Orton-gillingham Order To Teach Letters
Orton-gillingham Order To Teach Letters – I remember when I just graduated from college and was about to start teaching in my first class. It was a kindergarten teacher position and I was very excited about teaching the alphabet to these young children. I sat in my classroom looking at the syllabus, scratching my head in sheer confusion that ruined my plans for the first week as a first-year teacher in kindergarten. Wait… aren’t you supposed to learn the alphabet in ABC order?
So what is the order in which the letters of the alphabet are taught? After reading this post, you will:
Orton-gillingham Order To Teach Letters
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Teaching the alphabet in order places great emphasis on those initials. These are probably the ones your child will see and remember the most because the alphabet song is so engaging. =)
Why is this a problem? Some of these initials aren’t the most frequently used letters your child will encounter in a text. Focus on the most common letters in the words that appear in the beginning that your child will learn. Think of the words in, in, she, I, I, etc. Only one of these letters is in the first five letters of the alphabet!
Another reason to avoid teaching the alphabet in order is that research shows that children remember a letter’s name more than the sound it makes (source). This makes it very difficult to start teaching how to decode words because these children are not able to remember these letter sounds to eventually fuse the words together.
You first want to teach the letters that appear frequently in emerging readers’ books. This is because you want your child to actually apply what you have taught them while you are teaching them!
Why Orton Gillingham?
Remember, the whole reason to teach your child the alphabet is to help him read. So why wouldn’t you want your child to practice his knowledge of letters by reading simple words in emerging readers’ books?
This is also why you want to make sure that you teach letter names and sounds together. Think about it… they label a symbol by the name of the letter and learn what it says by sound. This is like teaching your child to recognize a cow and know that it says “mo”.
Yes, when it comes to character recognition, it is important to know and understand all 52 character codes (both uppercase and lowercase).
When you open a book, any book, what type of character do you see the most? Lowercase letters
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The ratio between the repetition of uppercase and lowercase letters in a book leaves no doubt as to what kind of letter I should spend most of my energy on when working with a child.
There is definitely some introductory work that I think is important to provide before you start diving into my specific letter learning arrangement.
First, you want to teach your child the letters in his name. Your baby’s name is something special and very important to him…it’s the thing of everything
Kids are fascinated by their names, so learning the letters in their names first is a great way to increase interest in letters and typography.
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Your child will love the letters in their name and will begin to recognize them wherever they go. Encourage this as much as you can because this is a great sign of their motivation in print!
Before you start teaching letters and sounds explicitly, you should make sure that you give your child plenty of exposure to letters and typography.
Create a rich reading and writing environment by making magnetic letters and bathtub letters easily available for play. Hop in the direction of decor as letters and words are projected onto the walls in your home.
Incorporate letters into your child’s current play and take the opportunity to talk about letters while your child plays. This might sound like, “Did you put the letter T in your car? Where are you headed?”
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I have a specific order in which I teach letters which is a combination of two methods: the SATPIN method and the IMSE method.
Both methods are research based and have good reasons behind the commands. I have found that this combination has been charming with the students and families I work with. Let’s get started and learn this magic alphabet order!
First, start with s, a, t, p, i, n. This letter combination is perfect for entering letter names and sounds and then applying what you are teaching.
This way, as your child begins to apply his knowledge of letters and sounds, he will be able to start reading simple words more quickly…that’s the point!
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This next set of messages helps support the first set. It’s not necessarily in a lot more visual words found in these budding readers than in that first set of letters, but by adding these letters afterward, your child will be able to begin to spell more simple CVC (consonant-vowel-consonant) words.
This helps your child with some more challenging decoding opportunities as well because you’re adding a lot of consonants, but you’re only adding one vowel.
This unlocks a lot of words, but gives a variety of words that your child can start reading afterward without becoming overwhelmed.
This next set of letters gives your child the rest of the vowels, helping them to build on what they’ve already learned using the previous letters.
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Be careful when entering the letter sound for “e”. It can be difficult to distinguish between /e/ and /i/ in many words. Be very clear when saying the sounds so that your child can hear these differences.
But that doesn’t make them any less important! You still give these people the same love and attention you gave your previous message groups and make sure you practice these messages in the context of decoding and blending in equal measure.
Often these letters are sped up because they are not high-frequency letters, causing children to struggle and mix up their letter sounds when they actually come across them in a book.
So there you have it! The research-based order I swear to teach kids the alphabet so they can learn to read faster. But don’t forget… If you really want to teach your child to read, the alphabet is just one piece of the puzzle. You need all the pieces to make them click.
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I hope this is useful to you as you are trying to plan how you want to teach knowledge of letters and the alphabet.
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Using Orton Gillingham In The Classroom
Get a free alphabet chart and more when you join our library of exclusive resources. Free access is just a click away. Today’s blog is the second of a 3-part series on alphabet tasks that you can incorporate into your lessons to build fluency, work punctuation, and alphabetical order skills.
Hey friends, in the first part of the series we talked about skipping the ABC song to help students identify letters printed using the alphabetic bracket. Today, we will explore using the alphabetic bracket to build fluent knowledge, punctuation, and alphabetical order skills. If you missed the first part of the series, click here to learn about the sequence missions using the alphabetical bracket.
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Fluency is not a speed-reading skill! When we read fluently, we read the words accurately and at a rate that allows for correct expression, phrasing, and intonation. This ability to read well, or spontaneously, aids in deeper understanding.
When students struggle with reading fluency, reading comprehension can be affected. This happens because the reader expends a great deal of cognitive energy and focuses on decoding words, resulting in limited or loss of meaning.
Many struggling readers will reach the end of a paragraph or page, with little knowledge of what has already been read. Automatic decoding frees up our cognitive ability to focus on the segment and the task.
There are many steps to building reading fluency, going from letter recognition to phonetic symbol correspondence to decoding visual words to phrases and sentences. 🗣 -> 📖
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When we work with the alphabet, we begin to lay the building blocks for recognizing these spelling patterns within our printed language. Character recognition is part of the reading process and lays the foundation