Orton gillingham scope and sequence pdf


  • The Science of Reading: What All Teachers Should Know
  • Training Schedule
  • Beginning OG Course (Level 1)
  • We train educators how to teach reading more effectively
  • The Science of Reading is a term that refers to research that has been conducted over the past twenty years by leading reading experts, cognitive scientists, and reading researchers on how we learn to read. This science and research-based reading instruction should be used in every classroom. Many teachers have never heard of the Science of Reading. If teachers do not learn these scientifically proven strategies for teaching reading, many of their students will struggle with reading throughout their lives.

    Why Reading is Not a Natural Process.. According to the Science of Reading Learning to speak is a natural process for children, but learning to read is not.

    Reading needs to be taught explicitly. Children need to learn the different sounds in spoken language and be able to connect these sounds to written letters and make meaning out of print.

    Children also need background and vocabulary knowledge so that they comprehend what they are reading. Eventually, children need to recognize words automatically and read text fluently while at the same time attending to grammar, sentence structure and punctuation.

    Decades of scientific research has shown that reading does not come naturally. The human brain is not wired to read. They are: 1. Phonological Processor: The phonological processor is located towards the front of the brain on the left side. It handles spoken language.

    Almost everyone is born with this language area intact. Orthographic Processor: The orthographic processor is located towards the back of the brain on the left side. It handles visual images. Almost everyone is born with this visual part of the brain intact. Phonological Assembly Region: The phonological assembly region connects vision and speech and is the system that enables reading. No one is born with this neural system that connects both vision and speech. This system must be built through instructional experiences.

    So…how do we build this phonological assembly region in the human brain? The Simple View of Reading The Simple View of Reading is a formula that demonstrates the view that reading has two basic components: word recognition decoding and language comprehension.

    Students need both strong decoding and strong language comprehension skills to reach the ultimate goal of reading which is reading comprehension. Which Reading Skills Need to be Taught.. According to the Science of Reading? The most effective decoding word reading instruction is a structured and explicit phonics-based approach. This approach is beneficial to ALL students, not just those with dyslexia or reading difficulties.

    The National Reading Panel NRP Report in identified instruction in the following five elements as the most important skills students need to become proficient readers. Phonemic Awareness Phonemic awareness is recognizing that words are composed of individual sounds that can be blended together for reading and pulled apart or segmented for spelling.

    Phonemic awareness is a crucial skill for all students learning to read and there is a greater emphasis for phonemic awareness in kindergarten and first grade.

    Phonics is a key component to reading because decoding is the foundation upon which all reading instruction is built upon. Fluency Reading fluency is reading text with sufficient speed and accuracy to support comprehension. The practice of developing fluency in children includes reading accuracy, reading rate and reading expression.

    Instruction in reading fluency should include assisting students in developing their ability to use typical speech patterns and appropriate intonation while reading aloud.

    Vocabulary Vocabulary is the understanding of individual word meanings in a text. Comprehension Comprehension is the understanding of connected text and is the ultimate goal of reading.

    Instead of looking at valid evidence, many teachers rely on experience and anecdotal information to guide their reading lessons. Although experience is important, depending on experience alone will leave many children behind.

    To be able to provide reading instruction that helps all children succeed, teachers need a basic understanding of the science of reading. Explicit Instruction Learning to read does not come naturally and requires a complex set of skills that must be taught to students explicitly. All concepts are directly and explicitly taught to students with continuous student-teacher interaction, guidance and feedback. The Science of Reading shows us that explicit or direct instruction is the most effective teaching approach for students with reading difficulties.

    The teacher will then do the lesson together with the student. Finally, the teacher will ask the student to do it without guidance. I do, we do, you do. Phonological Awareness Phonological awareness means that a child can recognize the sounds, rhythm, and rhyme involving spoken words. You hear it and you speak it. There is no print involved in phonological awareness. Phonological awareness happens way before children are introduced to letters of the alphabet.

    Research has proven that phonological awareness is highly related to success in reading and spelling. Phonological awareness involves teaching children rhyming, syllable division, and phonemic awareness.

    This includes: Consonant and short vowel sounds Digraphs and blends Long vowels and other vowel patterns Syllable patterns Affixes Structured Literacy In the structured literacy approach, students are taught phonics, decoding, and spelling skills explicitly in a systematic, sequential and cumulative step-by-step process.

    Structured literacy approaches are effective at helping students with learning differences, such as dyslexia, learn to read and spell Spear-Swerling, Structured literacy instruction is carefully built around a scope and sequence.

    This scope and sequence dictates the order in which each concept or skill is taught. The students only read and spell what they have been explicitly taught.

    Each individual skill is taught in isolation beginning with the most basic levels of phonics and developing into the most advanced spelling rules and morphological concepts. Four things you need to know about the new reading wars. The Hechinger Report. At a loss for words: How a flawed idea is teaching millions of kids to be poor readers.

    APM Reports.

    Is there a time limit or requirement for this course? No, the online course does not have a time limit or requirement. The courses are self-paced and can be completed at a time that works best for you. You can complete the course requirements on your own time, and submit them at a pace that works for you.

    After purchasing the course, you will have unlimited access to the course content, and will be able to circle back to retake the course anytime. Will I need to buy additional books for this course? No, the course is all-inclusive and comes with all necessary materials to deliver successful Orton Gillingham lessons.

    What if I do not want to print my own materials? What if I would like bound books shipped to me? If you would like hard copies of the course materials shipped to your home, you can send a request to [email protected] along with your address form after you have enrolled in the course. When I complete the course, will I receive a certificate of completion? If so, what will the certificate say? You may work with students using the knowledge that you have gleaned from the course.

    You would also receive a letter of recommendation from your supervisor upon completion of the practicum extension hours. Do you offer graduate professional development credit hours for this course? Yes, when all required assignments are submitted and passed, you may register for 2 graduate professional development credit hours.

    I teach in a classroom. Is there whole group application for this course? Yes, the course includes whole group instruction application and demonstration videos. In the appendix of the course, we have provided PowerPoint presentations for the lessons that can be used when presenting the lessons to a group or class.

    Why do I have to create a username and password for Moodle before I can enroll? The login information that you create in Moodle is intended to protect your personal information, and give you access to information about our coursework. When you create a username and password, you are not obligated to purchase anything, but you can view the courses, webinars, and other resources that we offer on our online course platform.

    What happens if I forget my username and password? Once your account is located, you can then reset your password. I agree to have my personal information transfered to MailChimp more information You will receive first dibs on webinar seats, freebies, and subscriber-only tips and tidbits.

    The Science of Reading: What All Teachers Should Know

    Orton-Gillingham is an explicit, sequential, systematic, and multi-sensory approach used to teach literacy. Our evidence-based program breaks reading and writing into smaller skills involving letters and sounds, then builds on these skills over time. That means teaching phonology, morphology, syntax, and more Structured Literacy components using an explicit, sequential, systematic, and multi-sensory approach.

    I saw the results so quickly. The Simple View of Reading The Simple View of Reading is a formula that demonstrates the view that reading has two basic components: word recognition decoding and language comprehension. Students need both strong decoding and strong language comprehension skills to reach the ultimate goal of reading which is reading comprehension.

    Which Reading Skills Need to be Taught. According to the Science of Reading?

    Training Schedule

    The most effective decoding word reading instruction is a structured and explicit phonics-based approach. This approach is beneficial to ALL students, not just those with dyslexia or reading difficulties. The National Reading Panel NRP Report in identified instruction in the following five elements as the most important skills students need to become proficient readers. Phonemic Awareness Phonemic awareness is recognizing that words are composed of individual sounds that can be blended together for reading and pulled apart or segmented for spelling.

    Phonemic awareness is a crucial skill for all students learning to read and there is a greater emphasis for phonemic awareness in kindergarten and first grade.

    Phonics is a key component to reading because decoding is the foundation upon which all reading instruction is built upon. Fluency Reading fluency is reading text with sufficient speed and accuracy to support comprehension.

    The practice of developing fluency in children includes reading accuracy, reading rate and reading expression. Instruction in reading fluency should include assisting students in developing their ability to use typical speech patterns and appropriate intonation while reading aloud.

    Vocabulary Vocabulary is the understanding of individual word meanings in a text.

    Beginning OG Course (Level 1)

    Comprehension Comprehension is the understanding of connected text and is the ultimate goal of reading. Instead of looking at valid evidence, many teachers rely on experience and anecdotal information to guide their reading lessons. Although experience is important, depending on experience alone will leave many children behind.

    To be able to provide reading instruction that helps all children succeed, teachers need a basic understanding of the science of reading. Explicit Instruction Learning to read does not come naturally and requires a complex set of skills that must be taught to students explicitly. All concepts are directly and explicitly taught to students with continuous student-teacher interaction, guidance and feedback.

    The Science of Reading shows us that explicit or direct instruction is the most effective teaching approach for students with reading difficulties.

    We train educators how to teach reading more effectively

    I teach in a classroom. Is there whole group application for this course? Yes, the course includes whole group instruction application and demonstration videos. In the appendix of the course, we have provided PowerPoint presentations for the lessons that can be used when presenting the lessons to a group or class. Why do I have to create a username and password for Moodle before I can enroll?

    The login information that you create in Moodle is intended to protect your personal information, and give you access to information about our coursework. When you create a username and password, you are not obligated to purchase anything, but you can view the courses, webinars, and other resources that we offer on our online course platform. What happens if I forget my username and password?


    Orton gillingham scope and sequence pdf