The Orton Gillingham Approach Review What is the

The Orton Gillingham Approach

Review: What is the Orton Gillingham Approach? Language-based: The Orton Gillingham approach is based on a technique of studying and teaching language, understanding the nature of human language, the mechanisms involved in learning, and the language-learning processes in individuals.

What is the Orton Gillingham Approach? Multisensory: Orton-Gillingham teaching sessions are action-oriented and involve constant interaction between the teacher and the student and the simultaneous use of multiple sensory input channels reinforcing each other for optimal learning. Using auditory, visual, and tactile/kinesthetic elements, all language skills taught are reinforced by having the student listen, speak, read and write. For example, a dyslexic learner is taught to see the letter a, say its name and sound and write it in the air – all at the same time. A textural feature, such as tracing in sand, may be used to add a tactile stimulus. The approach requires intense instruction with ample practice. The use of multiple input channels is thought to enhance memory storage and retrieval by providing multiple "triggers" for memory.

What is the Orton Gillingham Approach? Structured, Sequential, and Cumulative: The Orton-Gillingham teacher introduces the elements of the language systematically. Sound-symbol associations along with linguistic rules and generalizations are introduced in a linguistically logical, understandable order. Students begin by reading and writing sounds in isolation. Then they blend the sounds into syllables and words. Students learn the elements of language—consonants, vowels, digraphs, blends, and diphthongs —in an orderly fashion. They then proceed to advanced structural elements such as syllable types, roots, and affixes. As students learn new material, they continue to review old material to the level of automaticity. The teacher addresses vocabulary, sentence structure, composition, and reading comprehension in a similar structured, sequential, and cumulative manner.

What is the Orton Gillingham Approach? Cognitive: Students study the many generalizations and rules that govern its structure. They also learn how best they can learn and apply the language knowledge necessary for achieving reading and writing competencies. Hmmm…I need to follow the ll, ff, ss rule

What is the Orton Gillingham Approach? Flexible: Orton Gillingham teaching is diagnostic and prescriptive in nature. Teachers try to ensure the learner is not simply recognizing a pattern and applying it without understanding. When confusion of a previously taught rule is discovered, it is re-taught from the beginning.

Orton-Gillingham and Max. Scholar There are 3 major components to Max. Scholar 1. Max. Phonics 2. Max. Words 3. Max. Reading Let’s take a look at the scope and sequence of these components.

Max. Phonics

Scope and Sequence: Consonants and Short Vowels n.

Scope and Sequence: Blends

Scope and Sequence: Digraphs

Workbooks

Max. Words

Scope and Sequence: Syllables Closed Consonant-le Open Vowel Teams Consonant-e r-controlled

Scope and Sequence: Spelling Rules

Scope and Sequence: Prefixes and Suffixes

Scope and Sequence: Greek and Latin Roots

Workbooks (Max. Words) Lessons are identical to software!

Max. Reading

Max. Reading Level 0 (K) Prep 1 & Prep 2 Max. Reading Level 0 (K)Prep 1 & Prep 2 These two books are different than the rest because they only include images instead of text. We use STRUCTURE WORDS to prompt students in order to help the student create a movie in their head and retell the story. T ü Ask questions like: what is going on in the picture? Can you picture any sound? Where do you think this is happening? ü Not all words will be applicable to every picture. Use only those that are relevant so that students can create the movie in their heads. ü After structure exercise is done, the student will move on to the comprehension test.

Max. Reading Levels 0 & 1 On the remaining books of level 0, as well as all the books in level 1, we will start reading text, and adding a few more exercises for each chapter: T 1. Reading: the story is read by the student (independently), by the teacher (guided reading), or by the computer (read aloud button). 2. Highlighting: the student is asked to highlight the topic, main idea, and important details of the story. 3. Self-check: the student receives a score on the highlighting. He/she can then compare what the system considered as the correct highlighting. 4. Comprehension: the student answers five reading comprehension questions. 5. Score: the student receives a chapter score (highlighting + comprehension).

Max. Reading Levels 2 and up Starting from level 2, and up to level 12, there are even more activities for the student to complete. We start incorporating studying and writing strategies here as well: 1. 2. 3. 4. 5. 6. 7. 8. 9. T Max. Vocab: the student goes through the selected vocabulary words and their definitions. Reading: the story is read by the student (independently), by the teacher (guided reading), or by the computer (read aloud button). Highlighting: the student is asked to highlight the topic, main idea, and important details of the story. Self-check: the student receives a score on the highlighting. He/she can then compare what the system considered as the correct highlighting. Vocabulary: the student encounters and defines new vocabulary before reading the article Outline: the student organizes the information from the text into ideas and supporting details. Written exercise: the student can choose to write a summary, answer an open-ended question, or a general question. Comprehension: the student answers five reading comprehension questions. Score & games: the student receives a chapter score (highlighting + comprehension).

Learning to Teach Orton-Gillingham Based Lessons

Keep Calm and Welcome December

Max. Phonics

December’s Homework: Creating a Lesson Plan sh, th, wh, ch, ph, qu

LESSON: Max. Phonics: sh, th, wh, ch, ph, qu 1. Visual/Kinesthetic Drill—sound cards Show blend cards with blend name, keyword and sound (cl-clam-/cl/) for all blends sh, th, wh, ch, ph, qu. Students respond to showing card by repeating pattern and then skywriting while speaking motor pattern aloud when cards are shown. Repeat as necessary for practice. Review motor patterns if any student falters in skywriting/writing.

2. Tactile Auditory/Sound Drill Say blend name, keyword and sound out loud for all blends sh, th, wh, ch, ph, qu. Students respond by repeating pattern and individually skywriting/writing blends without visual stimulus. After each, reinforce by showing visual stimulus.

3. Sound Blending/Tapping Use sand, salt or uncooked rice, Alpha Chips When cued, students create and blend: shed, thin, chat, thin, whiz

4. Fluency/Word List (WPM DRILL, List in workbook, page 34) NAME: SCORE

5. Controlled Reader Workbook p. 38

6. Spelling Dictation then thin photo** shed chat quiz what** when chin quit

7. Sight Words Page 37 in Workbook Show, say, spell, say sight words: try, which, made, also. Students say, spell, say, and write them in notebooks. Cards are visible at all times. Next, follow auditory procedure for sight words: try, which, made, also (say, spell, say, write, flash visual stimulus after spelling).

8. Sentence Dictation Meg quit her job. Mom had a shop. This is a photo of the red quilt. When is the quiz?

Teaching Orton Gillingham Phonics Practice Lesson

What You Need to Teach the O-G Phonics Lesson: • • Lesson Plan (Simply follow the sequence in the Workbook!) Sound Cards Sight Word Cards Phonics Workbook • • Word List for Dictation Fluency Word List Sentences for Dictation Controlled Reader • Manipulatives: Alpha Chips or sounds written on index cards. Tray or plate with sand, salt or sugar for tracing motor patterns of phonograms. • Students need paper and pencil for dictation.

Sound Cards visual and auditory teaching and review All of the sound card pictures are found in the Dashboard in the software. Use these to make cards for other lessons. cl, bl, pl, fl, gl, sl, a

Workbooks

Manipulatives Use Alpha Chips or make manipulatives with index cards and a black sharpie. Also use salt, sand or uncooked rice in trays or plastic plates.

Sight Word Cards Make these with index cards and a red sharpie. with, his, be, may, next, in, will

Phonics Training: How to Make Sounds Stops—Always make the “schwa” as short as possible b c d g j k p qu t w y (Note: here the q and u are paired because the q rarely appears without the u. Together they make the sound “kw”) Continuants—Never insert a “schwa” a e f h i l m n o r s u v x z zh ch th (Note: x sounds like “ks”) Voiced and Unvoiced Cognates VOICED UNVOICED b p d t g k (c) v f j ch z s (may be voiced in some plurals) zh (as in azure, garage) sh th (as in this, brother) th (as in thing, with)

Orton Gillingham Lesson cl, bl, pl, fl, gl, sl, a

Let’s Get Started!

1. Visual Review

Visual Review visual and auditory teaching and review You have these. Also, all of the sound card pictures are found in the Dashboard in the software. cl, bl, pl, fl, gl, sl, a I see them and say them!

cl Around around; down

bl down, up and around; down

pl down, up and around; down

fl half around, down and across; down

gl around, down and half around; down

sl around, turn and around; down

a around, up and down

2. Auditory Review

2. Auditory Review I recognize all of the sounds when I hear them!

cl

bl

pll

fl

sl

3. Manipulatives clap slam flat glad Use Alpha Chips or make manipulatives with index cards and a black sharpie. Also use salt, sand or uncooked rice in trays or plastic plates.

4. Fluency Builds automaticity 60 seconds! The list is found in the workbook, page 38.

Countdown: 60 seconds. Count the number of words correctly read. clap flat blap plap slat slap clap blat slam clag glan blam clad glam plan glat flab plat glad

Fluency norms are in the Dashboard under “Materials”

5. Word Dictation Encoding Success! 1. Pencil and paper (or workbook) dictation of 10 words from the fluency list. cl-a-p These are found in the workbook, pages 36 -37.

5. WORD DICTATION (Choose words from List, page 38) clap slap flat slam slat flab glad blat plan flap

6. Controlled Reader Decoding Success! I’m a GREAT reader!!! The Reader is found in the workbook, beginning on page 42.

Dan is slim and has a big flag. He will bring it to class to play with his pal, Ben. The class will be glad to see a big red flag. It may be hot if it is in the sun. Peg, Sam and Meg like flags. Dan’s dad also likes flags.

7. Sight Words (Visual) Make these with index cards and a red sharpie. with, his, be, may, next, in, will

with

his

be

may

next

in

will

7. Sight Words (Auditory) with, his, be, may, next, in, will

with

with

his

his

be

be

may

may

next

next

in

in

will

will

8. Sentence Dictation Encoding Is Ben with Sam? These are found in the workbook, beginning page 42.

8. SENTENCE DICTATION (taken from Controlled Reader) The class has a big flag. The map is big and flat. Meg will be glad to sit next to Ben. Is Ben with Sam? Dan likes flags.

…and that’s how to teach a complete OG lesson plan! Wow, this looks just like Orton Gillingham!

Wow! Good Practice!

Questions?

Max. Reading

Running the Movie: Start Teaching Reading Comprehension Before Students Even Encounter Text! Preschool students need to begin to visualize and use language to help them to “run a movie in their heads”. Understanding and using basic linguistic concepts is the precursor to understanding what they see and hear and eventually, to understanding what they read as they learn to read.

Here are examples of basic linguistic concepts. This is not an exhaustive list. And, of course, the best way to teach these is, when possible, experience the concept/move their bodies through space, then manipulate objects, and then in the two. D (flat) range. • Basic colors: red, orange, yellow, green, blue, purple, pink, brown, black • Directions - through, around, open, close • Quantities - one, one more, less, more, most, few, many, some • Sequences - first, next, after that, and finally, before, after, • Shapes - circle, triangle, square, rectangle, diamond, oval, round • Size - small, large, big, little, huge, tiny • Social/Emotional States (feelings) - happy, sad, mad, angry, silly, surprised • Textures - bumpy, rough, smooth, soft, prickly, hard • Time - morning, afternoon, evening, late, early, today, tomorrow, week, month, year, day • Spatial Relationships and Positions - on, off, in, out, under, in front, behind, top, bottom, up, down, inside, outside, high, low Descriptions - loud, soft, hot, cold, fast, slow, new, old, empty, full, wet, dry

Max. Reading Level 0 (K) Prep 1 & Prep 2 Max. Reading Level 0 (K)Prep 1 & Prep 2 These two books are different than the rest because they only include images instead of text. We use STRUCTURE WORDS to prompt students in order to help the student create a movie in their head and retell the story. T ü Ask questions like: what is going on in the picture? Can you picture any sound? Where do you think this is happening? ü Not all words will be applicable to every picture. Use only those that are relevant so that students can create the movie in their heads. ü After structure exercise is done, the student will move on to the comprehension test.

Pretend that you cannot see the picture you are displaying for students. Use structure words to encourage students to fully describe the picture. Continue to repeat back to the students their observations so that they can add details or correct errors.

Guided lessons ü It is recommended that the teacher demonstrates the steps of Max. Reading first, and then have the students work independently. ü Different levels contain different exercises which can be done as guided reading by using a smartboard or projector.

Max. Reading Levels 0 & 1 On the remaining books of level 0, as well as all the books in level 1, we will start reading text, and adding a few more exercises for each chapter: T 1. Reading: the story is read by the student (independently), by the teacher (guided reading), or by the computer (read aloud button). 2. Highlighting: the student is asked to highlight the topic, main idea, and important details of the story. 3. Self-check: the student receives a score on the highlighting. He/she can then compare what the system considered as the correct highlighting. 4. Comprehension: the student answers five reading comprehension questions. 5. Score: the student receives a chapter score (highlighting + comprehension).

On an experience chart, make quick line drawings as you tell the story. Then ask students to tell the story in their own words! Bud

Max. Reading Levels 2 and up Starting from level 2, and up to level 12, there are even more activities for the student to complete. We start incorporating studying and writing strategies here as well: 1. 2. 3. 4. 5. 6. 7. 8. 9. T Max. Vocab: the student goes through the selected vocabulary words and their definitions. Reading: the story is read by the student (independently), by the teacher (guided reading), or by the computer (read aloud button). Highlighting: the student is asked to highlight the topic, main idea, and important details of the story. Self-check: the student receives a score on the highlighting. He/she can then compare what the system considered as the correct highlighting. Vocabulary: the student encounters and defines new vocabulary before reading the article Outline: the student organizes the information from the text into ideas and supporting details. Written exercise: the student can choose to write a summary, answer an open-ended question, or a general question. Comprehension: the student answers five reading comprehension questions. Score & games: the student receives a chapter score (highlighting + comprehension).

Abraham Lincoln: Childhood

Questions?

Here’s a You. Tube Video to review how to use the dashboard! It’s there to remind you how whenever you might need it! https: //youtu. be/9 o 7 cy. XTm-30 How do I do this again? ? ?