Orton Gillingham Reading Lenise Moore,

1. Orton Gillingham ReadingLenise Moore, Orton Gillingham Therapist Instructional Coachmoorel@wcschools.com

2. http://www.readinghorizons.com/documents/webinars/essential-need-orton-gillingham.pdfhttp://www.readinghorizons.com/documents/webinars/essential-need-orton-gillingham.pdf

3. Letter Reversals • “magic c” Strategy: • When writing “magic c” letters, teach students to make the letter c and teach them to write c when they begin a, d, g. Those letters will then face the right way. • To distinguish between ‘b’ and ‘d’, look for the “magic c”. • Olsen, Jan Z. Handwriting Without Tears

4. Far-Point Copying • We have to TEACH students how to copy. Begin by modeling - one letter at a time, then letter combinations, then words, then phrases, then short sentences.

5. Phonemic Awareness: • Know your students' phonemic • awareness abilities and address and • build on these, daily. PA strategies • are easily implemented throughout • the day - transition times are a • great opportunity.

6. Tapping to Decode Because students will often be holding a pencil, train them to ‘tap’ with their non-dominant hand. Tap left to right, to reinforce reading left to right - right-hand, begin with pinky - left-hand, begin with thumb. Tap for each sound (phonogram), rather than individual letters - stretch. Make this a natural part of reading everyday, so it becomes a habit.

7. Blending Strategy • When a student struggles to read a word and • tapping doesn’t help: underline first sound, • say “sound?”, underline first and second sound, • say “sound?”, continue, as needed, to end of • word, then read the word. • s tretch - s • st retch - st • stretch - str • stretch - stre • stretch - stretch • stretch • c at - c • ca t - ca • cat - cat • cat

8. Sight Words • Introduce the word and discuss it. • Spell and read the word 3 times (can add gestures). • Spell, write, and read the word 3 times. • Cover and write the word without looking. • Review: Spell and read, as needed.

9. what

10. Rabbit Words - rab-bit - Closed Syllable (ends with a consonant and vowel sound is short) Reptile Words - rep-tile - magic e Penny Words - pen-ny Tulip Words - tu-lip - Open Syllable (ends with a vowel and the vowel sound is long) Consonant -le - can-dle - ma-ple Camel Words - cam-el • Syllabication

11. Hornet Words - hor-net - r-controlled Pilgrim Words - pil-grim tion/sion - con-struc-tion - man-sion Bandaid - band-aid - vowel teams Cowboy - cow-boy - compound words Violin Words - vi-o-lin Crazy “i” - con-ti-nent Connectives - reg-u-lar Syllabication (continued)

12. Spot and Dot Syllables • -Find the vowels and dot them. • f a n t a s t i c • 1 2 1 2 •  -Count the consonants between vowels. •  -Even # of consonants – split between them unless they make only one sound. • -Odd # of consonants – “odds are” the middle consonant goes with the next syllable. • t u l i p c a m e l

13. Barton Reading And Spelling System • By Susan Barton • Susan Barton’s system uses a strategy similar to “spot and dot”, but more multi-sensory. Use letter tiles that have a different color for the vowels (including y and w). Spell the word. Use forefingers to move the vowels aside, count the consonants between the vowels, and manipulate the consonants to divide the syllables. • fa nt a st i c = fan tas tic

14. Reverse Direction Decoding • by Kenneth Wesson • 1. Pre-read a paragraph, a small section of a book or a chapter.2. Identify all unfamiliar words and difficult multisyllabic words.3. Write them in a list form in one column.4. Use the chart to divide those words into syllables in the second column.5. Place your left thumb or a small rectangular piece of paper over all but the very last syllable of the word.6. Pronounce the last syllable.

15. 7. Now, uncover the last two syllables and pronounce them in their proper order, beginning with the second-to-last syllable.8. Reveal only one additional syllable at a time, moving toward the left and away from the very last syllable. Pronounce the last three syllables in their proper order; then pronounce the last four syllables in order, etc., until all syllables have been uncovered and read in order.9. Read the complete word three or four times, until it no longer needs to be read completely in order to pronounce it entirely.10. The word should be recognizable and should have moved into your “sight vocabulary.”

16. quotation quo ta tion

17. COPS Dictation Strategy • Teacher dictates the sentence • Students and teacher repeat • Students write the sentence • Students use COPS strategy to self-check • This strategy can also be used paragraphs

18. COPS Strategy for Dictation • C- capitalization • O- organization • Paragraph indent? • Does it make sense? • P- punctuation • S- spelling

19. C • O • P • S • the dog run the to pon

20. Fit for Life • do you no what diet means some people think it means eting less food to weight lose the real meaning of diet is eating foods to stay healty • a healthful diet includes fruits and vegetables those foods are grate sources of nutrients nutrients are substances that al living things need

21. The Take-Away: • Repetition is the key. • Daily practice using the OG strategies is • your best friend. You can slow down skill introduction, if needed, but don't stall. • Just continue to add phonograms, syllabication, and morphology, and practice daily, in everything you do.

22. Morphology

23. Suffixes = parts of speech: • Examples:

25. Tic Tac Toe Variation • (for large and small groups) • Students divide up into two groups and select “X” or “O”. • 2. Teams take turns spelling words selected by the teacher (words that match the Phonics rules taught) - if they are correct, they then place “X” or “O” on the square of their choice. • 3. The winner is the team that three horizontally, vertically, or diagonally. • Orton Gillingham

26. Building Words • The code below assigns a point value to letters or digraphs. Try to get the highest number of points by forming as many words as possible. • Points Letters/digraphs • 1 a, e, i, o, u • 2 t, n, b, r, s, ar, er • 5 c, d, g, h, m, f, p, v, w, y, ee, oa, oi, ai, ay, oy • 10 j, k, q, -ck, -tch, -dge, ou, oo, ow, igh • 15 x, z, -ture • Orton Gillingham

27. Orton Gillingham

28. MSL/OG Deck (regular Phonogram card deck) - $12.00 • Blending/Spelling Deck - $12.00 • Red Words - $15.00 • Rhyming Deck - $10.00 • Coloring Phono Deck (Kindergarten)-  $10.00 • Prefix Deck - $15.00 • Suffix - $15.00 • Lower Level Latin Roots - $15.00 • Uppler Level Latin Roots - $15.00 • MSL/OG CD - $100.00 • Morphology CD - $75.00 • Kindergarten CD - $40.00 • Add 4.71% tax and shipping. • 1 -3 items $6.95 • 4-15 items $15.95 • Contact us for larger orders. • Please make your check payable to: • Ronald Yoshimoto • 98-410 Koauka Loop #21B • Aiea, Hi 96701 • Be sure to note shipping address. • All items are shipped via priority mail with insurance upon receipt of payment. • Any questions please call: • Toll free:  1-888-642-0404 • Or, email:  atc@hawaii.rr.com • Herbert Baker (for Ron Yoshimoto) • Fax:  (808) 484-9148

29. Resources • Vowel Game - Pinterest - http://fairydustteaching.com/2011/12/all-about-vowels.html • Orton Gillingham Manual • Ronald Yoshimoto - Orton Gillingham Therapist and Trainer - • http://msl-orton.com.hk/about_us/ron.htm • Barton Reading and Spelling System – Susan Barton www.susanbarton.com • Pinterest - www.pinterest.com - search Orton Gillingham Strategies • Olsen, Jan Z. Handwriting Without Tears • Pinterest - http://fairydustteaching.com/2011/12/all-about-vowels.html • Kenneth Wesson - http://brainworldmagazine.com/reverse-direction-decoding/ • Fictionary - Mary Bigler - www.marybigler.com

30. iPad Apps • Recommended by MTSU Dyslexia Center • (The grade levels listed next to each app are suggestions. Older struggling readers may benefit from some apps that are recommended for younger students, provided the content, graphics, games, and activities are appropriate.) • Phonological Awareness • Hear 2 Read Talking Talk (grades K-3) • Webber HearBuilder Phonological Awareness (grades K-3) • Phonics and Spelling • A+ Spelling (appropriate for all ages and grade levels) • Phonics Genius – Alligator Apps (grades K-6) • Sound Literacy – (This app includes tilesets for teaching a wide range of phonics skills. It should be used by teachers/tutors during instruction and is not designed for students’ independent work. Since teachers select which tilesets to use and which skills to teach, this app can be used with students of all ages and grade levels.)

31. iPad Apps - continued • Vocabulary (all of the apps in this category are most appropriate for secondary students) • Marie’s Words • Quizzitive • Vocab.com • Fluency • One-Minute Reader (materials for early first grade through middle of fifth grade) • Read With Me Fluency (appropriate for all grade levels, teachers can add own texts) • Comprehension • Reading Comprehension - Classroom Complete Press (grades 5-8) • Reading Comprehension - Peekaboo Studios (grades 3-5) • Webber HearBuilder Sequencing (grades K-6) • Apps with Read Aloud capabilities • Reading Rainbow (most appropriate for ages 3 to 9 years) • Voice Dream Reader (most appropriate for secondary and college students)