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: [email protected]
davidkatztutor.com
Every classroom is already an Orton-Gillingham
classroom, because every classroom is language based.
7KHNH\LVWRHQDEOHWKHVWXGHQWWR´seeµKRZODQJXDJH
develops from the consonants and vowels, all the way to
the comprehension of fiction and non-fiction passages.
7KHVWXGHQWZLOOEHDEOHWR´seeµKRZZULWWHQH[SUHVVLRQ
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
OHYHORIWKHFODVVDQGUHOHYDQWWRWKHVWXGHQWV·OHYHORI
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 7KH´/HWWHUVDUH7DONLQJµ%RDUG
Syllables 7KH´6L[6\OODEOH)DPLOLHVµ%RDUG
Syllabication rules 7KH´/HW·V'LYLGHµ%RDUG
Latin and Greek roots - 7KH´$IIL[HV+HOS<RX8QGHUVWDQGµ%RDUG
Spelling rules 7KH´)ROORZWKH5XOHVµ%RDUG
Sentence structure 7KH´6HQWHQFHV1HHGµ%RDUG
Paragraph structure - 7KH´3DUDJUDSKV1HHGµ%RDUG
Essay formats 7KH´%LJ)LYH(VVD\µ%RDUG
and finally Reading comprehension of narrative stories and novels, and Reading
comprehension of non-fiction expository articles and textbooks, on
7KH´5HDGWR/HDUQµ%RDUG
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 ² 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,
KHUHLVDQLQWURGXFWLRQWRWKH3KRQRORJ\«
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
/Ԥ/ 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
/Ԥ/ 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
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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
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KDQG([DPSOHDDSSOHĉ
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.
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1) (PHUJHQWDQGHDUO\UHDGHUVZLOOKDYH´/HWWHUVDUH7DONLQJµEXOOHWLQERDUGVWKDW
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, OLNHWKHVKRUWVRXQGRIYRZHOĉDVLQFDWDQGWKHORQJ
VRXQGRIYRZHOŇOLNHLQUDWH
New phonograms are introduced only when the teacher is confident that the
students have developed automaticity of previously learned phonograms.
%\ILUVWDQGVHFRQGJUDGHWKH´/HWWHUVDUH7DONLQJµEXOOHWLQERDUGFDQKLJKOLJKW
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 spellingsWKDWGRQ·WPDWFKWUDGLWLRQDORSHQDQGFORVHGV\OODEOHV
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
WUDLQHGWKHLQWURGXFWLRQRISKRQHPHVVHOHFWHGPD\DFWXDOO\LPSHGHWKHVWXGHQWV·
developing reading fluency.
Letters are Talking!
a b f h i j k m p t
g r l n s d w u o e
th
ch
sh wh
ee ea ai ay oa ow oe
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
A Suggestion for
Instruction:
At the beginning of each
lesson, review all of the
previously introduced
phonograms. This is like
XVLQJD³WXQLQJIRUN´DQG
will aid in building
automaticity.
As the teacher points to a
phonogram, the students
will review the phonogram
E\VD\LQJWKHOHWWHU¶V
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.
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
WKDWPDWFKHVWKHVWXGHQWV·FXUUHQWNQRZOHGJHDQG
proficiency of previously introduced phonograms.
The second bulletin board is the:
Six Syllable Families
Before you create your bulletin board,
KHUHLVDQLQWURGXFWLRQWRWKH6\OODEOH«
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.
)ROORZLQJDUHWKHVL[V\OODEOHW\SHV«
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.)
([DPSOHŰDVLQQR
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
LW·VRZQQDPH
([DPSOHŰDVLQQRWH
4. Diphthong / Double Vowel Syllable: it usually has two vowels that
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with double vowels that make a long sound:
aiD\VD\ ŇDVLQUDLQDQGSOD\
eeHDVD\ ōDVLQPHHWDQGPHDW
oa, oe, ow VD\ ŰDVLQERDWWRHDQGVORZ
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,
´/HW·V'LYLGH- 6\OODELFDWLRQµ
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:
7KHYRZHOV´UXOHµWKHDOSKDEHWZRUOGEHFDXVHWKH\FDQVD\WKHLUQDPH7KH\
make the long sound!
If you had enough air in your chest, you could hold the vowel sounds out
IRUHYHU,·OOSURYHLWWR\RX/HW·VVHHZKRFDQKROGWKHYRZHO´ŇµWKH
longest!
1RZWU\WRKROGRXWWKHVRXQGVRIWKHFRQVRQDQWV<RXFDQ·WEHFDXVHWKH\
get caught in our body parts;; under our tongue, between our lips etc. So the
FRQVRQDQWVFDQ·WVD\WKHLUQDPH
:HOOWKHFRQVRQDQWVDUHYHU\MHDORXVRIWKHYRZHOV7KH\DVN´:K\FDQ·W
ZHKDYHORQJVRXQGVWRR"µ6RWKH\VQHDNXSEHKLQGWKHYRZHODQGFXWWKH
YRZHO·VVRXQGVKRUW7KHYRZHOFDQQRORQJHUVD\LWVQDPH,WFDQRQO\PDNH
its VKRUWVRXQGµ
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 ʹ open c ʹ closed e ʹ silent e d ʹ double vowel r ʹ r control OPEN
no
a
CLOSED
not
at
A Suggestion for
Instruction:
OPEN
:HDUHKDSS\EHFDXVH³D´
can say its name!
Ɨ= an open syllable!
SILENT E
note
ate
DOUBLE VOWEL
ōH,
ōD,
ŇL, Ň\
meet, meat, rain, play
R-CONTROL
är, ör, ër, ïr, ür
star, fork, her, girl, burn
CLOSED
But, here comes nasty
FRQVRQDQW³W´,WVQHDNVXS
EHKLQGWKHYRZHO³D´DQG
cuts off its sound!
ăt = a closed syllable!
SILENT E
But wait! The vowels have a
superhero who can save
them from those nasty
consonants!
Its Silent-E Man!
ƗWH = a silent e syllable!
Silent-E gives the vowel
back its name!
9 To make the bulletin boards interactive, you
should change the words used as examples
every day.
9 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:
/HW·V'LYLGH
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:
´/HWWHUVDUH7DONLQJµ´7KH6L[6\OODEOHV)DPLOLHVµ´/HW·V'LYLGHµ
7KH\ZLOO´VHHµWKHSURJUHVVLRQRIODQJXDJHDQGKRZLQGLYLGXDO
phonograms form syllables, and how syllables form words.
+HUH·VDYLVXDOVWUDWHJ\WRKHOSVWXGHQWVVHHZKHUHWRGLYLGHD
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 ² it has three syllables: closed, r-controlled, and
open.
0XOWLV\OODELF¶V+RXVH
but
Closed
ter
R-controlled
fly
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
D
E
bee | hive
R
C
star| fish
O
E
be| side
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D
E
bee hive
R
C
star fish
O
E
be side
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, /Ԥ/, 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.
O
C
E
go| ing
O
C
go
ing
C
hope| ful
E
C
hope ful
3) 7+(9&_&963(//,1*3$77(51$1'7+(´7:,16µ
When two consonants stand between two vowels, divide between
the consonants. If the consonants being divided are the same, I
FDOOWKHP´7ZLQVµ<RXGLYLGHWKHWZLQVDSDUW,QWKLVPHWKRG
WKHVHDUHDOVRFRPPRQO\FDOOHG´5DEELW:RUGVµrab|bit)
VC
CV
pic| nic
VC CV
pic
nic
VC
CV
rab| bit
VC CV
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.
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
YRZHOşDVLQVK\FU\RUP\
‡
In a multisyllabic word, the vowel Y will often borrow his sound
IURPORQJYRZHOōDVLQVXQQ\FDUU\XJO\RUFKHZ\
‡
However, if you pronounce a multisyllabic word with vowel Y as
DORQJYRZHOōDQGLWGRHVQ·WPDNHVHQVHWU\DORQJYRZHOş
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.
,WKDVDYRZHO<WKDW´ERUURZVµKLVVRXQGIURPORQJYRZHOō
DQG´EHIULHQGVµWKHQH[WFRQVRQDQWVRKHKDVFRPSDQ\LQKLV
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.
Twins
VC CV
sun ny
Says ō
Now, the student has three ways to figure out how to divide the word.
5) CONSONANT ²le
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, /Ԥ/, an unaccented syllable. Therefore, many students have trouble
pronouncing this syllable and spelling it.
([DPSOHDSSOHEHFRPHV´apulµZKHQPDQ\VWXGHQWVWU\WRVSHOOLW
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 ²le
The trick, or strategy, is to remind the student that this
multisyllbic word has a final syllable with three letters:
DFRQVRQDQWOH,OLNHWRVLQJ´LW·VFRQVRQDQWOHµ
Also, the students can look for twins when dividing some of these
words.
Twins
bot tle
«
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.
Robot
V CV
ro bot
Robot
not
Lemon
VC V
VC V
rob ot
lem on
Lemon
not
V
CV
le mon
Compound
Words
c
e
d
o
bath/robe may / be
c
rent/ed
e
hope/ful
Twins
c r
sum/mer
c c
ten/nis
c
c
gos / sip
VC/CV
c
ab/sent
c
pub/lic
c
vel / vet
Vowel Y
c
o
sun / ny
o o
la / dy
o o
i /vy
Root/Suffix
Consonant
le
c
ap / ple
d
clean / ing
o
ti/ tle
c
twin / kle
V/CV
o
ro/ bot
o
mi /nus
o
ba / con
VC/V
c
sev / en
c
lem / on
c
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.
8VLQJWKH´/HW·V'LYLGHµ%XOOHWLQ%RDUGLQ
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.
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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.
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Here is an introduction to morphology:
MORPHEMES
A morpheme is the smallest unit of meaning in the language.
FREE
BOUND
friend
give
change
WORD
un- -ly
-ing
-able
unfriendly
giving
changeable
AFFIXES
PREFIX
+
WORD
+
(Refines meaning)
un
(Changes part of speech)
+
accept
boy
dis
SUFFIX
+
honest
+
+
+
able
ish (noun ² adjective)
ly (adjective ² adverb)
ROOTS
They come from Latin or from Greek and do not stand alone.
PREFIX
im
ROOT
+
port
SUFFIX
+
ing
‡
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,
pack,
un / tie,
un / pack
re / tie
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 ² 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
hope hopeful
deep deeper
care careful
walked
hopeless
deepest
carefully
child
childish
childishly
accept acceptable acceptably
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
im = into
port = to carry
port = to carry
export = to carry or send out
import = to carry or bring in
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area vocabulary words as they are introduced. Therefore, the board will
be constantly introducing and reviewing vocabulary as the students learn
new content curriculum.
Prefixes, suffixes, and roots can be presented on this Affixes Help You Understand board as they are New Words! introduced in the content areas. Prefixes Suffixes The words un = not unhappy ness = having unhappiness presented in this in = not inexpensive ly = how to inexpensively example were re = again remind ful = full of, remindful taken from a short ex = out extend able = can be extendable pro = forward propel er = that which propeller story written at a 3rd grade reading level. Roots pens = weigh inexpensively The students tend = to stretch extendable learned the words pel = to push propeller 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:
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in recognizing words more quickly when reading.
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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.
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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
hop
hoping
hopping
grip
gripe
gripping
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.
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book ² books
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Examples: brush ² brushes, watch ² 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 ² cries ² cried (Do not change y to i before ing: crying)
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a letter y.
Examples: play ² plays ² played ² 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? ĚĚĂŶ͞Ɛ͟ƚŽŵŽƐƚǁŽƌĚƐ cat ʹ cats dog ʹ dogs carrot ʹcarrots ĚĚ͞es͟ƚŽǁŽƌĚƐĞŶĚŝŶŐŝŶ͗ s, ss, sh, ch, x, and z brush ʹ 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
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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.
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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.
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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.
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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)
The boy
(Verb)
+
This is called an independent
clause. Some language books
call this a sentence kernel.
Now, add the descriptors: adjectives and adverbs
Naming Part ² Subject
runs.
Action Part - Predicate
(Adjective) (Noun) (Verb)
(Adverb)
The athletic boy runs quickly.
Now, add a prepositional phrase (the setting)
Naming Part ² Subject
(Adj)
(N)
Action Part - Predicate
(V)
(Adv)
(+ the setting)
The athletic boy runs quickly into the park.
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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 ² Subject
N
Action Part - Predicate
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 ² Subject
Action Part - Predicate
+
N
+
V
The athletic girl and boy run quickly into the town park and play
N
N
flag football.
N
V
Sentences EĞĞĚ͙ 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. 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.
The seventh bulletin board:
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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.
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words give the students directions about what facts are coming
up next as they read. They act like traffic signals. They help
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students learn that signal words also assist them when they are
writing. Signal words help a writer to connect ideas together.
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examples each day. In fact, students can be asked to write
paragraphs for inclusion on the board.
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types of paragraphs: sequence, time order, cause / effect,
comparison, reason, example, and description.
Signal Words!
Paragraphs EĞĞĚ͙ 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. 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.
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.
Read to Learn! Fiction Nonfiction Not real! A made up story! Real! Facts about real things! Dangerous Storm Genre: Adventure Comprehension Strategies ‡Story Map ‡Questions to answer Tornadoes Genre: Article Comprehension Strategies ‡Outlining ‡Note -­‐ taking 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.