Have you ever had a student sound out a word correctly, only to get stuck on the exact same word later? Let’s use map. The student looks at the word, gives you /m/ /?/ /p/, blends it together, and says map. Yay! They read it. Then map shows up again later… and they’re back to…
You’ve taught the rules and patterns, and the student seems to know them. But when it’s time to actually read or spell, they’re still working much harder than you think they should be. This is a tricky place to be with a student. So, do you slow down and really work those earlier skills, or…
If you’ve taught syllable types and syllable division, you’ve probably come across consonant-LE words like table, little, and puzzle. These are a different type of syllable division than students are used to because the final -le doesn’t follow what we typically think of as a syllable. The good news is that consonant+LE words follow a…
If you’ve been teaching syllable types, you already know about open and closed syllables. Now we’re going to borrow those same ideas to talk about prefixes. A prefix is a word part added to the beginning of another word. It changes the meaning of the base word. Think about these: Once students begin recognizing prefixes,…
A VCCCV word contains a vowel followed by three consonants and then another vowel sound. When students see these words, they use their knowledge of blends and digraphs to know where the word should be divided. VCCCV, Vowel-Consonant-Consonant-Consonant-Vowel looks longer and possibly more challenging than other division rules, but it’s not as scary as it…
If you’ve studied Orton-Gillingham or structured literacy, you’ve probably heard different memory words used to teach syllable types. Some programs use CLOVER.Personally, I prefer REVLOC. Why? Because REVLOC doesn’t just help students remember the syllable types, it also helps them remember the order to check when decoding words. The order really matters. What Does REVLOC…
Now that you understand how vowel team generalizations work, the next step is helping students actually apply them in reading and spelling. New to Vowel Team Generalizations? If you need a full explanation of how vowel team generalizations work and why these spelling patterns matter, start here first: Vowel Team Generalizations Explained: OI/OY, OU/OW, and…
Vowel Team Generalizations are taught for students to know the sounds and placement of OI/OY, OU/OW, AU/AW in words.
The video discusses the importance of effective lesson planning and what essential elements should be included. It explores the optimal number of parts in a lesson and how to balance content within time constraints. The article also promotes various educational products and highlights the Orton Gillingham phonics-based teaching method for English learners.
Create Orton Gillingham lesson plans for students in any setting.
You may have already taught closed syllables — the idea that when a vowel is “closed in” by consonants, it usually makes a short sound. And most of the time, that works. But then you run into words like old, find, or wild… and suddenly the rule doesn’t seem to apply anymore. These are often…
Summer tends to shift things. One week you’re on a roll, and the next week someone’s at the beach, at camp, or just… done. The truth is, very few are excited about full lessons of summer reading and spelling in July. No matter how great a tutor I am or how many “games” I can…
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