If you have been researching reading programs for struggling readers, you might have come across the Orton-Gillingham method a few times. This is by far the most effective reading approach for kids that need to learn differently. It might seem really complicated – but it isn’t. On today’s post I am going to explain to you step by step what happens in an Orton-Gillingham lesson and also show it to you in action!
Step 1: Review with Phonogram Cards
Using Phonogram Cards or Sound Cards the student is drilled with skills he/she has already learned. This is a quick step. Phonogram Drill Cards are usually separated by color. For example the vowels might be green, the consonants might be white, the suffixes might be blue, etc. Before each new lesson, students are required to review these phonogram cards. Reviewing them over and over again, week after week, month after month, helps the kids remember them over time.
It is always a good idea to keep the phonogram cards in an organized box. This Sound Card Box, for example, helps organize which sound cards the students have mastered, which cards they still need to review and which cards they haven’t learned yet before each Orton-Gillingham lesson.
Step 2: Introduce a New Skill
When the student is ready to move on and learn a new skill, there are several ways this is introduced in an Orton-Gillingham lesson. Every new phonogram, sound, syllable type or spelling pattern will need explicit instruction and multisensory teaching methods to help the concepts “stick.” This means the students will see it (visual), hear it (auditory) and move with it (kinesthetic). Many Orton-Gillingham lessons have pictures to introduce a new sound or spelling rule.
These pictures (often called keyword pictures) help the students remember a particular letter or sound relationship with a visual. Thereafter, students are also asked to trace, skywrite, use arm tapping, write on their palms and paper, build words with letter tiles, write on textured material and use other multisensory activities to help learn the new concept.
If you want to view a Sky Writing lesson in action, read my post How I use Orton-Gillingham Sky Writing with my Students.
Step 3: Blending Drill
The Blending Drill in the Orton-Gillingham lesson is when the student practices reading nonsense words. Nonsense words force the students to use decoding and not memorization skills.
The phonogram cards are separated into three piles on a table top. The vowels are put in the middle of the pile. The student points to each phonogram card from left to right and blends the sounds into a nonsense word. The teacher keeps flipping the cards from the different columns to make different combinations.
If you want to view a Blending Drill lesson in action read my post, How I use the Blending Drill in Orton-Gillingham.
Step 4: Red Words
Red Words or Sight Words are those words that cannot be sounded out phonetically and do not follow any particular phonemic rule. These must be memorized. In an Orton-Gillingham lesson, the Red Words are also taught using multisensory techniques. These activities might include Arm Tapping, Finger Sliding and Finger Tracing.
If you want to view a Red Word lesson in action read my post, How to Teach Orton-Gillingham Red Words.
Step 5: Reading Words, Sentences and Text
In each Orton-Gillingham lesson, students are asked to begin reading words, then read sentences and finally read a decodable text.
Students are asked to underline, link, divide and box letters and letter combinations, suffixes and prefixes. Students will identify vowel sounds and letters and other concepts when reading and learning new words.
Students are asked to read relatively simple sentences utilizing their newly learned concept. They might read these silently to themselves and then again aloud with the teacher. Comprehension questions are also often used in this step.
Finally, students are asked to read a story or text. The reading passages in Orton-Gillingham lessons are always decodable and only contain sounds and concepts that the student has already learned. Semantics and vocabulary development are a continual process throughout the entire reading of the passage. Students are also asked to visualize, use prior knowledge, use context clues, and other reading comprehension strategies.
Step 6: Writing
Students are asked to write sounds, words and sentences that are dictated by the teacher in each Orton-Gillingham lesson. It typically begins with the teacher dictating a word and the student will repeat the word. The student then uses either finger tapping, sound segmenting, or palm writing while saying the word aloud. The student will follow up by writing the words down on a sheet of paper and then asked to read the words back.
Some Additional Activities that are Included in Orton-Gillingham Lessons:
Most Orton-Gillingham lessons will also teach and practice phonological awareness activities throughout the entire program. These will include activities with rhyming, syllable division and sound segmentation.
If you want to read more on phonological awareness in Orton-Gillingham, read my post, Strategies for Teaching Phonological Awareness.
Fluency Drills are often used during the Orton-Gillingham lessons to help the students practice mastering their newly learned Orton-Gillingham skills. Students are given a fluency practice drill and with a marker across the first line, they read the words as quickly as they can. They will do this with every line increasing their speed over time.
Many Orton-Gillingham teachers and tutors like to use games to reinforce the skills that the students are learning. Using a lot of interactive and fun learning games, the Orton-Gillingham lessons can become a bit more colorful and lively for the kids.
An Orton-Gillingham Program to use:
If you are looking for an Orton-Gillingham program that is:
- very easy to use
- heavily scripted out
- very affordable
Then check out The PRIDE Reading Program
This program is 100% scripted and you can easily teach the PRIDE Orton-Gillingham method at home or in the classroom.
Thank you so much for reading my post today!
Karina Richland, M.A., is the author of the PRIDE Reading Program, a multisensory Orton-Gillingham reading, writing and comprehension curriculum that is available worldwide for parents, tutors, teachers and homeschoolers of struggling readers. Karina has an extensive background in working with students of all ages and various learning modalities. She has spent many years researching learning differences and differentiated teaching practices. You can reach her by email at firstname.lastname@example.org or visit the website at www.pridereadingprogram.com