The Literacy Nest

Orton-Gillingham In Small Groups? Yes, You Can!




orton-gillingham lesson planning

Do you find yourself scratching your head when thinking about how the heck to run an Orton-Gillingham lesson plan in small groups during a typical school week?
Common problems which may arise:
  • Timing could be off. You might only have a session about 30 minutes a day or a few days a week. A typical 1:1 OG lesson runs about 45 minutes up to an hour.
  • Pacing is spread out a bit too far. You end up feeling like you could be holding students back instead of moving them forward through the sequence.
  • What do you sacrifice when you have time constraints without compromising fidelity and the greater good for the child and the group?
  • Different needs and ability levels among students might vary. This can make creating common groups tricky. 
Let me start by saying this.
YOU CANNOT MAKE EVERYONE HAPPY. YOU ARE NOT PIZZA.
Now breathe.

If your schedule still gives you heart palpitations, here are some logistical tips to consider:

  • Some folks like the idea of splitting one lesson over two days. You can do this, but you will move more slowly slower through the Orton-Gillingham progression. 
  • Create a modified lesson plan: If you have short sessions each day, you might try it like this: 
  1. Monday-Wednesday: Phonogram drill with a small, specific set of phonogram cards, new concept, review and practice, and controlled reading. 
  2. Thursday and Friday: You can still start with the phonogram drill to start and be sure to make time for controlled text, but use those two days to practice more encoding like spelling and dictation. 
  3. Friday: Make this day a chance to build in practice where the student is more independent. Perhaps there is a choice board of pre-selected games they can play while you observe, take notes and progress monitor. This can inform you as you plan future lessons with your groups and kids love having choice even if it's just for a short time.
    movement breaks

  • Keep them active, engaged and moving even if it means just flipping flash cards or a quick ball toss. Maximize your time by having materials ready. If you have to walk through a building to pick students up, have drill cards with you on a key chain or ring. If your little group walks in single file with you as the leader, give them a prompt in which they have to reply while passing a ball or squishy toy.
  • Be mindful of sizing. I once was in an interview and asked what the average group sizes were for special education students. When I was informed 10-11 students per group, I knew there was something seriously wrong there. Please aim for smaller. 2-3 kids is ideal, but no more than 6 per group. Appropriate service delivery that adheres to a child's IEP is paramount, so be sure you are compliant.
  • Consider the table you use. Whenever possible, a kidney shaped table for small groups works really well. They are all facing you. The only downside is you will have to read their work upside down sometime. BUT, you can give them individual tasks to complete and pull one child at a time to sit right beside you to check their work and provide immediate feedback.
  • Be mindful of what you display. Certainly, you want an alphabet, some reference posters, a pocket chart and access to a white board. But think about what you can display on a tabletop stand or in a flip chart. Are there reference tools a student should keep inside a binder or notebook for their own use? 

When you are teaching in the small group:

  • Three part drill: If you are doing this portion, it's easy to carry on drilling through your card deck with them, but with multiple children, it is recommended to have one child drill a card at a time. So if you have an sh card, each child will say it alone. They all need that auditory and visual piece with you making eye to eye contact with them. There's too much chance for casual error if they are always doing a card drill in unison, and you will not be able to hear the individual child properly enough to make an assessment as to whether they are giving the correct response.
    Provide brief feedback if there is an error and move on to the next card or child. If you want to switch things up and have children respond to a card in unison, it's appropriate to do that once in awhile. Read more ideas for phonogram card drills to see how you can mix things up for further engagement. 
  • When introducing new material, be sure every child has their own multisensory tools  to use such as sand trays, felt boards or plastic cross stitch mats. Give each child the chance to say the name of the phonogram, the key word and the sound individually so you can watch them and hear them. Then, everyone can do it together. I stress watching the pace so one child isn't flying through. Encourage practice in unison. Word cards can be displayed in a pocket chart or anchor chart to read. Then, give each student a word list to practice reading and highlighting. Read my post about word list ideas and Orton-Gillingham notebooks for ideas. Word lists are glued into  notebooks after you are done reading and highlighting. 
  • The review portion of an O-G lesson is a perfect time for games. This is where you can pair children up to play in groups of 2 while you watch and take notes. Plan for easy games with low prep like matching, simple game boards with a start and finish, cube games or tic-tac-toe. It's fine to run a whole group game together as well and take turns around the table. Above all, make it FUN and have fun. Review time is one of my favorite portions. 
  • What Says, SOS and Dictation: For this portion, it's critical that every child is watching your mouth as you pronounce sounds, words, and sentences. It is recommended for timing purpose to train your students to do this portion in unison. I'm including a group note-taking sheet for you to attach to your lesson plans to help you jot down what you observe. Be sure to have copies of student work by scanning a photo of the page they write on and saving it to a computer. This is helpful if they keep all their dictation work in a binder like I do, or take all student work back when the lesson is complete. What's In My O.G. Binder gives lots of organizational tips for student binders. 

  • Oral Reading: Give each child a chance to read individually, but not in a round robin fashion. Make sure the other children are following along. I recommend cutting up the fluency sentence strips I create in many of my multisensory phonics packs and giving each child one to read out loud as a start. Then move onto a controlled reading. I've changed up when I do controlled reading with children in my lessons this year for children who are ready for non-controlled text. I move the controlled reading right after the review and save non-controlled reading until the end of the lesson. 


NEXT TIME: Shaking Up The Routine: What About Stations and Choice Time? 

In a tight weekly schedule or in the event where you have lots of groups to manage at once, is it possible to place children in rotation stations? It is, but be sure they still have time with you and are not independent or in a small group partnership the whole time.  If you have a second pair of hands to help you as you run stations, they can stay on top of the reading behaviors noted while children are not working with you. Everyone would start with you, branch out into rotations with specific jobs for a short time and then return to you for a wrap up spelling and/or dictation. 
Choice time is a chance for children to pick a particular format of practice or game they'd like to play. This is especially helpful incentive when you have children who might be uncooperative. Make earning choice time is a big deal. 


Please join me for part two of this blog post in Summer, 2018! I'll get into changing up the routine and provide more tips for choice time. 

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Before you go...

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Thank you, teachers for ALL that you do! 

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How to Write Effective Orton-Gillingham Progress Reports



orton-gillingham assessments


Tips for Sharing Progress with Parents

Whether you are working in private practice as an Orton-Gillingham tutor or working with students in a classroom or school setting, sharing information about a student’s progress is an important part of our work. When it comes to learning to read, a child’s progress is as individual as the Orton-Gillingham lesson plans themselves.  While you can’t click on an icon and get an instant progress report, there are some tips that can make this task a bit less overwhelming.

·        Set a schedule that is manageable for you. Monthly, every other month or quarterly are potentially good schedules depending on your caseload and progress report format. Pre and post testing results should be reported separately. For more on finding starting points and monitoring progress, "Finding A Starting Point Using The Orton-Gillingham Approach" may help. Some tutors may choose to only complete a formal progress report annually when conducting some testing to demonstrate growth.

o   Caution: It is better to consistently provide less frequent reports in a timely manner than to promise more than you can comfortably manage.

·         For narrative reports, it is helpful to have a format or an editable template like THIS ONE that you use to streamline the report writing. A three part approach in which you:
1. List strengths
2. Explain what the student has been working on in that level of OG, what they demonstrate mastery in and how this learning relates to the goal of this OG level
3. Describe the goal for next steps or continued practice.
I find for students that are reading novels or working with particular focus on additional skills such as handwriting, intensive phonemic awareness work or visual tracking, it is helpful to include a sentence or two about your recent focus or how the student is responding to the book.

free progress report template
GRAB YOUR FREE EDITABLE TEMPLATE HERE!


·         Make sure to write the reports with parents in mind. It is possible to spend a great deal of time writing beautifully detailed and accurate reports that are incredibly helpful to a fellow professional, but overwhelming and confusing for a layperson or parent. This is one of those things I learned the hard way. I find that one way to make the concepts a bit more concrete is to give examples of the types of words that the student is able to read and write given the new concepts that they have mastered.
o   Example: With her latest skills, Jane Doe is able to read and write words like pigtail, mailbox, pathway, railway and dismay.


·         Consider using a checklist format with a few brief comments to make reporting on groups or large numbers of students more manageable. A checklist allows parents to see relatively quickly the amount of material covered and what will be coming up in the near future.

In addition to formal reports, there are some great ways to share information less formally both using technology and more traditional methods. The less frequently a teacher provides formal reporting, the more important these frequent check-ins become.

·         There is nothing quite like face to face conversation about what you are working on, what was tricky and how the child performed during the lesson. Especially for younger children, this ongoing parental contact is hugely valuable. It is important to note that you want to also provide something that parents can share with teachers or refer back to.

·         An exit slip not only makes a great communication tool, but also a way of assessing a student’s understanding of new learning. At the end of the lesson, you ask the student to tell about their new learning while you record their answer on a form to share with their family. Repeating the concept in a clear and concise manner requires synthesizing their learning in a very powerful way.

·         Many tutors use software to manage their clients and schedule that includes an option to share lesson notes with the parent. This is another way to provide frequent short 1-2 sentence updates about the student’s learning. For groups of tutors working together, this is a really nice way to keep communication open and ongoing.

·         A picture is worth a thousand words and seeing a lesson for themselves is a very powerful way to share with parents the work that you are doing with their child. Inviting them to sit in on a lesson from time to time or sharing a videotape is sometimes easier than putting the child’s skill growth into words.

·         For the technologically inclined, there are some wonderful options online for portfolio sharing including the app, Seesaw. Students can share photos, work samples, videos etc. This online portfolio can not only show up to the minute examples of the student’s work, but it can provide a very orderly and concrete way to show growth over time. 



     However, you choose to go about it, parent communication is an important cornerstone of our practice. What is successful for one teacher may not be right for the next and you may need to use different strategies with different families. However, when we work together, it helps our students reach their fullest potential. 

free progress report template











I'd like to share an exciting opportunity for your own personal growth this summer. I have teamed up with a fellow Orton-Gillingham tutor, Jill Kohlenberg of Literacy Journeys to create an online course that we know you're going to love. Not just for O.G. trained folks, Tutor Success Academy is an online, self paced course for ANYONE who is looking to start their own tutoring business or expand their existing tutoring business.
Topics include:
  • Creating offerings
  • Advertising
  • Marketing strategies
  • Money management
  • Systems to help your business run smoothly
  • Policies, handbooks and contracts
With each of the 8-week course modules, you'll receive a workbook for mapping out your business strategies with weekly challenges, an online support in a private FB group hosted my Jill and me.

Does it sound like something you'd like to dive into this summer? Enroll in Tutor Success Academy!
ENROLL HERE!








Building an Understanding of Homophones


ideas for teaching homophones and homonyms



Building an Understanding of Homophones

Soon after introducing the first vowel teams, the need to discuss homophones rears its head. This can be challenging for struggling readers during Orton-Gillingham lesson plans, and especially for ELLs, or English Language Learners. Homonyms and homophones are frequently confused and the words used interchangeably, but there is actually an important difference. Homonyms, also called homographs, are words that are spelled the same, but pronounced differently and have different meanings. 

For example: The sow had 3 piglets. The farmer will sow the seeds. The wind blew down the tree branches. Please wind the clock each Saturday. 

These frequently come up in our word lists when introducing different phonograms. A spelling that students may have seen before reappears in a new word. It is often helpful to include these words as part of vocabulary study and demonstrate for students how the context will help them understand which pronunciation and meaning is correct. 

Homophones are words that sound the same but have different spellings and different meanings. These are words like: main and mane, vain vane and vein, here and hear, and pole and poll.

I typically employ a 3 pronged approach to tackling these tricky pairs and triplets. Each of these techniques becomes appropriate as our students’ knowledge about language deepens. 

The Three Pronged Approach

1. First, I address them frequently as they come up in natural exchanges with a student. We talk about these words as part of vocabulary discussions about our word lists and when a student brings up the other meaning or spelling. I explain the differences and show them the different spellings. I try to anticipate words where clarification is likely to be necessary. 

2. The second part of the 3 pronged approach is to utilize visual clues and hands on games and activities to increase student familiarity with these words. I find it most helpful to select high use words and teach them in conjunction with the relevant vowel teams. So, after teaching the ai vowel team, I might work with students on main and mane, sail and sale, and mail and male. I I like to put each of these words on a card and make a card with a visual link to the meaning.  

Using illustrations for each word or pictures that students create themselves are both effective ideas. If you are particularly creative, you can work an illustration that shows the word’s meaning into the shape of the letters themselves with an example sentence to tie it together. Commercial versions of this type of homophone card are also available. These visual clues can be used for matching games, go fish and more. Students are often highly motivated by this type of activity and enjoy challenging themselves. 

3. The third part of the 3 pronged approach is to investigate the morphology of the words as a way to deepen the student’s understanding of the reasoning behind the spelling. The investigation here is as important a part of the learning as choosing the right homophone. Many of the spellings that seem random in English are actually anything but. The missing piece of information has to do with the morphology of the word. English orthography, or spelling, isn’t purely phonological, but rather morphophonemic meaning that it is based on both meaning and sounds. For example, the number word “two” is orthographically related to twelve and twenty, so although the w isn’t pronounced in the word two, understanding its connection to the other words that begin with the same spelling pattern is helpful for students learning the difference between to and two. The words missed and mist sound identical, but by analyzing the morphological elements, we see that missed is composed of the base word miss and the suffix –ed. This points to the correct usage. 

Brainstorming words that are related by meaning can also shed light on this. For example, when looking at the words read and reed or read and red, knowing that ea can make both the long e and short e sounds helps explain the appropriate homophone usage. “I will read the story that the teacher read yesterday”, is a sentence that demonstrates the semantic relationship between the two pronunciations of “read”. The short e sound in red is not similarly flexible to make both sounds, nor is the double ee in reed. Thus, through a process of logic, our understanding of the correct usage of these two homophone pairs increases. The word here is related to where and there, while the word hear is related to heard. Some of the connections are more obvious than others. 

It is helpful to keep a homophone notebook with the discoveries that students make. Incorporating some of the visual prompts from the second strategy is also a nice addition to the construction of this resource. 

While the study of morphology is applicable to the study of homophones, that is just one of many ways that this sort of investigation can be helpful as students deepen their understanding of the intricacies of the English language. 

As a special thank you for reading this post today, download four FREE spinner games to practice homophones and homonyms with your students or your own children. Enjoy!

homophone activities
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Grab your homophone freebie games here!






Tips For Error Correction During Orton-Gillingham Lessons



orton-gillingham lesson plans

Part of being a successful Orton-Gillingham teacher or tutor means being prescriptive. This means you tailor your Orton-Gillingham lesson plans to meet the specific needs of your struggling readers. Just as important as being prescriptive is being diagnostic. This means that based on a student's performance within a particular task, you are able to make informed decisions about the kind of practice they need going forward for subsequent lessons. You can be diagnostic at any point in the lesson, whether it's the three part drill, a review game, S.O.S. dictation, or oral reading.

Today, I am discussing how to help a student with error correction. Feedback is given immediately to students whenever you are implementing the Orton-Gillingham approach. Ultimately, we want students to be able to pick up on their own errors and correct them. They need to be able to articulate why they are making a change in order to correct an error.

Helping them get to this level of critique takes time. They will need your scaffolding, and you will need a collection of thought-provoking, diagnostic questions. The questions aren't posed to try and trick them into finding their errors. They are merely there to guide their decision making. Above all else, responsibility is placed on the student as often as possible. Do you find yourself talking an awful lot to your students and spending too much time explaining? Please stop! You are giving them the work to do with your guidance. It isn't always easy and you let them know that you understand that.

I'm going to break the types of error corrections into sections, so you can either read them all or skim to the one you really need for your student right away.

Questions for Consideration Before Assessing Errors

  • What do you think is the root cause for the error?
  • Is the error directly related to their reading difficulties or is there an outside factor affecting performance? (ie. attention, fatigue, anxiety, low self esteem, hunger, vision or hearing)
  • Is the error possibly related to your lesson pacing? Could you have spent more time on a prior lesson, or reviewing more? Which progression for Orton-Gillingham lessons are you following?
  • Is there a deeper phonological awareness deficit, word retrieval or working memory issue?
  • Is it a fluency issue? If so, look at their miscues and other reading behaviors carefully 
NOTE: BE SURE TO READ, "WHAT DOES AN ORTON-GILLINGHAM LESSON LOOK LIKE?" IF YOU ARE UNFAMILIAR WITH CERTAIN PORTIONS OF THE LESSON LISTED BELOW. THANK YOU!

Check the Orton-Gillingham category of my store if you are looking for Orton-Gillingham materials. 


Orton-Gillingham lesson plans
Find Orton-Gillingham Materials.


Error Corrections During Phonogram Drills


Sometimes a child will struggle to remember the name of the phonogram, the sound it makes or the key word. If they make an error, take the card out of the deck and lay it on the table. Go back to it and break the task of drilling down with one question at a time instead of them saying the name, sound and key word all at once. 
ASK: What is the name of this phonogram. What is its key word? What sound do you hear?
Sometimes drill cards with pictures of the key words are enough to spark working memory, but you do want to strategically move away from picture prompts as soon as they become more automatic. Once you have broken the task down, it's fine to add in a sand tray or gel board to have them trace as they drill each card. Breaking it down is lengthier, so you may be drilling less cards. But as your students progress, they won't need to go as slowly and the drill will move more quickly. For more phonogram card ideas for greater utility and automaticity, read, "12 Fresh Ideas For Phonogram Card Drills."

Error Corrections During Review or Games 

I actually find the review portion or game time to be one of the most ideal times to see whether your students are heading towards mastery with a particular skill or spelling pattern or need more systematic practice. Keep in mind that any review portion contains material that is very familiar to a student. There is no new material and no curve balls. They are actively practicing either reading, writing or both with words, spelling patterns, learned words, or syllabication they have had prior practice with before. Here are some tips if you see your student heading down the path of errors or in need of support with error correction.
  • Name the letters: Students touch and say each letter OUT LOUD. 
  • Trace the letters: Also known as penciling, have them use a pencil or stylus and trace right over each letter and spell it out loud. If they word is in a book, write the word on a dry erase board. 
  • Build the word with letter tiles or magnetic letters before writing it. 

Error Corrections During "What Says?" 

I want to stress that this portion is not about setting up an opportunity to catch a student in an error or any kind of a gotcha moment. They've seen and heard that enough in the regular classroom setting. If they make an error, use it as time to make note of it, and plan accordingly for next time. If a student does get stuck when you ask something in "What Says", try reminding them of the key word. If you have to continuously offer a prompt, this is your cue to take a step back. Over-cueing or over-prompting isn't helpful when a student goes to the place I lovingly call, "beyond the beyond." They're grasping at straws, you are trying to cue them to the point of frustration. NO learning is happening in a situation like this. Just jot down what they student struggled with for that lesson and hit them up in a review or reteaching lesson next time. One last tip for "What Says." Try to catch the error with the student before it goes on paper. 

Error Corrections During S.O.S.

This is where I have some suggested questions which may help to gently probe or prompt a student to help them cross the bridge to recognizing their own errors. Questions should be diagnostic. 
  • What vowel do you see? What does it say?
  • Why did you use (fill in the blank)?
  • Tell about why you have a (fill in the blank) in your word.
  • As you spell the word out loud, touch and say each letter. 
If your student is at the point where they know the error they made, and they found it, try having them erase the word and rewrite the whole word again, not just haphazardly squeeze in missing letters or swap incorrect letters out. This will help them with muscle memory for writing the entire word correctly. 

Error Corrections During Dictation

This is your time to sit back and WATCH. Give your students the sentence. Be mindful of sentence length for some kids. They need to go through the process of writing the sentence on their own and editing it themselves with a checklist like C.O.P.S. Give the responsibility to them. 

Error Corrections During Oral Reading


  • For decodable text, try having students pre-read the first sentence or paragraph to try and tell you what kinds of words they might find in the story. Can they highlight one example?
  • When they make a reading error: Tell me about the... I'm confused about that part.
  • Try that again. Does that make sense?
  • If a student is stuck on a particular word, try the tracing method mentioned earlier. What vowel do you see there? For older students you can ask: How may syllables? How do you know where to divide for that word?
orton-gillingham lesson plans
Add caption

Do you have any other tips for helping students with error correction? I'd love to hear about! Thank you for visiting my blog today!







The Top Ten Tips For Teaching Vowel Teams



tips for teaching vowel teams

Teaching Tips for Vowel Teams

Some of the mountains that our struggling readers must climb are bigger than others. One skill that we must introduce fairly early on, but that will take a long time to master is the vowel team syllable.

In principle, the vowel team syllable is easy to spot and easy to understand. There are two (or more) vowels together that make a sound. However, the reality is that there are many, many vowel teams. Often, a vowel team can make more than one sound AND most sounds have more than one vowel team spelling. These factors make this a tricky and ongoing learning process. If you've been searching for appropriate resources for your Orton-Gillingham lesson plans, be sure to check this vowel teams category. 

Here are ten teaching tips to keep in mind.


1.      Try not to teach all the vowel teams back to back when following Orton-Gillingham lesson plans or reading intervention programs . Students need an opportunity to practice and solidify their learning. Adding too many vowel teams at once is likely to lead to confusion. Placing lessons on spelling rules or suffixes or even r controlled vowels in between some of the vowel teams is wise.

2.      There is no right or wrong order to teach the vowel teams, but I think it is helpful to start with the more common vowel teams and the vowel teams that have a clear spelling generalization. For example ai and ay are both common, and also have a predictable pattern of use. I think ai, ay, ee, oa, ou and oo are good vowel teams to start with. If you notice the progression chart I follow, it has some vowel teams that appear to be listed to teach back to back, but a word of caution. You should be spacing them out by weaving in lessons and skills on the right hand side of the chart. For example, even though it may appear ee and ea look like they are taught back to back, it is not recommended to do so.  I suggest teaching ee. Then hop to the right side to teach some spelling generalizations like k and ck. THEN, when ee is spaced out enough from an ea lesson, do vowel team ea. 

3.      Teach the less common vowel teams or less common pronunciations later. For example, I typically save oe and ey until after I have taught ea like eat, ow like snow and ow like plow, both sounds of oo, and the accompanying spelling generalizations. Depending on what scope and sequence you follow, this may vary, but some of the less common vowel teams like oi, oy, aw, au, ou like soup and ea like bread or steak, I teach even later on. Read tips for teaching spelling generalizations for more practical ideas. 

4.      Be careful of generalizations such as “When two vowels go walking, the first one does the talking”. This is untrue often enough that it is problematic (ey in they, ie in thief, ou in shout, ow in plow, ea in bread and steak etc.)

5.      It may not be helpful for struggling learners to be able to differentiate between vowel digraphs and diphthongs. The definitions are a bit fuzzy even for adults. For the purposes of reading and writing, I find it most helpful to talk about all of them as vowel teams and talk about the kinds of sounds they make as long sounds, short sounds or something else. For example, it is helpful for a child to know that oi says /oy/ as in boil and that this sound is neither long nor short. However, the finer points of how it glides from one vowel to another to make that sound is most likely not necessary unless there is an articulation issue. Additionally, vowel teams can be 2, 3 or even 4 letters, so using the term digraph is not always going to be most accurate.

6.      For the purposes of reading and writing, y and w act as parts of the vowel team, not as consonants.

7.      Be transparent with students about frequency of use and some of the tricky parts of spelling or pronunciation choices. Sometimes you need to try both pronunciations to know which one is correct and sometimes you can’t be sure which spelling choice is correct, but if you know the relative frequency, you can make an educated guess. Develop a system for working on spelling options whether it is a running list of words that the student knows, a picture story or drawing connections between the words. In "Visualizing Spelling Choices", you'll find practical ideas for helping children make appropriate grapheme choices. I think you'll love the frequency graphs!

syllable types

8.      Along with teaching about spelling choices as you go, introducing homophones during your instruction on vowel teams is a good idea. They come up more and more frequently at this point and working to gradually build an aptitude with them is helpful. I have students create a growing homophone picture dictionary in the back of their Orton-Gillingham notebooks. Having the visual really help spelling to stick and reinforces the importance meaning rather than memorization.

9.      Build abundant vowel team practice into What says? and SOS.  I try to have students write the known spellings for all the long vowels during each lesson. I use a consistent key word to spark their memory. There are also many helpful mnemonics to help with remembering the many spelling options such as the many sounds of long e. Sometimes it is most helpful and memorable to have the child make up their own silly image or sentence.

10.  Ultimately, we want students to view vowel teams as a unit. We can help foster this by having students mark the vowel teams, trace the entire vowel team as a unit, color coding the vowels, using letter tiles or magnets that lump together the letters as a unit, using building blocks or unifix cubes that lump vowel teams together.

how to teach vowel teams

The vowel team mountain can seem overwhelming when students are first starting out, but with lots of practice and support, students will be rattling off the many spellings for long e in no time. The effort is worthwhile because the view from the top is fabulous.

For more teaching tips, please refer to part four in my syllable series on teaching vowel teams

For links to all of my vowel team resources, go to the Vowel Teams category in my TpT store.

You may also be interested in more in-depth vowel team syllable type practice. Grab your syllable freebie here
vowel teams







I'd like to share an exciting opportunity for your own personal growth this summer. I have teamed up with a fellow Orton-Gillingham tutor, Jill Kohlenberg of Literacy Journeys to create an online course that we know you're going to love. Not just for O.G. trained folks, Tutor Success Academy is an online, self paced course for ANYONE who is looking to start their own tutoring business or expand their existing tutoring business.
Topics include:
  • Creating offerings
  • Advertising
  • Marketing strategies
  • Money management
  • Systems to help your business run smoothly
  • Policies, handbooks and contracts
With each of the 8-week course modules, you'll receive a workbook for mapping out your business strategies with weekly challenges, an online support in a private FB group hosted my Jill and me.

Does it sound like something you'd like to dive into this summer? Enroll in Tutor Success Academy!
Enroll here!



Thank you for stopping by my blog today!


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