By the time students begin learning R-controlled syllables, they’ve usually already worked with Bossy R vowel patterns like: They’ve practiced hearing the sounds, reading the patterns, and spelling words with those vowel combinations. The next step is learning how those same patterns work inside syllables and larger words. That’s where students begin connecting R-controlled vowels…
Spelling can be a challenge for both kids and adults, but throw in a word that makes no sense phonetically (especially when you are teaching phonics!), and it can throw students for a loop. Simultaneous Oral Spelling (SOS Technique) can be a spelling-lifesaver. It’s used in multi-sensory learning approaches like Orton Gillingham. Watch on YouTube:…
Most students learn that -ed is a past tense ending… but then quickly get confused. Why does jumped sound different from loved?And why does painted suddenly have two syllables? The answer is simple—but it has to be taught clearly. The suffix -ed actually has three different sounds: /t/, /d/, and /ed/ (or /?d/). Once students…
From Orton Gillingham Coaching Watch on YouTube: Teaching Open Syllables, Tools and Strategies from Orton Gillingham Coaching Teaching Open Syllables, Tools & Strategies Open Syllable is the third syllable pattern you teach in Orton Gillingham in the REVLOC system of syllable patterns. Open Syllable Pattern The Open Syllable pattern is CV or V – Consonant,…
From Orton Gillingham Coaching Teaching Magic-E (Silent E) Syllables, Tools & Strategies Magic E is the second syllable pattern you teach in Orton Gillingham in the REVLOC system of syllable patterns. Magic E Syllable Pattern The Magic E pattern is VCE – Vowel, Consonant, Silent E at the end. The silent E makes the vowel…
Scope & Sequence: The Way to See the Macro & Micro of Structured Literacy In any subject, when it’s comprehensive, like teaching the English language, you want a guide that shows the entire scope of teaching, along with the order you should teach that subject. It’s helpful to see it as a whole. In the…
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