Copy & paste into ChatGPT:
“Act as a K–2 literacy specialist using structured literacy and the UFLI-aligned scope & sequence.
I’m supporting a [grade: K / 1st / 2nd] student. Create a step-by-step skills roadmap that shows exactly what to look for this term and what to check next if there are gaps.Output format (use headings & bullets):
Phonemic Awareness (PA): list the specific PA skills expected at this grade (e.g., sentence/word awareness → rhyme → initial/final phoneme isolation → blending/segmenting 2–3 phoneme words → phoneme manipulation as appropriate). Include 2–3 quick check prompts for each skill.
Phonics & Decoding: list the target letter-sound correspondences (consonants, short vowels, digraphs, commonly taught blends), grapheme–phoneme mapping goals, and decoding patterns (CVC, CCVC/CVCC, simple 2-letter blends, common digraphs). Add sample word lists and a 10-word quick check.
High-Frequency / Heart Words: list a small, grade-appropriate set to know by sight this term; include a heart-word routine (map sounds to letters, note the ‘tricky’ part).
Decodable Text Targets: specify the text features that match the phonics skills above; include one sample decodable sentence and what to watch for (accuracy → prosody).
Fluency Benchmarks (developmentally appropriate): give a simple goal (e.g., accurate word-by-word reading in K, short phrase reading in 1st, growing words-correct-per-minute in 2nd with accuracy ≥95%). Include a 1-minute fluency check with guidance on scoring.
Spelling/Encoding: list spelling patterns that should be secure now; include a 5-word dictation and a 1-sentence dictation tied to the phonics target.
If-Then Decision Tree: if PA is weak → do X first; if phonics is weak → do Y; if accuracy <95% → reteach prior pattern; if decoding is fine but fluency low → add repeated readings of decodables, etc.
10-Minute Daily Routine: give a tight routine (PA warm-up → word building → decodable sentence → dictation → celebrate a win), with example materials (magnetic letters, sound boxes, finger tapping).
When to Seek Extra Support: list 3–5 clear flags (e.g., can’t blend 3 sounds after 2 weeks of practice, persistent letter-sound confusions, accuracy <90% in controlled text), and what to request from school (screeners like CORE Phonics Survey; scope/sequence used; small-group support).
- Student context (optional): Known strengths: [ ]. Concerns: [ ]. Target graphemes this week: [ ].
Make it parent/teacher friendly. Keep it concrete, specific, and actionable.”
