WELCOME TO

THE ORTON-GILLINGHAM CLASSROOM MAINSTREAM ELEMENTARY SCHOOL

© 2013

Important: This presentation and samples herein are provided for informational purposes only, and shown as an example of what a classroom setting may be. I do not endorse any particular program or workbook series. The teaching of language could never be adequately presented with only a single author or presentation. To Contact David : 52 Amboy Avenue Metuchen, New Jersey 08840 (732) 548-3451 Email: dkatz48015@aol.com davidkatztutor.com

Every classroom is already an Orton-Gillingham

classroom, because every classroom is language based.

see

develops from the consonants and vowels, all the way to

the comprehension of fiction and non-fiction passages.

see

develops from the noun and verb in the sentence, all the

way to the writing of the research paper.

The classroom belongs to the students. Often, classroom

walls are filled with pretty pictures, seasonal displays, and

motivational posters. While these are nurturing, they are

usually only decorative and provide no real learning

opportunity. However, in the Orton-Gillingham classroom,

every wall and bulletin board should convey to the student how

language develops. The classroom should be a completely

interactive world of learning and language that pertains to the

students in that learning environment.

As students participate in classroom lessons or complete

assignments independently, they are constantly exposed to the

language they need to become more proficient readers,

writers, and mathematicians.

Upon entering the classroom, the students will notice how each wall and bulletin board presents the progression of language. The bulletin boards begin with the basic phoneme sounds and continue around the room, progressing, to each higher level of language. Just how sophisticated the wording and presentation of the bulletin boards become depend on the age and grade

learning.

Each bulletin board is interactive and promotes multi-sensory learning. The bulletin boards are learning centers that constantly help students utilize language in all content areas, while also providing daily practice for the development of language for:

phonemic awareness phonics instruction reading fluency spelling vocabulary comprehension of fiction comprehension of non-fiction grammar written expression

The bulletin boards are changed each day with new examples of: Phonemes - Syllables - Syllabication rules - Latin and Greek roots - Spelling rules - Sentence structure - Paragraph structure - Essay formats - and finally - Reading comprehension of narrative stories and novels, and Reading comprehension of non-fiction expository articles and textbooks, on

Orton-Gillingham is not a program, it is an approach to teaching the structure of language.

It is based on years of study about the brain and how we learn, combined with the logical, sequential building blocks of language. Each lesson is prescriptive and diagnostic, that is, based on the needs of the child or children in the classroom.

It is an approach that uses multi-sensory techniques for learning. All of the senses are engaged simultaneously, in order to create the neural network that the student needs for manipulating the components of language structure. The students utilize their visual, auditory, and kinesthetic tactile senses to make letter and sound associations.

Orton-Gillingham is the approach

that should be used for every child,

in order to introduce and facilitate

the natural growth of language.

EXCELLENT FOR SPECIAL EDUCATION The OG approach is excellent for children with special needs. The dyslexic learner will certainly benefit from this mainstream approach, but still needs the full immersion in the multi-sensory aspects of Orton-Gillingham, presented in a small 1:1, 1:2, and 1:3 classroom environment.

The first bulletin board is the:

Letters Are Talking!

Before you create your bulletin board,

Phonics:

The system of associating letter symbols with speech sound.

Phonetics:

The science of speech

Phonemes:

The significant speech sounds, of which there are over forty. They can be differentiated by their acoustic properties, the way they are produced by the vocal organs, and their function in making speech sounds into intelligible words.

- As described by June Orton, 1964.

Our language is based on the Alphabetic Principle, whereby letters represent sounds, and sounds are blended into words. The Alphabet has two kinds of sounds: vowel sounds and consonant sounds. Vowel sounds are made by having an unobstructed flow of air pass over the vocal chords. All the vowel sounds can be prolonged indefinitely, as long as you have breath. This allows them to create a necessary bridge between consonant sounds. Each vowel also makes three sounds: short sounds, long sounds, (where they say their name,) and the unstressed, neutral vowel sound known as the schwa sound / / which happens when you take in or release a breath. Because vowels are the necessary bridge between consonant sounds, every syllable needs a vowel. Consonant sounds are made when the flow of air to the vocal chords is obstructed in some way, as with your lips, your teeth, or your tongue. Not all consonant sounds are voiced (make a sound,) and most consonants only make one sound.

Our language is based on the Alphabetic Principle, whereby letters represent sounds, and sounds are blended into words. The Alphabet has two kinds of sounds: vowel sounds and consonant sounds. Vowel sounds are made by having an unobstructed flow of air pass over the vocal chords. All the vowel sounds can be prolonged indefinitely, as long as you have breath. This allows them to create a necessary bridge between consonant sounds. Each vowel also makes three sounds: short sounds, long sounds, (where they say their name,) and the unstressed, neutral vowel sound known as the schwa sound / / which happens when you take in or release a breath. Because vowels are the necessary bridge between consonant sounds, every syllable needs a vowel. Consonant sounds are made when the flow of air to the vocal chords is obstructed in some way, as with your lips, your teeth, or your tongue. Not all consonant sounds are voiced (make a sound,) and most consonants only make one sound.

Contrary to popular opinion, the English language is 85% rule based, which means that you can teach a student to figure out eight and a half out of every ten words. The remaining words become their sight vocabulary. In teaching reading, the main goal is always comprehension. However, to reach a proficient comprehension level, a student must have automaticity and fluency. Automaticity is instantly knowing a sound when you see a letter. Fluency is the ability to smoothly and accurately blend the phoneme sounds into syllables and words at an even and steady pace. Tone, inflection, and the basic rhythm of language are all components of fluency. Students must always be given enough time to master a phoneme before the next new one is given.

Creating and Using the

sound/symbol associations of previously introduced phonograms and the introduction of new phonograms. The teacher can lead the class by reviewing the previously introduced phonograms on the board. As the teacher points to a phonogram, the students will review the phonogram by saying the

The key word should be used until the sound symbol / association is strong. Once all the phonograms are reviewed, the teacher may choose to introduce a new phonogram. On the board or large card, the teacher should present the new phonogram by saying its name, introducing a key word that begins with the phonogram sound, and making the sound. Example: b, boy, /b/ The students will repeat the letter name, key word, and sound while tracing the letter on their desktops with their writing hand. The students can use their index finger. This daily drill fosters the multi-sensory aspects of learning by combining the visual letter, the auditory sound of the letter, and the physical shape of the letter.

1)

highlight the basic letters/sounds of the alphabet. This board can present: single consonants that are dependable in sound: b, d, f, h, j, k, l, m, n, p, r, s, t, v, x, y, and z. consonant digraphs, which are two consonants, that when together, make one sound: sh, ch, th, ph, ck consonant blends, which are two or three consonants blended together: beginning blends include;; st, gr, cl, sp, pl, tr, br, dr, bl, fr, pr, cr, sl, sw, gl, str;; ending blends include;; nd, nk, lk, rt, nk, lk, rt, nk, rm, rd, rn, mp, ft,ct, pt, im long and short vowel sounds,

New phonograms are introduced only when the teacher is confident that the students have developed automaticity of previously learned phonograms.

more advanced phonogram combinations. This board can present: vowel combinations (diphthongs),where two vowels make one sound. There are the long vowel sounds including: ai, ay, ee, ea, oa, ow, and oe. There are the more unusual vowel combination sounds which include: ou, au, aw, oi, oy, oo, ew, ue and ui. r-controlled vowels, including: ar, or, er, ir, ur, ear, war, and wor. unusual consonants like c and g, which have two sounds, hard and soft. Irregular spellings They include: all, alk, old, olt, oll, ost, olk, ild, ind, and igh. The teacher should be well versed in the progression of the English language, and have a thorough knowledge of phonics and phonetics. If the teacher is not well

developing reading fluency.

g r l n s d w u o e

Letters are Talking! a b f h i j k m p t

th ch sh wh ee ea ai ay oa ow oe

A Suggestion for Instruction:

At the beginning of each lesson, review all of the previously introduced phonograms. This is like

will aid in building automaticity.

As the teacher points to a phonogram, the students will review the phonogram

name, key word, and sound, while tracing the shape of the letter on their desktops with their writing hand.

This drill is the multisensory component and will allow the students to interact with text.

The key word should be used until the sound / symbol association is strong.

old olt oll ost olk ild ind igh ar or er ir ur

ea(3) ie(2) oi oy

au aw all alk ou ow

oo ew ue ui

Generalizing phonogram sounds into actual reading opportunities is crucial for developing reading fluency, which is the ability to read smoothly from syllable to syllable and from word to word.

This is automaticity. The reader develops immediate recognition of words while decoding. Decoding is the ability to recognize the sound / symbol association of letters while reading.

Therefore, the students must be reading daily in order to begin generalizing phonograms (sound / symbol) from drills to actual content. Too often, the students never take their growing knowledge of phonograms into actual reading opportunities. The teacher should be utilizing either phonetically controlled readers or basal readers and content area texts, in order to have the students begin to recognize the phonograms as they read words. Of course, the reading materials selected should be at a reading level

proficiency of previously introduced phonograms.

The second bulletin board is the:

Six Syllable Families

Before you create your bulletin board,

A syllable is the smallest unit into which a word may be broken.

A syllable has one vowel sound. A syllable is produced by one pulse of breath.

1. Closed Syllable: ends with a consonant. The consonant cuts off the sound of the vowel. Therefore, the vowel sound is short.

Example: not

2. Open Syllable: ends with a vowel. The vowel is not cut off by a consonant. Therefore, the vowel sound is long. (The vowel can say its own name.)

3. Silent e Syllable: it ends in a silent final e. The silent e at the end makes the vowel before it have a long sound. (The vowel can say

4. Diphthong / Double Vowel Syllable: it usually has two vowels that

with double vowels that make a long sound: ai ee oa, oe, ow Then introduce, when students are ready, the irregular double vowel

sounds: ou, au, aw, oo, ue, ew, ui, oi, oy, etc.

5. R-control Syllable: has at least one vowel followed by an r. The most basic r-combinations are: ar, or, er, ir, ur as in star, fork,

her, bird, and burn. 6. The Consonant-le Syllable*: ends in an unstressed vowel, which

becomes the schwa sound. Example: apple *This syllable type may be best introduced on the next board entitled,

-

A SUGGESTION FOR INSTRUCTION: How to introduce the concept of long and short vowel sounds.

Every teacher has their own way of introducing a new concept. Here is how I introduce the concept of long and short vowel sounds:

make the long sound!

If you had enough air in your chest, you could hold the vowel sounds out

longest!

get caught in our body parts;; under our tongue, between our lips etc. So the

its

OPEN

CLOSED

no a

not at

SILENT E note ate

A Suggestion for Instruction:

OPEN

can say its name!

= an open syllable!

CLOSED

But, here comes nasty

cuts off its sound!

t = a closed syllable!

SILENT E

But wait! The vowels have a superhero who can save them from those nasty consonants!

Its Silent-E Man!

= a silent e syllable!

Silent-E gives the vowel back its name!

DOUBLE VOWEL , , , meet, meat, rain, play

R-CONTROL är, ör, ër, ïr, ür

star, fork, her, girl, burn

As the students are introduced to the syllable types, it is crucial that they see the syllables in actual reading passages each day. This will help them to take these concepts and generalize them from drill to practice. The teacher can photocopy a page from a reading selection and have the students label the syllables they recognize. o open c closed e silent e d double vowel r r control

To make the bulletin boards interactive, you should change the words used as examples every day.

The consonant le syllable can be introduced on the next bulletin board which will be presented in the next unit.

Using the Syllable Bulletin Board in Content Areas for Reading Fluency and for Spelling

As you introduce each syllable type, provide daily practice and drill opportunities to help students recognize the syllable when reading, writing, and spelling. One strategy is utilizing current content area materials. For example, after you read a page from a social studies chapter, go back and have the students look for, and identify the syllable types on the page. Eventually, students will be looking for all six syllable types as they read. This will enhance fluency (reading smoothness) and spelling. This same strategy can be used when the student is reading a fictional passage.

Always have students refer back to the bulletin board when trying to reference a syllable type during drill exercises, reading opportunities, and writing assignments. Many vocabulary workbooks and many phonics workbooks may have a few pages designated to introduce the syllable types. You can use these lists or exercises for more practice opportunities. Please remember, I do not endorse any particular program or workbook series

The third bulletin board:

Rules of Syllabication

Reading Multisyllabic Words

As the students are learning and reviewing the six syllable types,

the next step is to string these single syllables and words

together. The resulting words are multisyllabic. Not all of these

syllables are complete words, so they must join with other

syllables. These words are the vocabulary of reading

comprehension.

The ability to smoothly read multisyllabic words is in knowing

where one syllable ends and the next one begins. This is made

more possible when students can recognize the six syllable

types within these words and know the vowel sound each one

makes.

This is the key to fluency;; the ability to smoothly and accurately blend the phoneme sounds into syllables and words, at an even and steady pace.

Now the Orton-Gillingham Classroom and the visual bulletin boards can help the students understand how:

Letters become syllables, syllables become words. The students can look at the three bulletin boards:

phonograms form syllables, and how syllables form words.

word. Think of a house. Each syllable is in its own room in the house. You can have the student label each syllable type they see. Being with two-syllable words and work up to longer ones. Example: butterfly it has three syllables: closed, r-controlled, and open.

but ter fly Closed R-controlled Open

Different Ways to Divide a Word into Syllables:

1) COMPOUND WORDS The first type of multi-syllabic word is the compound word, made up of two smaller words joined together. You can place different compound words on the board each day. They could be chosen to help students review syllable types or introduce vocabulary from the content areas for science, social studies, and math. Now is a great time to integrate the six syllable types with the new concept of multisyllabic words. On the board, on reading lists, in reading passages, etc., have the student divide the compound words while saying them aloud. Then have them label the syllables.

1) COMPOUND WORDS Key: O = Open C = Closed E = Silent E D = Double Vowel R = R Controlled

bee | hive star| fish be| side D E R C O E

bee hive star fish be side D E R C O E

2) ROOT WORD / SUFFIX

The second type of multi-syllabic word is the root/suffix, which is

actually made up of a root word and a suffix ending. Adding the

suffix allows the writer to describe actions. This means that root

words may be changed when joining the suffix. That is why they

Spelling Rules Bulletin Board will introduce spelling rules to help

assist students when they are using or reading words with a suffix

ending.

Most suffix endings are closed syllable, with short sounds. Also,

many suffixes have the schwa sound, / /, which is an unaccented

syllable.

2) ROOT WORD / SUFFIX

You can place different root/suffix words on the board each day.

They can be chosen to help students review syllable types or

introduce vocabulary from the content areas;; science , social

studies, and math. Since most of the suffix endings are closed

syllables, with short vowel sounds, try to take your root words from

all six syllable types. go| ing hope| ful

O C E C

go ing hope ful O C E C

3)

When two consonants stand between two vowels, divide between

the consonants. If the consonants being divided are the same, I

rab|bit)

Because all of these words begin with a closed syllable and short vowel

sound, it may not be necessary to label the six syllable types.

pic| nic rab| bit VC CV VC CV

pic nic rab bit VC CV VC CV

4) VOWEL Y

When the letter Y is used as a vowel, it will be seen in the middle

or the end of the word.

In a one syllable word, the vowel Y borrows his sound from long

In a multisyllabic word, the vowel Y will often borrow his sound

However, if you pronounce a multisyllabic word with vowel Y as

as in supply and imply.

4) VOWEL Y

Now, you can overlap the ways to divide a multisyllabic word.

For an example, we will use the word - sunny. 1.

room of the house. 2. Also, we can divide this two syllable word by saying that there

are twins to be separated. 3. Finally, you can use the spelling pattern of VC|CV and divide

between the two consonants.

Now, the student has three ways to figure out how to divide the word.

sun ny VC CV

Says

Twins

5) CONSONANT le

Remember that consonant-le is a syllable type. It is also an important way to help students divide multisyllabic words. The consonant-le syllable is the final syllable in a multisyllabic word. It is a hard syllable to remember because the vowel e is silent, and the sound is the schwa, / /, an unaccented syllable. Therefore, many students have trouble pronouncing this syllable and spelling it.

apul Please note: The teacher should be trained with the knowledge that there are

actually three vowel sounds: 1) Long 2) Short 3) Schwa The concepts of the schwa (a neutral sound) and of accent (the use of extra force on

the vowel) are crucial to teach to students by the fourth and fifth grade.

5) CONSONANT le

The trick, or strategy, is to remind the student that this

multisyllbic word has a final syllable with three letters:

Also, the students can look for twins when dividing some of these

words.

bot tle

Twins

6) THE VCV SPELLING PATTERN

Where do you divide the syllables apart in a multisyllabic word? Is it VC|V or is it V|CV ?

This may be the most important way for a student to understand how a multisyllabic word

can be pronounced. When a person mispronounces a word, it usually happens because the

wrong vowel sound is being used. This means that the reader is dividing the syllables apart

at the wrong spot. For example, if the reader uses a short vowel sound, when a long vowel

sound is the correct choice, the word will not make sense (with a word that is already in

their vocabulary). If the reader uses a long vowel sound, when a short vowel sound is the

correct choice, again, the word will not make sense.

ro bot V CV

Robot

not rob ot VC V

Robot

lem on VC V

Lemon

not le mon V CV

Lemon

Compound Words

Twins

Vowel Y

VC/V

VC/CV

Root/Suffix

V/CV

Consonant le

c e d o bath/robe may / be

c e d rent/ed hope/ful clean / ing

c r c c c c sum/mer ten/nis gos / sip

c o o o o o sun / ny la / dy i /vy

c c c ab/sent pub/lic vel / vet

c o c ap / ple ti/ tle twin / kle

o o o ro/ bot mi /nus ba / con

c c c sev / en lem / on sol / id

The multisyllablic words should be changed daily. They can include words from content areas, including: literature, social studies, science, and math. Many phonics workbooks feature pages that review these concepts. The students can use these pages for drill and practice. In addition, the teacher can photocopy a page from one of the content area textbooks, and have the students read and divide all the multi-syllabic words they see. They can also label the six syllable types they have learned. o open c closed e silent e d double vowel r r control cle consonant le This exercise is multisensory and allows the students to interact with text.

Content Areas for Reading Fluency and for Spelling

As you introduce the rules of syllabication, provide daily

practice to help students recognize the rules when reading, writing, and spelling. Students can use current content area reading passages to generalize the syllabication rules from drill to actual practice.

For example, after the students read a page from a science book, go back and have them look for and identify the syllabication rules on the page. Eventually, students will be looking for the syllabication rules as they read. This will enhance fluency (reading smoothness) and spelling.

The Fourth Bulletin Board:

Affixes Help You to Understand New Words

As the students continue to practice integrating the six syllable

types into multisyllabic words, it is time to introduce the concept of the Latin and Greek Roots and The Parts of Speech.

Now, the student is moving from simple reading fluency to the

development of reading comprehension. Now, the student is beginning to understand the structure of grammar. Since language is the process by which meanings are exchanged, grammar

is the set of rules that describe how to structure language. In order to become proficient readers and writers, students must

understand the structure of grammar. It is crucial that grammar be a daily and consistent part of all curriculum. As the student reads content or writes about concepts learned, grammar connects all thoughts together.

growing list of basic prefixes, roots, and suffixes that can aid in the knowledge of new vocabulary.

Students learn that word parts do not stand alone. They come

to realize that affixes and roots carry information that can help them to understand the meaning of new words.

This is crucial in the comprehension of content area curriculum:

social studies, science, math, and literature.

Here is an introduction to morphology:

MORPHEMES A morpheme is the smallest unit of meaning in the language.

FREE BOUND WORD friend un- -ly unfriendly give -ing giving change -able changeable

AFFIXES PREFIX + WORD + SUFFIX

(Refines meaning) (Changes part of speech) un + accept + able

boy + ish (noun adjective)

dis + honest + ly (adjective adverb) ROOTS

They come from Latin or from Greek and do not stand alone. PREFIX ROOT SUFFIX im + port + ing

re + act + ion

When the students have become proficient in syllabication, which is the dividing of words by sound / syllable types, it is time to show students how to divide words into parts by understanding their meaning. For younger students in elementary school, it is best to present the prefixes first.

Introduce those prefixes that are open and closed syllables. These types of prefixes are called assimilated or chameleon prefixes because they can easily be blended into the next syllable. These types of prefixes are usually the most common, so the students can use their knowledge of the syllable types to quickly learn how the meaning of a word can change.

tie, un / tie, re / tie pack, un / pack re / pack

Many language books will create a list of the most common prefixes to begin with.

Here is a suggestion: pro = forward un = not, the opposite of re = again dis = not, the opposite of in = not ex = out of, from im = not de = remove, take away, opposite mis not, in the wrong way pre = before bi = two mid = middle tri = three semi = half post = after sub = below

The Affixes Board will also include suffixes. The students learn that suffixes can change the meaning of a word. However, the

students also need to understand the concepts of the Parts of Speech and the Sentence. This is why the daily study and review of grammar can provide students with the structure of language they need to be able to comprehend text and write out their thoughts into words.

Depending on the age and grade level of the students, suffixes help to teach the

concepts of tense, agreement in number, along with the descriptive use of adjectives and adverbs.

Here are some examples: walk walking walked child childish childishly hope hopeful hopeless accept acceptable acceptably deep deeper deepest care careful carefully

The Orton Gillingham Classroom Bulletin Boards can help the students to understand the progression of language, and how words can become different parts of speech, which will affect the content of the sentence.

For elementary level students, the introduction of each Latin Root is best done when it plays a part in the understanding of curriculum content.

For example: in a social studies class, if the students are learning about exports and imports of goods from one country to another country, then it would be a good opportunity to introduce the root:

port = to carry

The students can then use prefixes and suffixes to better understand the meaning of moving goods from one country to another country:

ex = out port = to carry export = to carry or send out im = into port = to carry import = to carry or bring in

area vocabulary words as they are introduced. Therefore, the board will be constantly introducing and reviewing vocabulary as the students learn new content curriculum.

Affixes Help You Understand New Words!

Prefixes Suffixes un = not unhappy ness = having unhappiness in = not inexpensive ly = how to inexpensively re = again remind ful = full of, remindful ex = out extend able = can be extendable pro = forward propel er = that which propeller

Roots pens = weigh inexpensively tend = to stretch extendable pel = to push propeller

Prefixes, suffixes, and roots can be presented on this board as they are introduced in the content areas. The words presented in this example were taken from a short story written at a 3rd grade reading level. The students learned the words for their vocabulary quiz. In addition, they learned the meanings of the affixes and roots for future use.

The Orton Gillingham Classroom Bulletin Boards will continue to help the students to understand the progression of language.

The students can review the three bulletin boards:

in recognizing words more quickly when reading.

sentences.

The fifth bulletin board:

Follow the Rules! Knowing the spelling rules can assist students in reading fluency, reading comprehension, writing, and spelling.

The ability to spell means that the students have gained a proficient connection between the sound / symbol associations of the phonograms, the six syllable types, and the rules of syllabication.

More importantly, the ability to spell can enable the

students to develop their reading fluency, which is to smoothly and accurately blend the phoneme sounds into syllables and words at an even and steady pace.

affixes and the meaning of words also supports proficiency in spelling.

A reason why the spelling rules are so vital to reading fluency can be seen in these simple examples:

hope hoping grip gripping hop hopping gripe griping Students begin to realize how knowing the six syllable

types, the syllabication rules, and the spelling rules, can help them to more quickly recognize words when reading.

Just as the students need to know the grammar rules in order to understand the structure of language, they must also learn about the spelling patterns and come to see that these rules are consistent most of the time.

Spelling Rules are presented at the time that they can assist

students in reading fluency and written expression. The spelling rules also assist the students as they encounter new

vocabulary in the content areas. Most language books for younger students will look at those

spellings which affect how plural endings are utilized. This means that the spelling patterns are helping the students

to see how suffixes can change form. That knowledge can assist the students in their reading fluency.

Here are several spelling rules to use with younger students:

Plural Nouns: s or es? Plural nouns are words that mean more than one.

cats, shirt shirts book books

es ss, sh, ch, x, and z.

Examples: brush brushes, watch watches, box - boxes

Spelling Rule The FLS Rule.

One syllable words ending in f, l, or s, after one vowel, usually end in double ff, ll, or ss.

Examples: stuff, bell, class Remind the students that these syllables are closed and have a short

vowel sound. The students should also be made aware that there are exceptions to

each rule. It is not necessary to have the students memorize the exceptions, but to learn them when necessary.

Students can be introduced to the FLS Rule when they have become

proficient in the short vowel sounds. In order to help the students to generalize the FLS Rule from drill to

practice, the teacher can photocopy a page from one of the readers and have the students look and circle the FLS words they find.

The Doubling (111 and a Vowel) Rule

When a one syllable word, with one vowel, ends in one final consonant,

double the final consonant before adding a suffix that begins with a vowel.

(111) (V) Example: big + er = bigger (111) + (V) big + est = biggest (111) (C) big + ness = bigness The teacher can remind the students that the Doubling Rule uses

closed syllables with short vowel sounds.

Drop the Silent e Rule:

If a word ends with a silent e, drop the e before adding a suffix that begins with a vowel.

Examples: hope + ing = hoping brave + est = bravest If a word ends with a silent e, keep the e when adding a suffix

that begins with a consonant. Example: hope + ful = hopeful brave + ly = bravely The teacher can remind the students that the Silent e Syllable

keeps the long vowel sound when the suffix is added. Also, the teacher can remind the students of how the suffix ending can change the meaning of the word and the part of speech.

The Vowel Y Rule

If a word ends in vowel Y, change the y to i and add the suffix. Examples: cry cries cried (Do not change y to i before ing: crying)

a letter y. Examples: play plays played playing The teacher can remind the students that when vowel Y is part of a

diphthong or double vowel pair, it must stay a vowel Y.

Follow the Rules! _____________________________

Plural Nouns: s or es? cat cats dog dogs carrot carrots es

s, ss, sh, ch, x, and z brush brushes watch -­‐ watches

_____________________________ Doubling Rule (111 and a Vowel)

(111) (V) pan + ing = panning _____________________________

Drop the e Rule

mine + ing = mining mine + er = miner

The words used for examples should be changed as content area changes. The words for the Doubling and Drop the e Rules come from a 4th grade social studies unit on the 1849 Gold Rush.

The sixth bulletin board

Students begin to place the new words

they learn into the parts of speech. Grammar is the foundation.

In order to become more proficient readers and writers, the students have to understand the structure of the sentence and the parts of speech.

say, because they have trouble finding the right words to use when having to analyze or describe something.

That is why daily drill and practice of grammar is crucial in developing

language.

each day. This will allow the students to see examples of how sentences can vary. It allows them to practice labeling sentences for: subject, predicate, nouns, adjectives, verb, adverbs, and prepositions. In fact, students can be asked to write sentences for inclusion on the board.

sentences: declarative, interrogative, imperative, and exclamatory. The board is also a useful way to review punctuation and

capitalization.

In reading and writing sentences, the students should first be aware of: Naming Part + Action Part Noun + Verb Subject + Predicate (Noun) (Verb)

The boy + runs. This is called an independent clause. Some language books call this a sentence kernel. Now, add the descriptors: adjectives and adverbs Naming Part Subject Action Part - Predicate (Adjective) (Noun) (Verb) (Adverb)

The athletic boy runs quickly. Now, add a prepositional phrase (the setting) Naming Part Subject Action Part - Predicate (Adj) (N) (V) (Adv) (+ the setting)

The athletic boy runs quickly into the park. +

subject.

The key is to label the parts of speech in each sentence that is displayed. The students may not always know the official definition of a part of speech, but they may be able to recognize them in the sentences that they read.

Teachers can have students mark or label the parts of speech they

see in a sentence. N=noun Draw an arrow to the Adjective V=verb Draw an arrow to the Adverb

+ = preposition Naming Part Subject Action Part - Predicate

N N V + The athletic boy and girl run quickly into the park.

As the students become more proficient writing and reading sentences, the display can add details as they are introduced.

Naming Part Subject Action Part - Predicate

N N V + N + V

The athletic girl and boy run quickly into the town park and play N

flag football.

A suggestion for instruction:

New sentence examples should be placed on the board everyday. The students will be reminded of the concepts previously introduced.

As new elements are learned, they will be added to the current sentences displayed.

The teacher can also photocopy pages from grammar books and have the students practice labeling the parts of speech that they recognize.

The act of writing sentences and labeling parts of speech is multisensory. The student is physically interacting with text.

Sentences Naming Part + Action Part Subject + Predicate Noun + Verb David + runs. The boys + run. David and the boys + are running. _________________________________________________ N N V +

The athletic boy and girl run quickly into the N + V N

town park and play flag football.

The seventh bulletin board:

The ability to recognize the components

that make up the paragraph can aid students in reading comprehension

and writing.

Since language is the process by which meanings are exchanged, grammar is the set of rules that describe how to structure language.

Just as with the sentence, the students need to constantly

review the structure of the paragraph. They need to recognize the organizational patterns of the paragraph, which will enable them to strengthen comprehension and written expression.

The students should be reading and writing sentences and

paragraphs daily. The students should know that the topic sentence is the main

idea of the paragraph. When they write a paragraph, they should always begin with the topic sentence. The supporting sentences should match what the topic sentence is introducing. Students should learn that transitional words or signal words join the supporting facts together.

words give the students directions about what facts are coming up next as they read. They act like traffic signals. They help

students learn that signal words also assist them when they are writing. Signal words help a writer to connect ideas together.

examples each day. In fact, students can be asked to write paragraphs for inclusion on the board.

types of paragraphs: sequence, time order, cause / effect, comparison, reason, example, and description.

Signal Words! GO WORDS First, Second, Next, Then, Also, In addition

STOP WORDS Finally, Last of all, In conclusion

Many language texts will include lists of signal words. You may want to include such a list on this board so students have an easy reference.

Paragraphs the Topic Sentence and Signal Words

David is getting ready for the baseball season. First, he eats lots of healthy food and goes to bed early. Also, David jogs five miles every day. In addition, he practices batting and catching with his team. In conclusion, David hopes to have a great baseball season this year.

The Orton Gillingham Classroom Bulletin Boards will continue to help the students to understand the progression of language.

The students can review the: Affixes Help Us Understand, Sentences Need, Paragraphs Need,

and Read to Learn bulletin boards as they attempt to read text and respond in writing.

This board allows the students to compare different types of content.

Fiction and nonfiction should be taught in different ways.

Fiction is narrative text. Students should be shown strategies for understanding setting, character, and plot.

Nonfiction is expository text. Students should be shown strategies for recognizing paragraph patterns, along with topic sentences, transitional words, and supporting facts.

Fiction Not real!

A made up story!

Dangerous Storm

Genre: Adventure

Nonfiction Real!

Facts about real things!

Tornadoes

Genre: Article

Read to Learn!

Comprehension Strategies

Story Map Questions to answer

Comprehension Strategies

Outlining Note -­‐ taking