How to Teach Red Words in Orton-Gillingham at Home

If your child is doing Orton-Gillingham practice at home, there is a good chance you feel pretty clear on sounding out words like mat, ship, or blend. But then a word like said shows up, and everything gets murky.

Your child cannot fully sound it out the usual way. You are told it is a red word or a heart word, and now you are wondering what to actually do with that.

This is where many parents get stuck. The good news is that red words do not need a separate complicated system. You can teach them in a simple, structured way that still fits with Orton-Gillingham.

What are red words in Orton-Gillingham?

In many Orton-Gillingham-based lessons, red words are high-frequency words with a part that is not fully phonetic yet for the child. That does not mean the whole word is random. It usually means one part needs extra attention.

For example:

• said has a tricky vowel team for a child who expects /ai/ to say its usual sound
• was does not match what a child may expect from the letter a
• do and to may not sound the way a child predicts at first

Instead of asking your child to memorize the whole word as a picture, Orton-Gillingham usually teaches children to look for the known parts and then mark the tricky part.

That matters because children with dyslexia often do better when they are taught what makes a word unusual, not just told to remember it somehow.

How do you teach a red word step by step?

The best way to teach red words in Orton-Gillingham is slowly and directly.

Here is a simple routine you can use at home.

1. Say the word

Start by saying the word clearly in a sentence.

For example: “I said hello.”

Make sure your child knows what the word means. If the word feels abstract, a quick sentence helps.

2. Listen for the sounds you can hear

Ask your child to repeat the word and tap the sounds if that helps.

With said, your child may hear /s/ /e/ /d/.

This helps them connect the word to speech first, not just print.

3. Write the word and find the part that is regular

Write said and look for what makes sense.

You might say:

• “The s says /s/”
• “The d says /d/”
• “The middle part is the tricky part in this word”

This keeps the focus on what is known first.

4. Mark the tricky part

Circle, underline, or color the part that has to be remembered.

For said, you might underline ai and explain, “In this word, this part does not say what you expect.”

Keep the language simple. You do not need a long explanation.

5. Read and spell the word right away

Have your child read the word, cover it, say it, and try spelling it.

Then bring it back in a quick phrase or sentence:

• I said no.
• Mom said stop.
• She said hi.

That last step matters. Red words stick better when children use them, not just stare at them.

Should red words be memorized?

Not in the usual flashcard-only way.

Children do need repeated exposure, but the goal is not blind memorization. The goal is to build a clear memory for the word by connecting:

• how it sounds
• what parts are regular
• what part is tricky
• how it looks in print
• how it is used in a sentence

That is a much stronger path than asking a child to “just remember it.”

If your child keeps forgetting a red word, it usually means they need fewer words at once and more review, not more pressure.

How many red words should you teach at once?

Usually, less than you think.

For many children, one or two new red words at a time is enough. If you introduce too many, they blur together and start to feel like guessing work.

A good home routine might look like this:

• teach 1 new red word
• review 2 to 4 old red words
• read the new word in a short phrase
• practice spelling it once or twice

Short practice works better than long drilling.

If your child is tired, stop before frustration takes over. Red word practice should feel focused, not heavy.

A real example of red word practice at home

Let’s say your fourth grader is reading decodable text pretty well but freezes every time the word was appears. Each time, he tries to sound it out like w-a-s with a short a sound and then gets frustrated when it does not work.

Instead of correcting him over and over in the middle of reading, you pull the word out for two minutes before the next session.

You write was on a card.

You say, “This is was. Let’s look at the part that is doing something tricky.” Together, you notice that w and s behave as expected, but the vowel sound is the part he has to remember in this word.

You underline the a, read the word three times, spell it once, and use it in two quick sentences.

The next day, he still pauses, but this time he gets it after a prompt. A few days later, he reads it without stopping.

That is often what progress looks like. Not instant mastery, but less confusion and more recognition over time.

Simple ways to make red words stick

Here are a few practical things parents can try.

Keep a very small red word deck

Use a small stack of words your child is actively reviewing. Skip giant piles. If the stack gets too big, remove the ones your child knows well and keep the focus tight.

Use the same marking system each time

If you circle the tricky part one day, then highlight it, then explain it three different ways the next day, practice can start to feel messy. Consistency helps.

Mix reading and spelling

Reading a red word is helpful. Spelling it is often what makes it stick. Even one quick attempt after reading can help.

Put red words into short phrases

Single-word practice is useful, but phrases make the word more meaningful. Try things like:

• was here
• said yes
• to me
• do that

When is a red word too hard right now?

If your child cannot remember a word after several calm reviews, the issue may not be effort. The word may simply be coming too early.

Ask yourself:

• Does my child understand the word when they hear it?
• Can they say the sounds in the word?
• Am I teaching too many at once?
• Does this word have more than one tricky part for my child right now?

If needed, go smaller. Choose an easier word, shorten the review, or spend more time reinforcing the regular parts of the word.

You do not need to force mastery in one sitting.

A simple red word routine parents can use

If you want a basic plan, try this:

1. Review 2 old red words
2. Teach 1 new red word
3. Mark the tricky part
4. Read it in 2 short phrases
5. Spell it once from memory
6. Revisit it tomorrow

That is enough. For many children, five focused minutes is more effective than twenty rushed ones.

You might also find this helpful: What Does an Orton-Gillingham Lesson at Home Look Like?

Red words can feel confusing at first, especially when you are trying to help at home and do not want to make things harder. But they usually go better when you slow down, teach the word directly, and keep the tricky part clear and concrete.

Your child does not need to memorize long lists. They need a simple routine, lots of review, and words taught in a way that makes sense.

If you want extra support, ReadGenie gives children structured reading practice with systematic phonics, repetition, and decodable passages designed to build confidence step by step. You can check it out here: App Store or Google Play.