Please note that the resources included on this site are intended to be used to assist with virtual learning within the Orton-Gillingham Virtual Clinic only. You are not permitted to share/distribute these resources with any party outside of the the cohort.
Teacher Materials:
Card pack, blending drill, word lists, controlled reading, visual. Feel free to make a copy of this editable template to organize everything.
Student Materials:
Writing utensil (preferably a pencil) and white-lined paper. You can ask the parent to print out this modified response sheet, but it is not required.
I. Read Sounds
You may use the student's card pack, making sure that the last three items taught, prevalent errors, and connection to prior knowledge are in the front
It is a good idea to have two separate decks: 1 for phonograms and 1 for roots and affixes (all affixes known for reading should be included; the meaning and spelling will be woven in)
Error Correction: Supply student with the sound, have student trace and say on the table in front of them; place card one card back so as to get another hit. If it is an affix or a root, make sure the student supplies the meaning while underlining it three times.
You may use a digital card pack, such as this one if you would like. Make sure to make a copy and edit it to include only the sounds that the student knows for reading and that your last three items taught, prevalent errors, and connection to prior knowledge are in the front. Please note that if there is an error, you will have to make sure you go back to the slide where there is an error for another hit.
II. Spell Sounds
Plan for ten sounds, being sure to include the last three items taught, prevalent errors, and connection to prior knowledge
If pressed for time, complete a minimum of 7 sounds with priority being the last three items taught, connection to prior knowledge, prevalent errors, and whatever is being woven in (if appropriate)
Procedure: "Watch, say, _______"; "Spell and say _______"; Student writes on response sheet/white-lined paper; have the student either show you what they've written or ask them to tell you the letter(s) he/she has written down
Error Correction: Show the student the sound on a white board, boogie board, or paper. Have the student write and say three times. If time allows, ask them to show you or tell you the letter(s) he/she has written down
III. Phonemic Awareness
Focus on auditory activities that do not require manipulatives (or at least require manipulatives that can be shared digitally)
Use Phonological Awareness Profile to select a skill/activity to work on with the student
You can use digital resources like this sound board to help, but these are not required
IV. Blending Drill
Complete the blending drill by holding up your blending binder/card packs
Prepare for the last items taught; at minimum, complete very last item taught
You can use some of these digital tools to help, but they are not required
V. Words for Oral Reading
We are completing at least seven word lists: the last three items taught, prior knowledge, nonsense words, red words, and weaving in (when applicable). If your student is capable, we will fit in more word lists.
You can use various digital platforms to "project" these lists to students; some examples can be found here.
Last three taught:
The instructor identifies what the word lists have in common and asks the student an eliciting question (i.e. "In this list, we are reviewing the digraph sh; what sound does sh make?")
Have the student code the first word on the list. Student should copy the word on their paper, vocalize the steps, and if possible, show you the finished product. If you are using a digital platform that allows for marking, have the student directly code on the word list. If necessary, you can code while asking the student eliciting questions
Nonsense Words:
Incorporate words that use the last three items taught, prevalent errors, and weaving in.
Weaving In:
Following the weave-in procedure, when ready, create a list with the concept(s) you are weaving in.
Red Words:
Here are some versions of the Red Word list for you to share: Microsoft Word, Google Docs, or PDF .
Highlight or tell student the starting point (three up from their first error on the last lesson)
If student makes an error, tell the student the word (if necessary, define it), and have the student trace the word on the table in front of them. They say the letter names and underline the word while saying it.
Stop after the third error or 2 minutes have gone by
VI. Spell Words
We are completing at least seven word lists: the last three items taught, prior knowledge, red words, connection prevalent errors, and weaving in (when appropriate)
Procedure: "Watch, say, _______"; "Spell and say _______"; Student writes on response sheet/white-lined paper; have the student either show you what they've written or ask them to tell you the letter(s) he/she has written down. For red words, they must say the letter names
If there is an error on the first three lists, have the student finger-spell the word and ask eliciting questions. If the error is on the target, give the student two more words with that target
If there is an error on the red words, show the student the correct spelling (on paper, a boogie board, white board, etc). The student spells the word while saying the letters and the word three times
Sentence Dictation:
Prepare two sentences incorporating the very last item and sight word taught.
Complete a minimum of one sentence if timing is an issue
Go through COPS with the student. If you'd like, you can share your screen and show them the visual.
VII. New learning
A. Identify sound or concept
B. Make a connection as usual
C. Complete auditory discovery as usual; "project" three words and read them to the student; have the student identify what's in common; if you are using an interactive platform, you can have the student highlight what's in common
D. Complete direct instruction as usual while "projecting" the visual
E. Kinesthetic/Tactile:
Phonogram: have the student trace and say on the table three times
Concept: have student verbally code at least one word by copying it down onto paper and verbalize steps and/or show you what they have written. If you are using an interactive platforn, you can have student code words on the screen
F/G. Complete phonemic awareness/morphological awareness as usual. Place an emphasis on strictly auditory activities
H. Complete words for oral reading as usual
I. Procedure: "Watch, say, _______"; "Spell and say _______"; Student must finger-spell word. Then, student writes on response sheet/white-lined paper; have the student either show you what they've written or ask them to tell you the letter(s) he/she has written down.
J. "Project" sentences. Ask student what he/she learned today and to identify a word that follows that rule or has that phonogram. If using an interactive platform, they can highlight the words. Have the students read the sentences.
K. Introduce the new sight word, define it/use it in sentence. Have the student trace the word on the table in front of them while saying the letters and the word three times.
VIII. Oral Reading
Complete controlled reading only. You can find some resources here.
Recording Forms
Various recording forms can be found here.