Og staff mtg ppt

Implementing Orton Gillingham

Based Multi-Sensory Instructional

Strategies to Improve Spelling

and Decoding

An Introduction and Overview

Montebello Elementary SchoolStaff Meeting, December 12, 2012

By, Bianca Tanis

What is Orton Gillingham based Multi-Sensory Instruction?

Multi-sensory reading instruction links

visual, auditory, and kinesthetic/tactile

modalities when learning the phonological

skills needed for reading and spelling.

What is Orton Gillingham based Multi-Sensory Instruction?

Students link the visual symbol (what

they see) with its corresponding sound

(what they hear) and kinesthetic-tactile

input (what they feel) as they write or

trace the pattern.

Who Benefits from Orton Gillingham Based Multisensory Instruction?

The Orton Gillingham approach

provides instruction that is:

• Direct

• Systematic

• Diagnostic

• Prescriptive

• Multi-sensory

How is the Orton Gillingham approach different

from other reading instruction?

Whole Language & Balanced Literacy

• Constructivist

• Students use context, prior knowledge, exposure to quality literature and perspective to find meaning in printed language.

• De-emphasis on correct spelling and grammar

• Use of hands on, inquiry based word study programs

Orton Gillingham

• Direct, scaffolded ,and sequential phonics instruction

• Use of controlled, decodable text that ensures the student is only presented with sight words and words that she has been taught explicit rules or patterns by which to decode them.

How is the Orton Gillingham approach different

from other reading instruction?

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Teach students to utilize S.O.S. Spelling

S.O.S Super Out loud Spelling!

1. Say the word

2. Finger spell the word

3. Write and say the letter

names or sounds

4. Read the word

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Develop a cueing system for letter

sounds, spelling patterns and spelling

rules. The more senses you can involve

the better!

How can we incorporate components of Orton Gillingham in

the classroom in a manageable way?

Connect a visual and a key word to letters for students who are having difficulty with a particular letter sound or pattern.

C

/ch/

The student looks at the card and says “ch, chair, /ch/.”

Now you have created a visual and auditory cue.

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

– Incorporation of movement for cueing letter/sound correspondence links visual, auditory, and kinesthetic-tactile modalities and increases retention.

• Example: Student looks at visual and says “I, itchy, /i/” while scratching hand.

i /i/

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

• Use a consistent cueing system

– Consistent language and visuals for spelling rules and key words leads to less confusion and better retention of concepts.

How can we incorporate components of Orton Gillingham

in the classroom in a manageable way?

Create posters and mnemonic devices that students can refer to.

General Cindy

ce, ci, cy

c says /s/

face

cent

city

fancy

General Cindy

ge, gi, gy

g says /j/

gem

logic

gym

stingy

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Cry Baby!

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Introduce new concepts using kinesthetic activities such as Trace Cover Copy

Close.

T.C.C.C. Spelling

• Trace the word.

• Copy the word.

• Cover the word and write it.

• Close your eyes and write it.

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

• Use manageable kinesthetic materials for T.C.C.C.

– Dry erase boards

– Chalk on construction paper

– Scented markers or pens

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Blind Writing and Finger SpellingStudents practice writing letters, phonemes or words with a finger on a textured surface with their eyes closed. While writing, the student says the letter names or sounds as they are written.

Use materials such as:

• Sandpaper

• Velvet

• A square of carpet

• Glue or hair gel in a sealed bag attached to a board

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Any of these methods can be used as an easy and effective means of sight word

practice.

Be Careful

Encourage students to say letter name rather than sound during sight word practice as

many sight words are not spelled phonetically.

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Use a a direct and sequential approach to teach new or tricky concepts.

o Determine pre-requisite knowledge and skills before introducing a new concept.

For example, before teaching “long spelling after short vowel,” determine if your student knows:

The meaning of the word vowel

How to discriminate between short vowel sounds and long vowel sounds

Take nothing for granted!

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Introducing a New Phonics Rule or Pattern• Introduce spelling pattern/rule• Use Trace, Copy, Cover, Close using word(s) exemplifying

pattern/rule• Have the student read multiple examples of words with the

pattern/rule on index cards• Student reads words with pattern/rule in context of sentences or

short passages• Spelling dictation of words, phrases or sentences with pattern/rule

using SOS spelling• Give immediate corrective feedback by asking student to recall rule

or cue• Student rewrites the word

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

*Teach one concept at a time.

Example:

When teaching the –ed ending, first teach words that require a student to just add -ed. Once they have mastered this, spiral back and teach other –ed spelling patterns (doubling rule, silent e rules.)

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

-ed It happened in the

past!

I jumped!

The three sounds of

-ed /id/ planted

/d/ smelled

/t/ jumped

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

-ed Doubling Rule

If the action word ends in

vowel consonant (VC,) double

the final consonant before

adding -ed

shop shopped vc

tag tagged vc

fan fanned vc

-ed Silent e Rule

Silent e….just add d !

prize prized

confuse confused

tape taped

shade shaded

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Provide multiple examples of a spelling pattern or rule in single words, phrases, sentences and text.

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Remember to choose your examples wisely.

For example:

• Do not use the word funny as an example of a short u word unless you have taught the concept of final y.

• When introducing the –ed suffix, the word played is a good example only if you have taught ay.

How can we incorporate components of Orton

Gillingham in the classroom in a manageable way?

Note miscues and spiral back to concepts

that a student is having difficulty with.

Some students may require daily review of

short vowel sounds.

If you have any questions or would like to discuss a particular student please

contact do not hesitate to contact me.

Bianca Tanis

btanis@ramapocentral.org

(845)357-4466, ext 22022