Teaching reading to a struggling learner can feel overwhelming, especially when traditional approaches have not produced results. The Orton-Gillingham (OG) method offers a structured, evidence-based pathway that helps students build strong decoding and encoding skills through multisensory instruction.
Whether you are a classroom teacher, reading specialist, homeschool parent, or private tutor, having a clear lesson plan template makes delivering OG instruction more manageable and more effective.
In this guide, we walk through a complete Orton-Gillingham lesson plan template, explain each component, and provide practical tips so you can implement structured literacy instruction with confidence.
What Makes an Orton-Gillingham Lesson Plan Different?
Unlike generic reading lesson plans, Orton-Gillingham lessons follow a specific sequence and structure rooted in decades of research. Every lesson is:
- Multisensory. Students see, hear, say, and write each concept simultaneously. This activates multiple neural pathways, making learning more durable.
- Systematic and sequential. Skills build on each other in a logical order, moving from simple to complex.
- Diagnostic and prescriptive. The teacher assesses mastery continuously and adjusts instruction based on student responses.
- Explicit. Nothing is left to guesswork. Each phoneme, grapheme, and spelling rule is taught directly.
These principles shape every section of the lesson plan. When you follow a consistent OG framework, your students benefit from predictable routines that reduce anxiety and accelerate progress.
The 7-Part Orton-Gillingham Lesson Plan Template
A well-structured OG lesson typically runs 45 to 60 minutes and includes seven core components. Here is a step-by-step breakdown you can use as a template for your own sessions.
Part 1: Phonogram Review (Visual Drill) – 3 to 5 Minutes
Purpose: Build automatic recognition of previously taught letter-sound correspondences.
How to do it:
- Prepare a stack of 10 to 15 phonogram cards showing graphemes your student has already learned.
- Flash each card one at a time.
- The student reads the sound(s) associated with each grapheme aloud.
- Keep the pace brisk. The goal is automaticity, not perfection on new material.
Tips for success:
- If a student hesitates for more than 3 seconds, provide the answer and move on. Note it for additional practice.
- Remove cards the student reads instantly and fluently for 3 consecutive sessions.
- Add new phonograms from the most recent lesson to the stack.
Part 2: Auditory Drill (Sound-to-Symbol) – 3 to 5 Minutes
Purpose: Strengthen the student’s ability to translate sounds into written symbols.
How to do it:
- Say a phoneme aloud (for example, /sh/).
- The student repeats the sound, then writes the corresponding grapheme(s) on paper or a whiteboard.
- If there are multiple spelling options for a sound, the student writes all known spellings in order of frequency.
- The student reads back what they wrote.
Tips for success:
- Always have the student echo the sound before writing. This reinforces the auditory-motor connection.
- Use lined paper or a whiteboard with clear visual boundaries.
- Keep teacher talk minimal. Let the student do the cognitive work.
Part 3: Phonemic Awareness Warm-Up – 2 to 3 Minutes
Purpose: Sharpen the student’s ability to manipulate sounds orally, which supports spelling and decoding.
Activities to choose from:
- Segmenting: “Say the sounds in the word ‘stamp.'” (/s/ /t/ /a/ /m/ /p/)
- Blending: “What word do these sounds make? /ch/ /e/ /s/ /t/.” (chest)
- Manipulation: “Say ‘train.’ Now say it without /t/.” (rain)
Tips for success:
- Target automaticity. If the student can respond within 2 seconds, the skill is building.
- Use manipulatives like tokens or blocks for students who need visual support.
- Focus on one or two types of activities per lesson rather than rushing through many.
Part 4: Introduction of New Concept – 10 to 15 Minutes
Purpose: Teach one new phonics concept explicitly using multisensory techniques.
How to structure the introduction:
- Introduce the new grapheme or rule. Show the phonogram card and say the sound. Explain the spelling pattern or rule in simple language.
- Model the concept. Demonstrate reading and writing words that use the new pattern. Think aloud as you decode or encode.
- Guided practice. Have the student practice with 5 to 8 words while you provide immediate feedback.
- Multisensory reinforcement. Use at least two of these approaches:
- Visual: Color-coded letter tiles or highlighters for the new pattern.
- Auditory: Student says the sound while writing.
- Kinesthetic: Trace the grapheme in sand, salt, or on a textured surface.
- Tactile: Use bumpy paper, sandpaper letters, or finger tracing.
Example: Teaching the “oa” vowel team
- Show the phonogram card: “oa” says /o/.
- Model: “The word ‘boat.’ /b/ /o/ /t/. I hear the long O sound spelled with O-A.”
- Guided practice: coat, load, road, toast, float.
- Multisensory: Student builds each word with letter tiles, says each sound, then writes the word.
Part 5: Review and Reinforcement (Reading Practice) – 10 to 15 Minutes
Purpose: Apply all learned concepts through connected reading at the word, sentence, and passage level.
Progression:
- Word lists. Read 10 to 15 words that include the new concept mixed with previously learned patterns.
- Phrases and sentences. Read short phrases and sentences containing target words. This builds fluency and comprehension.
- Controlled text or decodable readers. If available, have the student read a passage using decodable books that match their current skill level.
Tips for success:
- Mark errors lightly and return to them after the reading, not during. This preserves fluency and confidence.
- If accuracy drops below 90%, the text may be too advanced. Step back to word-level practice.
- Celebrate effort and progress. Reading is hard work for struggling learners.
Part 6: Dictation (Spelling Practice) – 10 to 15 Minutes
Purpose: Apply encoding skills by writing words and sentences from dictation.
Three levels of dictation:
- Sound dictation. Say individual sounds; the student writes the grapheme(s).
- Word dictation. Say whole words; the student segments the sounds and writes the word.
- Sentence dictation. Say a short sentence (5 to 8 words); the student writes the full sentence with proper capitalization and punctuation.
How to guide word dictation:
- Say the word clearly: “The word is ‘float.'”
- The student repeats the word.
- The student taps out or segments the sounds: /f/ /l/ /o/ /t/.
- The student writes each grapheme while saying the sound.
- The student reads back the word to self-check.
Tips for success:
- Use finger tapping or arm tapping to help students segment sounds before writing.
- For sentence dictation, have the student repeat the entire sentence before writing. This strengthens working memory.
- Correct errors immediately using a structured approach: erase the error, identify the correct spelling, and have the student rewrite the word correctly.
Part 7: Wrap-Up and Diagnostic Notes – 2 to 3 Minutes
Purpose: Summarize the lesson, reinforce key learning, and plan for the next session.
What to do:
- Ask the student to tell you one thing they learned or practiced today.
- Briefly review the new concept: “Today we learned that ‘oa’ says /o/.”
- Note which phonograms need more review, which words caused difficulty, and whether the student is ready to move forward.
Diagnostic notes to record:
- Phonograms that need continued drill
- Error patterns (substitutions, omissions, reversals)
- Fluency observations
- New concept mastery level (introduce, practice, or mastered)
These notes guide your next lesson. This “diagnostic and prescriptive” cycle is what makes Orton-Gillingham instruction so effective for struggling readers.
Sample Orton-Gillingham Lesson Plan
Here is a filled-in example for a student working on long vowel teams.
| Lesson Component | Time | Details |
|---|---|---|
| Phonogram Review | 4 min | Flash cards: sh, ch, th, ai, ay, ee, ea, oa (new) |
| Auditory Drill | 4 min | Dictate sounds: /sh/, /e/, /a/, /o/ (student writes graphemes) |
| Phonemic Awareness | 3 min | Blending: /b/ /o/ /t/ = boat; Segmenting: “float” = /f/ /l/ /o/ /t/ |
| New Concept | 12 min | Introduce “oa” vowel team; model with coat, road, toast; letter tiles |
| Reading Practice | 12 min | Word list (10 words); 5 sentences; decodable passage |
| Dictation | 12 min | 5 sounds, 8 words, 2 sentences with “oa” words |
| Wrap-Up | 3 min | Student summarizes; diagnostic notes recorded |
Total time: approximately 50 minutes
Tips for Creating Your Own Orton-Gillingham Lesson Plans
Start with Assessment
Before planning your first lesson, determine where your student falls in the OG scope and sequence. A placement assessment identifies which phonics skills have been mastered and which need instruction.
Follow a Scope and Sequence
OG instruction progresses through a defined sequence:
- Single consonants and short vowels
- Consonant digraphs (sh, ch, th, wh)
- Consonant blends
- Long vowel patterns (silent e, vowel teams)
- R-controlled vowels
- Diphthongs and variant vowels
- Multi-syllable words and morphology
Never skip ahead. Each skill serves as the foundation for the next. If your student has not mastered short vowels, they are not ready for vowel teams.
Keep Lessons Predictable
Students who struggle with reading often experience anxiety around literacy tasks. A consistent lesson structure creates safety and reduces cognitive load. When the routine is predictable, the student can focus their energy on the content rather than wondering what comes next.
Use a Timer
Pacing matters. It is easy to spend too long on one section and run out of time for dictation or reading practice. Set gentle timers for each section to keep the lesson balanced and moving forward.
Collect Data Every Session
The diagnostic-prescriptive cycle depends on good record keeping. After every lesson, note:
- What was taught
- What the student mastered
- What needs more practice
- Any error patterns observed
This data makes your next lesson more targeted and effective.
Common Mistakes to Avoid
Introducing too many concepts at once. OG instruction works because it is methodical. Stick to one new concept per lesson and provide ample review of previously taught material.
Skipping the multisensory component. When time is tight, it is tempting to drop the kinesthetic or tactile activities. Resist that urge. Multisensory engagement is not optional; it is what distinguishes OG from traditional phonics instruction.
Moving forward before mastery. The general rule is 80% accuracy before introducing new material. If a student is not there yet, review and reinforce before advancing.
Neglecting dictation. Reading (decoding) and spelling (encoding) are reciprocal skills. Dictation strengthens both. Do not cut this section short.
Using materials that are too advanced. If a student cannot read 90% of the words in a passage, the text is too hard. Use decodable texts that match their current level.
How PRIDE Reading Program Simplifies Orton-Gillingham Lesson Planning
Creating effective OG lesson plans from scratch requires deep knowledge of the scope and sequence, access to quality materials, and significant preparation time. PRIDE Reading Program removes these barriers with a complete, fully scripted Orton-Gillingham curriculum.
What makes PRIDE different:
- Fully scripted teaching guides tell you exactly what to say and do for every lesson. No guesswork, no extensive prep time.
- Built-in scope and sequence ensures skills are taught in the right order, from pre-reading through advanced phonics.
- Multisensory activities included in every lesson, with clear instructions for visual, auditory, kinesthetic, and tactile components.
- Integrated assessment tools track mastery automatically, so you always know when your student is ready to advance.
- Works for all settings: classrooms, homeschool, tutoring centers, and intervention programs.
Whether you are a parent teaching your child at home or a teacher working with a classroom full of diverse learners, PRIDE Reading Program gives you the structure and materials to deliver Orton-Gillingham instruction with confidence.
Try a free Orton-Gillingham introductory course to see how the program works, or call us at (866) 774-3342 to speak with a curriculum specialist.
Frequently Asked Questions
What is an Orton-Gillingham lesson plan?
An Orton-Gillingham lesson plan is a structured instructional framework that guides teachers through a systematic, multisensory reading lesson. Each lesson follows a specific sequence that includes phonogram review, auditory drills, phonemic awareness activities, new concept instruction, reading practice, dictation, and diagnostic wrap-up notes.
How long should an Orton-Gillingham lesson be?
A typical OG lesson runs 45 to 60 minutes. This gives enough time for all seven components without rushing. For younger students or those with shorter attention spans, sessions can be adjusted to 30 to 40 minutes with fewer review items and shorter practice sections.
Can parents use Orton-Gillingham lesson plans at home?
Yes. Many homeschool parents successfully deliver OG instruction using structured programs like PRIDE Reading Program. Fully scripted teaching guides make it possible for parents without specialized training to teach reading using evidence-based methods. A placement assessment helps identify the right starting point.
How often should Orton-Gillingham lessons be taught?
For best results, OG instruction should happen at least 3 to 5 times per week. Consistency is essential because the method relies on cumulative review and repetition. Students who receive daily instruction typically make faster progress than those who have sessions only once or twice a week.
What materials do I need for an Orton-Gillingham lesson?
Basic materials include phonogram cards, a whiteboard or lined paper, letter tiles or magnetic letters, and decodable reading materials. Multisensory tools like sand trays, textured surfaces, or color-coded tiles enhance the kinesthetic and tactile components. A complete program like PRIDE Reading Program includes all necessary materials.
Is Orton-Gillingham only for students with dyslexia?
No. While Orton-Gillingham was originally developed for students with dyslexia, its structured, multisensory approach benefits all struggling readers. It is also used for students with ADHD, language processing difficulties, English language learners, and any student who has not responded to traditional reading instruction.