The Orton Gillingham - PowerPoint Presentation

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The Orton Gillingham - PPT Presentation

Approach Review What is the Orton Gillingham Approach Languagebased 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 ID: 708343

reading student words students student reading students words highlighting maxreading comprehension orton gillingham sound score level cards story read

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Slide1

The

Orton

Gillingham

ApproachSlide2

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.Slide3

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.Slide4

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.Slide5

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

ruleSlide6

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.Slide7

Orton-

Gillingham

and MaxScholar

There are 3 major components to MaxScholarMaxPhonics

MaxWords

MaxReading

Let’s take a look at the scope and sequence of these components.Slide8

MaxPhonicsSlide9

Scope and Sequence:

Consonants and Short Vowels

.Slide10

Scope and Sequence:

BlendsSlide11

Scope and Sequence:

DigraphsSlide12

WorkbooksSlide13

MaxWordsSlide14

Scope and Sequence:

Syllables

Closed

Consonant-leOpen

Vowel Teams

Consonant-e

r-controlledSlide15

Scope and Sequence:

Spelling RulesSlide16

Scope and Sequence:

Prefixes and SuffixesSlide17

Scope and Sequence:

Greek and Latin RootsSlide18

Workbooks (

MaxWords)

Lessons are identical to software!Slide19

MaxReadingSlide20

MaxReading

Level 0 (K)

Prep 1 & Prep 2

MaxReading

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.

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.Slide21

MaxReading

Levels 0 & 1

MaxReading

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:

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).Slide22

MaxReading

Levels 2 and up

MaxReading

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:

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).Slide23

Learning to Teach

Orton-Gillingham

Based LessonsSlide24
Slide25
Slide26
Slide27
Slide28
Slide29

Keep Calm and Welcome DecemberSlide30

MaxPhonicsSlide31
Slide32

December’s Homework: Creating a Lesson Plan

, th, wh, ch,

ph, quSlide33

LESSON:

MaxPhonics

Visual/Kinesthetic Drill—sound cards

Show blend cards with blend name, keyword and sound (cl-clam-/cl/) for all blends

, 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. Slide34

Tactile Auditory/Sound Drill

Say blend name, keyword and sound out loud for all blends

, qu.

Students respond by repeating pattern and individually skywriting/writing blends without visual stimulus. After each, reinforce by showing visual stimulus.Slide35

Sound Blending/Tapping

Use sand, salt or uncooked rice, Alpha Chips When cued, students create and blend: shed, thin, chat, thin, whizSlide36

Fluency/Word List (WPM DRILL, List in workbook, page

34)

NAME:

SCORE

Slide37

Controlled Reader Workbook p. 38

Slide38

Spelling Dictation

then

thin

photo**

shed

chat

quiz

what**

when

chin

quitSlide39

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).

Slide40

Sentence Dictation

Meg quit her job.

Mom had a shop.

This is a photo of the red quilt.

When is the quiz?Slide41

Teaching

Orton Gillingham Phonics

Practice LessonSlide42
Slide43
Slide44

What You Need to Teach the O-G Phonics Lesson:

Lesson Plan (Simply follow the sequence in the Workbook!)

Sound CardsSight Word CardsPhonics Workbook

Word List for DictationFluency Word ListSentences for DictationControlled ReaderManipulatives: 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.Slide45
Slide46

Sound Cards

visual and auditory teaching and review

cl,

All of the sound card pictures are found in the Dashboard in the software. Use these to make cards for other lessons.Slide47

WorkbooksSlide48

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.Slide49

Sight Word

Cards

Make these with index cards and a red sharpie.

with, his, be, may,

next,in

, willSlide50

VOICED

UNVOICED

k (c)

s (may be voiced in some plurals)

zh (as in azure, garage)

th (as in this, brother)

(as in thing, with)

Phonics Training: How to Make Sounds

Stops—

Always

make the “schwa” as short as possible

b c d

g j k p

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

m n o r s u v x z

(Note: x sounds like “

”)

Voiced and Unvoiced Cognates

Slide51

Orton

Gillingham

Lesson

cl,

sl, aSlide52

Let’s Get Started!Slide53

1. Visual

ReviewSlide54

Visual Review

visual and auditory teaching and review

cl,

, a

see them and say them!

You have these. Also,

all of the sound card pictures are found in the Dashboard in the software. Slide55
Slide56

Around and around; downSlide57
Slide58
Slide59

down, up and around;

downSlide60
Slide61
Slide62

down, up and around;

downSlide63
Slide64
Slide65

half around, down and across; downSlide66
Slide67
Slide68

around, down and half around;

downSlide69
Slide70
Slide71

around, turn and around;

downSlide72
Slide73
Slide74

around, up and downSlide75
Slide76

2. Auditory

ReviewSlide77

2. Auditory Review

I recognize all of the sounds when I hear them!Slide78

clSlide79
Slide80

blSlide81
Slide82

pllSlide83
Slide84

flSlide85
Slide86
Slide87
Slide88

slSlide89
Slide90
Slide91
Slide92

3.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.

clap

slam

flat

gladSlide93

4. Fluency

Builds automaticity

60 seconds!

The list is found

in the workbook, page

38.Slide94

Countdown:60 seconds. Count the number of words correctly read.

clap

blat

glam

flat

slam

plan

blap

clag

glat

plap

glan

flab

slat

blam

plat

slap

clad

gladSlide95

Fluency norms are in the Dashboard under “Materials”Slide96

5. Word

Dictation

Encoding Success!

cl-a-p

These are found in the workbook,

pages 36-37.

Pencil

and paper (or workbook) dictation of 10

words from the fluency list. Slide97

5. WORD DICTATION (Choose words from List, page 38)

clap

flat

slat

glad

plan

slap

slam

flab

blat

flapSlide98

6. Controlled

Reader

DecodingSuccess

I’m a GREAT reader!!!

The Reader is found

in the workbook,

beginning on page

42.Slide99

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.Slide100

7. Sight Words (Visual)

Make these with index cards and a red sharpie.

with, his, be, may, next, in, willSlide101

withSlide102

hisSlide103

beSlide104

maySlide105

nextSlide106

inSlide107

willSlide108

7. Sight Words (Auditory)

with, his, be, may, next, in, willSlide109

withSlide110

withSlide111

hisSlide112

hisSlide113

beSlide114

beSlide115

maySlide116

maySlide117

nextSlide118

nextSlide119

inSlide120

inSlide121

willSlide122

willSlide123

8. Sentence

Dictation

Encoding

Is Ben with Sam?

These are found in the workbook,

beginning page

42.Slide124

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.Slide125

…and that’s

how to teach a

complete OG lesson plan!

Wow, this looks just like

Orton

Gillingham

!Slide126

Wow!

Good Practice!Slide127

Questions?Slide128

MaxReadingSlide129

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.

Running the Movie: Start Teaching Reading Comprehension Before Students Even Encounter Text!Slide130

• 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

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

twoD

(flat) range.Slide131

MaxReading

Level 0 (K)

Prep 1 & Prep 2

MaxReading

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.

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.Slide132
Slide133

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.Slide134
Slide135

It is recommended that the teacher demonstrates the steps of

MaxReading

first, and then have the students work independently.

Different levels contain different exercises which can be done as guided reading by using a

smartboard

or projector.

Guided lessons

Guided lessonsSlide136

MaxReading

Levels 0 & 1

MaxReading

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:

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).Slide137
Slide138

Bud

On an experience chart, make quick line drawings as you tell the story. Then ask students to tell the story in their own words!Slide139
Slide140
Slide141
Slide142
Slide143
Slide144

MaxReading

Levels 2 and up

MaxReading

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:

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.