Hi everyone! It’s Tuesday, and I’m back with more OG tips to get you started for the upcoming school year. Today, I’m blogging about how I use my words and sentences lists. This was one of the requested topics from a weeks back on my Facebook page. Hopefully seeing photos will help to give a better understanding.
After being a classroom teacher for 13 years, I am now a WAHM. I also travel to homes to deliver Orton-Gillingham instruction. Because I travel, I need to keep materials very organized. In preparation for a lesson, I’ll create my plans based on the previous lesson’s outcomes, and print out a words and sentences list.
In this post, you’ll see that I’ve used lists from Level 2 OG. I was trained with Orton-Gillingham Associates LLC. This is a group of trainers using the OG methodology from Massachusetts General Hospital. I have a specific checklist of phonograms and skills I follow. If you would like a copy, emailed to you to see my progression, I will email it to trained and certified OG instructors ONLY, please. Feel free to request one in the comments and leave your email address.
After I introduce the new phonogram card or spelling skill, I usually will have my sand tray ready the child to trace the phonogram, and say its sound in the sand out loud. Then, I take out the word list. This lesson was on the “kind, wild, old ghost” words. I have the student read them out loud to me. I’m taking notes while I listen to them reading throughout this entire step. I have them use a tongue depressor as a place marker, or a highlighted place marker. Note: Put as much ownership on the student for every task. Do not do it for them. Remember: You’re building independence.
Then, I take out highlighters or colored pencils. I usually have my students do one of 3 things:
- Highlight the long or short vowel sound they hear as they read it out loud to me on a second read.
- Syllabicate a word and label each syllable type and vowels with diacritical marks.
- Find rhyming words by drawing a circle to one word, a connecting line to the rhyming word and then circling that. See the photo below from a different lesson.
Next I have the student read the sentences. We scoop phrases and add scooping marks under them to practice reading smoothly. Notice how I have my student highlight the long vowel, and add the long vowel symbol. This lesson is also about the exception to the closed syllable rule. I REALLY wanted my students to grasp that, so we read each word out loud, they highlighted it, and labeled it.
Once we finish this part of the lesson, the word list is glued into their OG notebooks. Read my last post on What’s In My OG Notebook to see how I organize the notebook.
Using the word lists has several benefits:
- The student has a copy of the words to keep and practice reading.
- You can use the old lists to play review games or for fluency practice.
- You can use them for multi-sensory learning by using highlighters, or colored pencils.
- Use it for syllabication and rhyming practice. (These are both skills that dyslexic readers need lots of extra practice.)
Feel free to add questions and/or comments below. Thank you for visiting my blog today!