Possessive rules can be easy, but can also get a little tricky when we move beyond just adding ‘s. Possessive Rules are all about ownership and can be narrowed down to a couple of categories: singular and plural. Singular Possessive Rule Singular Possessive Rule is to show ownership for a singular owner, add ‘s to…
Without even thinking about it, we make words plural every day. We might go to one grocery store or visit several stores. Most of the time, making a word plural is as simple as adding -s. But what happens when the word doesn’t follow that pattern? Why do we write watches, stories, leaves, or children…
There is a basic rule about IE/EI, but there are also many exceptions to the rule that make it difficult to learn and teach this concept. However, getting a basic understanding of the rule can level the field for spelling and reading. This rule is usually for 4th grade and above. First, the rule says…
Continuing with Suffix Rules, the first one I will go in depth on is the 1-1-1 Doubling Rule. The grade level this rule corresponds with is 2nd through 12th. Before teaching this rule, one should know: What a suffix is That some suffixes begin with vowels and some with consonants The difference between one and…
Continuing with Suffixes, today I will create an overview of suffix rules. The three suffix rules are: 1-1-1 Doubling Rule, E Drop Rule and the Y-Changing Rule. I will do an overview today, but go in depth in my next posts. 1-1-1 Doubling rule is: 1 syllable words ending in 1 consonant after 1 vowel,…
As a kid, when I learned suffixes, I don’t recall getting a lot of reasoning behind the topic. But, knowing what I know now, I can’t imagine teaching them any other way than how we teach in structured literacy. Today, I want to answer: How do suffixes fit into a cumulative Orton-Gillingham lesson? Because in…
In my last post I talked about how to spell consonants. This week, we will cover how to spell vowels. It is important to note that when I say “spell” consonants and vowels I am talking about how letters can make more than one sound. For example, a makes a long and short sound, as…
Often in phonics, we talk about letters and the sounds they make. For example, the letter d says /d/ as in dog. That’s familiar and expected. What I had never been taught before learning Orton Gillingham, however, was how to spell a sound. This concept—spelling sounds versus reading sounds—is a powerful (and overlooked) lesson in…
My most recent posts covered the Short Vowel Rules in Orton Gillingham. Today I would like to give an overview of all four of these rules. I will also provide a practice worksheet and a quiz on these rules. Now that you have seen all four rules, grouping them together as “Short Vowel Rules” should…
This week we will cover the last of the Short Vowel Rules in Orton Gillingham. So far, we have made it through FLOSS, “K” Rule, and the “J” Rule. The fourth and final short vowel rule is the “CH” Rule. The “CH” Rule says: -tch is used after one short vowel at the end of…
Following in the path of my post last week, today we cover the third of four Short Vowel Rules in Orton Gillingham. It is the “J” Rule. So far, we have covered FLOSS and the “K” Rule . The “J” rule says: -dge is used after one short vowel at the end of a one…
Once students understand the K (-ck) Rule, the next step is to give them plenty of opportunities to apply it in reading and spelling. The K Rule tells us: When you hear /k/ at the end of a one-syllable word after one short vowel, use -ck. Examples: But knowing the rule and applying it are…
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