At IMSE, we believe... that success is fundamental, driving intellectual and emotional growth. Because success looks different for every child, IMSE is committed to providing teachers with the knowledge and tools to promote individual reading excellence. This is why we provide teachers with the opportunity to learn how to help all children be successful. We believe that teachers can transform lives, and we’re here to support them through it.

IMSE COMPREHENSIVE & INTERMEDIATE ORTON-GILLINGHAM COURSES

IMSE Orton-Gillingham Approach

Structured The Essential Five Adaptations & Foundational Assistive Technology Concepts Contributing Differentiation Factors to Literacy

Dyslexia & Other Reading Motivation Impairments MTSS

©IMSE

1 IMSE COMPREHENSIVE ORTON-GILLINGHAM Sequence Chart ● c (cat) ● th (that) ● ng and nk Endings Texts, , Instructional Resources, & Required ● o (octopus) ● w (wag) ● Suffix ed ● a (apple) ● wh (whale) ● Magic e (ME) ● d (dog) ● y (yarn) ● Magic e (a-e, e-e, i-e, o-e, Assignments ● g (go) ● v (vase) u-e) ● m (moon) ● x (box) ● Review Tests - Magic e ● Training Manual by the Institute for Multi-Sensory Education ● l (log) ● z (zebra) ● ph (phone) ● h (hat) ● th (thumb) ● ck (black) ● Assessment Manual by the Institute for Multi-Sensory Education ● t (turtle) ● Review Consonant Digraphs ● Vowel Team (VT) ● Reviewing ● qu (queen) ● ea (eat) ● Syllable Division Word Book and Syllable Division Cards by the Institute for CVC Words ● Review Tests (CVC Words) ● oa (soap) ● i (igloo) ● Two -Syllable Compound Words ● ai (mail) Multi-Sensory Education ● j (jug) ● Rule ff-ll-ss-zz ● ee (tree) ● Recipe for Reading by Nina Traub and Francis Bloom ● k (kettle) ● Open/Closed Syllable (O/Cl); ● ay (play) ● p (pig) Syllable Pattern: VC/CV, V/CV ● oe (toe) ● Interventions for All: by Yvette Zgonc ● ch (chair) ● Detached Syllables ● Review Four Kinds of ● u (umbrella) ● Review Tests- Detached CVC Syllables ● / Card Pack ● b (bat) Syllables ● Spelling for k, ck, ke ● r (rabbit) ● Syllabication Method ● Bossy r (BR) ● Plastic Screen, Sensational Sand, Blending Board ● f (fish) ● Initial Consonant Blends ● er (fern) ● 5 Learning Outcomes to be done outside of class time ● n (nail) ● Final Consonant Blends ● ir (bird) ● e (elephant) ● Review Tests-Consonant Blends ● ur (burn) ● s (sun) ● Multisyllabic Words and Blends ● Diphthong (DT); Syllable ● sh (shoe) ● Syllable Pattern: VC/V Pattern: V/V

The animation is Sequence Chart (continued) Beginning Reading Skill already done for you; just copy and ● ow (clown) ● 3 Great Rules Assessment paste the slide into ● ou (cloud) ● Dividing between Two Vowels your existing ● igh (light) ● ing as an ending Sound Recognition of presentation. ● Consonant le (C-le) ● VCV and VCe Spelling Rules ● Endings: -ble, -fle, -tle, -dle, -gle, ● ew (grew) Lowercase Letter -kle, -ple, -zle ● ew (few) ● Endings: -y, -ly, -vy, -by, -dy, ● eu (feud and neutral) T: Point to each letter -ty, -fy, -ny, -py, -sy, -my ● eigh (eight) S: State the sound of the letter ● ild, old, ind, olt, ost Words ● ei (vein) ● ar (star) ● ie (chief) T: Mark each response according on the ● or (horn) ● ei (ceiling) Alphabet Awareness Record Sheet ● oo (zoo) ● ue (rescue) ● y as a Vowel ● ue (true) ● Hard - Soft c ● Schwa ● Hard - Soft g ● tion (action) Please note: Teachers can tell students to ● ge, -dge ● sion (division) state the sound(s) they know for the ● Review tests Hard-Soft c and g ● ow (snow) vowels. Circle the breve/short ( ) ● aw (straw) ● ea (head) and/or the macron/long ● au (August) ● ea (great) ● a (ball) ● oo (good) ( ) if they provided that sound. Do the ● oi (oil) ● ou (group) same for hard and soft /th/. ● oy (boy) ● ch (school) ● tch (catch) ● ch (machine) Total: ______/36 ● Affixes ● s (is)

ALPHABET AWARENESS RECORD SHEET

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24 25 24

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2 The animation is already done for you; just copy and 1 paste the slide into 0 your existing presentation. Name:______Sam 0 3 4 1.______The lid id h ot 1 “is” spelled incorrectly. ______2. Did he and sam get the rug 0 ______wet.

1 1 0

8 10 0 0

Mastered Concepts Errors (80% or more) (Less than 80% mastery)

c u v Phoneme/Grapheme (P): g r x o, a, d, i, b, e, sh, qu, e (long), i (long), u (long) m f z l n th (soft) Letter Formation (L): h s a (long) p, b t th (hard) o (long) j w k wh Red Words: ch y

Strategies for Implementation Group 1:

Group 2:

Group 3:

I. Three Part Drill A. Visual B. Auditory/Kinesthetic LESSON PLAN TEMPLATE C. Blending ***Vowel Intensive

II. Teaching a New Concept A. Multi-Sensory Experience B. Application of a New Concept 1. Write words- Fingertapping sounds THE IMSE 2. Write sentences- pounding syllables ORTON-GILLINGHAM III. Decoding and Learning Center Activities A. Phonological Awareness B. Decoding: Multi-syllabic word OUTLINE C. D.

IV. Red Words A. Review of learned Red Words B. Introduction of new Red Words

V. Comprehension A. Reciprocal Teaching B. Metacognition

3 PHONEME/GRAPHEME CARDS

SAND TRAY m

The animation is already done for you; just copy and BLENDING BOARD Vowel Sticks paste the slide into your existing presentation. e i a o u

The animation is I. MULTI-SENSORY EXPERIENCE already done for you; just copy and Screen should be placed under paper House Paper 1. (T) Show new card and inform (S) of letter(s) name and sound paste the slide into (S) Repeat (ex.: “c says /k/”). Use a mirror to see and feel position of your existing lips, teeth, and tongue. Discuss whether sound is voiced or unvoiced. presentation. (T) Show position of letter in the alphabet. Discuss whether letter is consonant or vowel Teaching a 2. (T) Show object (ex. cotton balls) which will be used as an activity

New Concept 3. (T) Teach letter formation – Use provided large house paper with direction and starting points Attic *Use screen and green crayon (c-qu) *You may progress to the smaller house paper *Teach capitals and lower- case, if capitals are not yet learned

4. (S) Brainstorm words beginning with the letter and sound House (T) Write the brainstormed words on chart paper *For short vowels, have the students brainstorm word families or rhyming words containing the vowel sound Basement p P 5. (T) Dictate sound(s) (S) Practice letter formation in other ways (ex.: sand, sky , dry erase boards, house paper, glue dots, green crayon bumps, etc.)

6. (T) Read book – ex. The Very Hungry Caterpillar – Have (S) listen for words containing The new sound 7. (T&S) Mark Phoneme/Grapheme chart and place card in review deck

4 After Teaching “d”...... Fingertapping

Three Part Drill (Review) Application/Dictation of Word (fingertapping) 1. Visual: Show cards in random order 2. Auditory/Kinesthetic: Use 1. (T) state word: example: dad phoneme/grapheme chart, dotted letter, 2. (T) use word in a sentence grid, screen, green crayon 3. (T) state word while pounding, model fingertapping (if appropriate), then 3. Blending: VC and CVC card set up pound word 4. (S) state word while pounding ***** Vowel Intensive: Use tents or sticks (S) Fingertap word with off - hand and pound word (S) Write word on appropriate paper, check, rewrite (use visual cues if necessary) 5. (S) read all words to practice fluency

Sample Lesson Dictation (Words) Fingertapping

1. ______1. ______

2. ______2. ______Re-Write 1 2 3 Words

3. ______3. ______

4. ______4. ______

5. ______5. ______

©IMSE

After Teaching “t” Sentence Dictation Sentence Dictation (can have students write their own sentences) 1. Students are able to write sentences. Provide word 1. (T) State the sentence: ex. “The lid is hot.” lines with visual cues. 2. (T) Pound syllables in the sentence with off hand 3. (T & S) Pound syllables in the sentence = mountain for capital om had the C 4. (S) Pound on their own T = punctuation = red words 5. (T) Model pointing to word lines while saying sentence cat U = word line 6. (S) Point to word lines while saying sentence. Write sentence, fingertapping words (if necessary), 2. Begin implementing CUPS for self editing check using CUPS. rewrite sentence P

Capitalization 7. (S) Read all words to practice fluency Tom had the cat Understanding S Punctuation Spelling

5 I. Three-part drill (c-ss, ll, ff, zz) 1. Visual Tuesday T: Flash cards I. Red Words S: State name and sound or just sound 1.Review (3) – most, watch, bye 2.Introduce (2) – could, friend 2. Auditory/Kinesthetic II. Additional Application of words and sentences T: State sound using phoneme/grapheme chart Lesson for the week containing (closed/open syllables) S: Repeat, write letter kinesthetically, name letter and sound III. Other: Lesson for the week (closed/open) 3. Blending 1. Decoding (closed/open) T: Have cards in CVC format 2. Phonological Awareness S: Blend together 2. Vocabulary 3. Fluency ***Vowel Intensive*** T: State learned vowel sounds, first in isolation, then as VC, then CVC TUESDAY Wednesday -ex: a, ad, dad I. Three-part drill (review) MONDAY S: Repeat sound, hold up or mark visual, name letter and sound II. Other II. New Concept (closed/open) & 1. Teach syllable Division (5-10 words) choose words which follow Pattern 1 or 2: unit, ego, mitten, polo, tennis, robot 1. Multi-Sensory Experience (Teaching a New Concept - See Masters) 2. Vocabulary – from spelling list, brainstormed words, reading 2. Application/Dictation of New Concept WEDNESDAY selection a. Words (5) pg. 59 Recipe 3. Fluency bi hi go III. Red Words (5) – most, watch, bye, could, find pa fam 1. Continue instruction with review or teach new words b. Sentences (2) pg. 59 Recipe 2. Extension activities Did she go to the hotel? IV. Comprehension Did Ben say hi when he met the men?

c. S: Create two sentences using (closed/open syllable) dictation words

Thursday I. Practice spelling test – phonetic concept and red words Thursday Pre-Test Friday Test II. Other: Lesson for the week 1. Decoding 2. Phonological Awareness 1. be 1. he (closed/open) 3. Vocabulary 2. can 2. van 4. Fluency III. Red Word Review 3. hi 3. she THURSDAY 4. rip 4. flip Friday 5. raven 5. basic I. Three-part drill - review 6. most 6. most & II. Test - phonetic concepts, red words, vocabulary III. Other 7. watch 7. watch FRIDAY 1. Decoding 8. bye 8. bye 2. Phonological Awareness 3. Vocabulary 9. could 9. could 4. Fluency 10. friend 10. friend IV. Comprehension

Introduction Multi-Syllabic Words Syllable Division Patterns and Types How to Decode 1. Find the first two vowels (vowel sounds), underline them, and SYLLABLE DIVISION PATTERNS SYLLABLE TYPE label with a V. 2. Draw a line (bridge) connecting the bottom of the two V’s, ex. V____V 1. VC/CV 1. Closed Syllable Cl 3. Underline and label each consonant with a C above the bridge. If 2. V/CV 2. Open Syllable O there are three or more consonants, some consonants go together as one (digraphs or blends) . 3. VC/V 3. Magic e ME Example : b a t h t u b V C C V 4. V/V 4. Vowel Team VT 4. Have student find pattern and divide word into syllables 5. Bossy R BR 5. Have S label each syllable type (Cl, O, ME, VT, BR, DT, C-LE) 6. Diphthong DT 6. Have S read each syllable, then blend together into word 7. Consonant -le C-le 7. Check for comprehension or refer to dictionary for meaning

***Remember*** If two consonants are in the middle of a word, split the word between the two consonants. (Exception: if the two consonants are a digraph (-sh, -ch, -th) they cannot be split.) If there are three or more consonants, some letters go together as one consonant unit (look for known digraphs or blends).

6 O Cl Cl Cl t h e s i s b a t h t u b V C V V C C V

Learning a Red Word Teacher has sentence prepared and red word underlined in red. (Word and sentence should be prepared on blank sheet of paper ahead of time.)

1. (T) present word, modeling how to write it on the red word paper 2. (T&S) write red word on paper with screen underneath Cl Cl Cl (S) show teacher the word

For longer words– chunk groups of letters to facilitate memory (T) underline parts of word with red crayon (S) copy underlined word parts on their paper 3. (T&S) Stand up. Hold up red word in opposite hand. Arm tap word 3 times, naming each letter Left-handed: place left hand on right wrist, tap to right shoulder f a n t a s t i c Right-handed: place right hand on left shoulder, tap to left wrist 4. (T&S) trace crayon bumps with finger, naming letters, 3 times 5. (T&S) place screen over paper and trace word, naming letters, 3 times V C C V C C V 6. (S) turn paper over. Write word without screen 1 time and hold up word for a teacher to check (S) write word 2 more times 7. (S) write an original sentence in pencil and underline red word with red crayon

Reviewing Red Words Throughout the course of the week, review red words by arm tapping each red word one time. Students may need to look at their words while reviewing, but should progress to spelling from memory.

Red Word Paper (front) Screen should be placed under paper. toward 3 toward toward Sentence He ran toward the house.

Red Word Paper (back)

7 LESSON PLAN CHECKLIST

INITIAL RESEARCH RESULTS– Strong Reading Fluency Growth 1st Graders are Catching Up using IMSE’s Approach

● First graders tested began at ● If low-performing students low end of performance grow at expected rates, they continue to be low-performing ● Students grew ~140% over expectations (37.6 WCPM ● Students Improved from 30th compared to 15.5) percentile to 47th percentile after instruction ● Students grew 30% over expectations for average ● Students are catching up! students

IMSE Data from 1st Grade Class IMSE OG CLASS NON- IMSE OG CLASS SEPTEMBER JANUARY APRIL APRIL

8 IMSE INTERMEDIATE ORTON-GILLINGHAM The Intermediate course is primarily geared toward upper elementary aged IMSE INTERMEDIATE ORTON-GILLINGHAM students and/or students who lack a basic knowledge of , morphology, and vocabulary. This course is applicable for all three tiers of ● IMSE Intermediate Training ● How to Teach Spelling by RTI. Manual Rudginsky and Haskell ● Unlocking Literacy by Marcia ● IMSE Morphology Card Pack Participants will learn: Henry ● OG Weekly ● Higher level spelling rules ● Vocabulary Handbook by ● 3-week trial of IOG (available for ● Syllabication patterns for encoding and decoding Diamond and Guttlohn ● Assessment purchase after trial) ● ● Morphology- affixes, Latin and Greek bases IMSE Encoding and Decoding Teacher Guide and Student ● Vocabulary Workbook ● Guidelines for weekly lesson plans

I. Encoding/Decoding A. Assessment 12 QUESTIONS B. Multi-sensory comprehensive review 1. Circle the correct spelling: C. Syllable division and encoding difthong diffthong dipthong diphthong D. Lesson plans 2. List all ways to spell /k/ in the English language. 3. A student wrote: “She was starring at me from across the restaurant.” Is that correct? Why or IMSE II. Morphology why not? A. History 4. Describe the difference between a digraph and a blend. INTERMEDIATE B. Layers of the English language 5. How many base words contained in the word “football?” TRAINING C. Lesson demonstration and practice 6. Identify the origin of the following words: microscope, unhappy, tractor, eruption. D. Activity suggestions/templates 7. How many are in “?” 8. How many syllables are in “personification?” OUTLINE III. Vocabulary A. Research 9. What is the fourth phoneme in “antilep?” B. Assessment 10. List some facts you may know about Greek and Latin bases. C. Foundations of instruction 11. Circle the schwa in the words: ago, banana, bacon, multiple. 12. How many are in the word “indestructible”? What are they?

SYLLABLE LABEL DEFINITION SYLLABLE EXAMPLE TYPE

Closed Cl Syllable with a short vowel ending in a consonant hob

Open O One vowel with a long vowel phoneme and no ba consonant after the vowel LAYERS OF

Magic e ME Vowel, consonant, e at end. Has power to make vowel ate THE say its name but magic e does not make a sound ENGLISH Vowel Team VT Two vowels working together to produce the long may vowel phoneme LANGUAGE

Bossy r BR R follows a vowel(s), it controls the vowel sound ster

Diphthong DT Two vowels working together to produce a gliding spoil vowel sound, not long vowel sound

Consonant le C-le A consonant followed by le at end of a word or syllable -ble

9 MORPHEMES Morphemes are minimal units of meaning ONGOING SUPPORT ● smallest possible string of sounds that still has meaning and cannot be reduced any further FOR ● a can consist of as little as one sound IMSE ORTON-GILLINGHAM Morphemes

re mark able TRAINED TEACHERS

Prefix Suffix

Affixes

IMSE SUPPORT INTERACTIVE OG

IMSE VIDEO ● OG WEEKLY INTERACTIVE OG Online lesson planning tool LIBRARY ● Assessment

ONLINE ● Differentiation CONSULTATIONS IMSE REFRESHER VIRTUAL & IN-PERSON PRACTICUM ● Accommodations VIDEO ● Comprehensive

IMSE JOURNAL IMSE SOCIAL MEDIA IMSE Workbooks (Facebook, Pinterest, Twitter) and Classroom Kits

IMSE WORKBOOKS

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