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The Orton Gillingham Approach. Review: What is the Orton Gillingham Approach?.
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Review:What is the Orton GillinghamApproach? Language-based: The Orton Gillinghamapproach 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 GillinghamApproach? 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 GillinghamApproach? 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 GillinghamApproach? Hmmm…I need to follow the ll, ff, ss rule 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.
What is the Orton GillinghamApproach? Flexible: Orton Gillinghamteaching 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 MaxScholar There are 3 major components to MaxScholar MaxPhonics MaxWords MaxReading Let’s take a look at the scope and sequence of these components.
Scope and Sequence: Syllables Closed Consonant-le Open Vowel Teams Consonant-e r-controlled
Lessons are identical to software! Workbooks (MaxWords)
MaxReading Level 0 (K)Prep 1 & Prep 2 MaxReading Level 0 (K)Prep 1 & Prep 2 T 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. • Ask questions like: what is going on in the picture? Can you picture any sound? Where do you think this is happening? • 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. • After structure exercise is done, the student will move on to the comprehension test.
MaxReading Levels 0 & 1 MaxReading Levels 0 & 1 T 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: 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. Comprehension: the student answers five reading comprehension questions. Score: the student receives a chapter score (highlighting + comprehension).
MaxReading Levels 2 and up MaxReading Levels 2 and up T 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: MaxVocab: 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).
December’s Homework: Creating a Lesson Plansh, th, wh, ch, ph, qu
LESSON: MaxPhonics:sh, th, wh, ch, ph, qu • 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
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?
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 cl, bl, pl, fl, gl, sl, a All of the sound card pictures are found in the Dashboard in the software. Use these to make cards for other lessons.
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 zhchth (Note: x sounds like “ks”) Voiced and Unvoiced Cognates
