - l - aw /k/ (index) + /l/ (middle) + /aw/ (ring) Total taps: ___ (3)
3. c - r - aw - l /k/ (index) + /r/ (middle) + /aw/ (ring) + /l/ (pinky) Total taps: ___ (4)
Wilson Reading System® Practice • Wordlist Charting & Tap Audit Page 1 of 2
Wilson Reading System® Advanced Skills
Multisyllabic Words & Prosody Scooping
Parts 4 & 5 Extension
4 Syllable Match: Building Compound Words
Combine the D-syllable with the second syllable.
lawn + mower →
draw + bridge →
saw + dust →
5 Part 5 Fluency: Phrase Scooping with a Pencil
Draw pencil scoops under the word chunks. Then read each sentence aloud to your partner smoothly.
1. The gray hawk sat on the branch and looked at the lawn.
Scooped 3 phrases • Read fluently to partner
2. I saw the kitten lick his soft front paw at dawn.
Scooped 3 phrases • Read fluently to partner
3. Do not drop your drink straw on the clean grass!
Scooped 3 phrases • Read fluently to partner
Wilson D-Syllable Mastery Check: I can identify, tap, mark, and scoop words with vowel team aw .
Teacher Initials:
Wilson Reading System® Practice • Compound Words & Prosody Scooping Page 2 of 2
Paw Print Word Cards Printable Multisensory Manipulatives
Vowel Team 'aw' Word Cards
Set A: Core Base Words
Cut along dashed lines • Tap & Read
Drill Directions: Tap each dot on the bottom with fingers, sweep left-to-right to blend. Vowel team aw gets 1 tap.
[D] = Double Vowel
#01 [D]
paw
#02 [D]
saw
#03 [D]
jaw
#04 [D]
raw
#05 [D]
claw
#06 [D]
draw
#07 [D]
straw
#08 [D]
lawn
#09 [D]
dawn
#10 [D]
yawn
#11 [D]
hawk
#12 [D]
crawl
Paw Print Word Cards • Cut-Apart Multisensory Cards Page 1 of 2
Card Set B
Anchor Cards, Compounds & Nonsense
Set B: Advanced & Sorts
Sound Anchor Card Yellow Card
aw
paw
Chant: "a-w — paw — /aw/"
Sound Anchor Card Keyword 2
aw
saw
Chant: "a-w — saw — /aw/"
Compound Word Cards (Cut Apart):
Compound [D + Closed]
lawnmower
lawn • mow • er
Compound [D + Closed]
sawdust
saw • dust
Compound [D + Closed]
drawbridge
draw • bridge
Advanced Blend [D-Syllable]
sprawl
/s/ /p/ /r/ /aw/ /l/
Nonsense Drill Cards (Test True Decoding):
Nonsense fraw 3 taps
Nonsense slawk 4 taps
Nonsense plawn 4 taps
Nonsense thrawk 4 taps
Paw Print Word Cards • Anchors, Compounds & Nonsense Page 2 of 2
Claw Quest Practice Worksheet Targeted Skill Builder
Claw Quest Skill Practice
Name
Date
Word Bank: All words use vowel team aw
straw yawn hawk crawl lawn claw
1 Context Clues: Fill in the Blanks
Choose the best word from the bank above.
1. An eagle has a curved, razor-sharp __________________ to grip food.
2. Dad mowed the tall grass on our front __________________ after lunch.
3. I used a striped paper __________________ to drink my cold lemonade.
4. When bedtime comes, I stretch and give a huge __________________.
2 Letter Scramble: Unscramble & Spell
w - a - p Clue: A cat or dog's foot
k - w - a - h Clue: A swift raptor bird
n - w - a - d Clue: The first light of morning
r - c - a - w - l Clue: Moving on all fours
3 Proofreading Detective: Fix the Spelling Error
Each sentence has ONE misspelled 'aw' word. Circle the wrong word and write it correctly.
1. The small kitten lifted up his front poe to bat the yarn.
2. We had a picnic out on the green laun at the park.
3. I watched the tiny green beetle craul on the rock.
Claw Quest Skill Practice • Context Clues, Unscrambling & Proofreading Page 1 of 2
Connected Text Application
Decodable Story 2 & Comprehension
Fluency Read
The Hawk's Nest at Dawn
Read smoothly phrase-by-phrase
Just before dawn, the woods were quiet and still. A mother hawk rested high in an oak tree. She had built a sturdy nest using twigs, moss, and bits of dry straw.
As the sun began to rise, three baby birds woke up with a sleepy yawn. The hawk spread her broad wings and took flight over the green lawn. Her sharp eyes scanned the ground below for food.
Down near the pond, a frog began to crawl across a damp log. With quick speed, the hawk swooped down and caught a worm in her claw. She flew back up to feed her chicks at the break of dawn.
Focus Words: dawn, hawk, straw, yawn, lawn, crawl, claw Check: [ ] Read 1 [ ] Read 2 [ ] Read 3
4 Cause & Effect: Reading for Meaning
1. Why did the mother hawk fly over the green lawn at dawn?
2. What material did the mother hawk use along with twigs to build her nest?
5 Sentence Master: Write a Two-Word 'aw' Sentence
Pick two: claw, lawn, straw, hawk, yawn, crawl
Proofread Check: [ ] Starts with Capital [ ] Makes Sense [ ] Ends with Period/Mark [ ] Two 'aw' Words
Claw Quest Skill Practice • Decodable Story & Cause/Effect Page 2 of 2
Orton Gillingham Teacher Guide Classic Orton-Gillingham Approach
Vowel Team 'aw' Teacher Guide
Concept: /aw/
Pacing: 35–45 min • Target: Gr. 1–3
Target Phoneme
/aw/
Open jaw, rounded lips
Grapheme
aw
Vowel team / diphthong
Anchor Keyword
PAW / SAW
"aw says /aw/ like paw"
Spelling Position
End / + n, l, k
Final pos. or lawn, crawl
1 Visual & Auditory Drill (Review: 5 mins) Multisensory Card Deck
Visual Drill: Flash grapheme cards: sh, ch, th, ee, ea, oa, ou, oi, oy. Students voice phoneme and keyword action.
Auditory Drill: Teacher says sound; students write grapheme in sand tray or desktop while vocalizing: "Teacher: /oy/ → Student: 'o-y says /oy/ at the end of a word'."
Blending Board: Practice blending rapid reviews: t-oi-l → toil, c-oa-t → coat, b-ee-t → beet.
2 Auditory Discovery & Articulation Cue (7 mins) Sound Inquiry
Teacher Script (Echo & Identify):
"Listen closely to these words: claw, lawn, straw, hawk . Repeat them with me: claw, lawn, straw, hawk. What vowel sound do you hear repeating in all four words?"
Expected response: "/aw/!"
Articulatory Gesture (Mouth Check)
Prompt: "Look at my mouth. Drop your jaw down, round your lips slightly into an oval. Put your hand under your chin: feel your jaw drop when you say /aw/."
Sound Characteristics
Vocal cords are buzzing (voiced), airflow is continuous and unblocked by tongue or teeth (vowel quality).
3 Explicit Grapheme Presentation & Multisensory Tracing (8 mins) Skywriting / Sand Tray
Keyword Card Introduction: Display the card showing a cat's paw. Model: "The letters a-w work as a team to make the sound /aw/ . Our keyword is paw . Repeat: a-w, paw, /aw/ ."
Skywriting / Finger Tracing Routine (3x):
Arm fully extended, two fingers pointing: Trace in air or tactile tray while vocalizing: "Around, up, down for 'a'; down-up-down-up for 'w'... a-w says /aw/! "
Classic Orton-Gillingham Methodology • Structured Phonics Intervention Page 1 of 2
Classic O.G. Routine Continued
Spelling Rules, Dictation & Fluency
O.G. Step 4 – 7
4 Spelling Generalization: The 'aw' Rule (5 mins) Orthographic Mapping
Teach the positional rule for the /aw/ sound:
Rule A: At the End of Base Words
When you hear /aw/ at the very end of a base word or syllable, spell it with aw (e.g., paw, saw, jaw, straw, claw ).
Rule B: Followed by N, L, or K
In the middle of a word, aw is used when followed by final n , l , or k (e.g., lawn, crawl, hawk, draw, yawn ).
Contrast Note: Explain that /au/ is typically used in the middle of words when followed by other consonants (e.g., haunted, sauce), saving deep /au/ contrast for the follow-up lesson.
5 Structured Dictation Routine (10 mins) SOS Routine (Simultaneous Oral Spelling)
O.G. Protocol: 1. Teacher dictates → 2. Student echoes → 3. Student taps phonemes → 4. Student names letters while writing → 5. Student pencil-reads back.
Part A: Phonemes
/aw/ → aw
/ch/ → ch
/oy/ → oy
/k/ → k / c / -ck
Part B: Words
p-aw → paw (2)
y-aw-n → yawn (3)
c-l-aw → claw (3)
h-aw-k → hawk (3)
c-r-aw-l → crawl (4)
Part C: Sentences
1. "The pup hurt his front paw."
2. "A big hawk sat on the green lawn."
Check with C.O.P.S. (Capitals, Order, Punctuation, Spelling).
6 Decodable Reading (7 mins)
Tracking Strategy: Guide students to use a tracking finger or card.
Code Highlighting: Have students preview the decodable passage on their practice sheet and highlight all aw letter patterns before reading aloud.
Fluency Echo: Teacher models fluent phrasing; students choral read, then whisper-read independently.
7 Error Correction Routine
If student reads /a/ or /ow/:
"Look at the vowel team. What two letters are working together? What is our keyword? (Paw). So what sound do they make? Good, now blend the whole word."
If student misspells with /o/:
Prompt: "Tap each sound on your fingers. Is /aw/ at the end or before n/l/k? Which team spells /aw/ here?"
Classic Orton-Gillingham Lesson System • 'aw' Sound Page 2 of 2
Orton Gillingham Lesson Slides Classic Orton-Gillingham Phonics
Multisensory Structured Literacy
New Concept Focus
Meet the Vowel Team aw
Unlock the sound of paws, claws, lawns, and jaws with our multisensory detective routine!
Sound: /aw/
Letters: a-w
Keyword: Paw
Sound Discovery & Mouth Check
Step 1: Auditory Inquiry
Echo After Me
"claw • hawk • lawn • straw"
What vowel sound rings inside every word?
/aw/
Your voice is turned on! Continuous, open airflow.
Mouth Mechanics Check
1 Jaw Drops: Place a hand under your chin. Feel your jaw drop straight down.
2 Rounded Lips: Your lips curve gently into a soft tall oval shape.
3 Tongue Low: The back of your tongue rests low in the throat.
Say it together three times: "/aw/ ... /aw/ ... /aw/!"
Sound-Symbol Card & Keyword
Step 2: Anchor Concept
Keyword Visual
PAW
aw → /aw/
The O.G. Chant
"a-w, paw, /aw/!"
Repeat 3 times while tapping your arm or writing in your sand tray.
Skywriting Routine:
Lock two fingers out straight. Trace big in the air: "Around, up, down for 'a'... down, up, down, up for 'w' — /aw/!"
Two letters work together as a team to make ONE vowel sound!
The 'aw' Spelling Generalization
Step 3: Orthographic Rule
When do we use aw to spell the /aw/ sound?
A
At the END of Words
English words rarely end in 'u'. So we use aw at the very end of base words!
paw
saw
claw
draw
straw
jaw
B
Followed by N, L, or K
Inside words, aw loves to sit right before the letters N , L , or K !
lawn
yawn
crawl
hawk
dawn
drawl
Memory Trick: "At the end or before N, L, K — 'aw' is here to stay!"
Tap & Sweep Blending Board
Step 4: Decoding
cl - aw
/k//l//aw/
= CLAW
y - aw - n
/y//aw//n/
= YAWN
h - aw - k
/h//aw//k/
= HAWK
cr - aw - l
/k//r//aw//l/
= CRAWL
str - aw
/s//t//r//aw/
= STRAW
l - aw - n
/l//aw//n/
= LAWN
Finger tap each sound dot, then sweep left-to-right to read the whole word!
Decodable Fluency Tracking
Step 5: Connected Text
1
The big brown bear lifted his sharp claw.
2
A fierce hawk saw a beetle crawl on the lawn.
3
He gave a huge yawn and took a sip with a paper straw.
Scoop phrases with your reading finger: read smoothly like talking!
Pencil Ready • Dictation Routine
Step 6 & 7
1
Hear & Echo
Teacher says word; students repeat clearly.
2
Tap Phonemes
Tap fingers: non-dominant hand, pinky or thumb first.
3
Name & Write
Say each letter name out loud while your pencil writes.
4
Pencil Read
Touch each letter under your tip and verify the word.
Next Up: Independent Practice Sheets!
Grab your pencil & highlighter
Orton Gillingham Practice Worksheet Classic Orton-Gillingham Practice
Vowel Team 'aw' Practice
Name
Date
Rule Reminder: The letters aw spell /aw/ at the end of a word (paw ) or before n, l, k (lawn, crawl, hawk ).
aw = /aw/
1 Tap & Map: Sound Boxes (Phoneme-Grapheme Mapping)
Tap dots for each sound, then write 1 grapheme per box.
1. /p/ /aw/ 2 sounds
2. /j/ /aw/ 2 sounds
3. /l/ /aw/ /n/ 3 sounds
4. /h/ /aw/ /k/ 3 sounds
5. /k/ /l/ /aw/ 3 sounds
6. /k/ /r/ /aw/ /l/ 4 sounds
2 Build & Complete: Add 'aw'
1. A baby puppy will lick your hand with its soft p______.
2. Dad cuts the green grass out on the front l______n.
3. When I feel sleepy at bedtime, I give a big y______n.
3 Dictation Check (Teacher Calls, Student Writes)
Pencil tap → say sounds → write
Words Dictation:
Sentence Dictation:
Line 1:
Line 2:
Classic Orton-Gillingham Independent Practice • Vowel Team 'aw' Page 1 of 2
Connected Text Application
Decodable Fluency & Comprehension
3 Reads:
1 2 3
The Hawk on the Lawn
Highlight every 'aw' word!
At dawn, a red fox stepped onto the green lawn. The grass was wet with cool dew. The fox gave a huge yawn and looked up at the tall pine branch.
Sitting on the branch was a swift hawk. The hawk saw a fat bug crawl near a clump of straw. Down swooped the bird in a flash!
The hawk caught the bug in his sharp claw. The fox saw the hawk fly up into the blue sky. The fox rested his front paw on a rock and watched in awe. It was a grand sight at the break of dawn!
Target Words in Passage: dawn, lawn, yawn, hawk, saw, crawl, straw, claw, paw, awe Count found: _____ / 10
4 Text Detective: Check Your Understanding
1. What did the hawk see crawl near the straw?
2. How did the hawk catch the fat bug?
5 Sentence Crafting: Write Your Own Sentence
Use at least two words with aw
Self-Check:
C apital letter O rder / Makes sense P unctuation S pelling (aw)
Classic Orton-Gillingham Decoding & Fluency • 'aw' Sound Page 2 of 2
Hawk Eye Detective Worksheet Classic Orton-Gillingham Extension
Hawk Eye Word Detective
Name
Date
Detective Word Bank:
claw dawn raw hawk crawl straw yawn saw lawn jaw
1 Rule Sort: Where Does 'aw' Live?
Sort words from the bank above into the correct column.
Ending with /aw/ (Final Position) e.g., paw
Followed by N, L, or K e.g., lawn
2 Sound Detective: Odd One Out (/aw/ vs. Short /o/ vs. /ow/)
Read across each row aloud. Cross out (×) the ONE word that does NOT have the /aw/ sound.
hawk hot claw jaw
lawn straw yawn cow
pot raw crawl dawn
3 Riddle Solve: Who or What Am I?
1. I am a fierce bird of prey with keen eyesight and sharp talons:
2. Babies do this on their hands and knees before they learn to walk:
3. You open your mouth wide and do this when you are very tired:
Classic Orton-Gillingham Practice • Sound Sort & Riddles Page 1 of 2
Multisensory Fluency Station
Roll & Read Fluency & Word Chaining
Station / Partner Ready
4 Roll & Read Fluency Matrix
Roll a die (1–6). Read the line smoothly. Dot or check each read!
1
paw jaw raw saw claw
O O O
2
lawn dawn yawn pawn fawn
O O O
3
hawk gawk crawl drawl brawl
O O O
4
draw straw thaw flaw slaw
O O O
5
spawn drawn scrawl sprawl squawk
O O O
6
A hawk sat on the lawn and saw the pup lick his front paw.
O O O
5 Word Ladder Chaining: Change One Sound at a Time!
Follow the clues step-by-step to climb to the top of the ladder.
Top Step:
Change /l/ to /y/
Step 3:
Change /p/ to /l/
Step 2:
Add /n/ to the end
Start:
paw
Start with "paw"
Final Word Clue:
"What you do when you are sleepy!"
Y _ _ N
Orton-Gillingham Master Detective Badge: I tracked, mapped, and read words with the vowel team aw !
Teacher Initials:
Classic Orton-Gillingham Practice • Fluency Matrix & Chaining Page 2 of 2
