VIP Module 5 - Phonics Tricks for Younger Students- Orton Gillingham– Online Training

Summary

In this module, the instructor combines steps five and six of a spelling program, focusing on phonemic awareness and syllable manipulation. The lesson involves using a whiteboard to teach letter sounds and names through various word examples, emphasizing sound substitution and sentence usage. The instructor also introduces engaging workbook activities that incorporate music to enhance auditory processing. By utilizing highlighters and interactive exercises, students learn about suffixes, root words, and spelling rules. This comprehensive approach aims to improve reading skills, making the learning process both fun and effective.

Takeaways

• 😀 Step 5 of the lesson involves using a whiteboard and an expo marker to practice letter sounds and names, starting with simple words like 'sun' and gradually moving to more complex words.
• 😀 In Step 5, students are asked to identify both the letter name and letter sound, and can also practice sound substitution (e.g., replacing letters or sounds in a word).
• 😀 This method helps students connect the letter names and sounds, engaging different areas of the brain as they process the word and make sound substitutions.
• 😀 The lesson includes exercises for substituting the first, last, or vowel sound in words to build flexibility in understanding word structures.
• 😀 The lesson incorporates vocabulary-building activities, encouraging students to use words in context (e.g., 'box' in a sentence).
• 😀 The script highlights challenges students might face, such as confusing letters like 'b' and 'd', or understanding that 'x' can make two different sounds.
• 😀 More advanced exercises involve syllable deletions and substitutions, such as changing 'smog' to 'log' by removing sounds, which helps with sound awareness.
• 😀 Syllable-based exercises (e.g., 'helmet' and 'hat box') teach students to break words into parts, helping with phonological awareness and word structure understanding.
• 😀 The workbook exercises help reinforce concepts like rhyming, suffixes, and base words. The process of highlighting and identifying word patterns improves recognition and memory.
• 😀 Music played in the left ear while students work is said to improve auditory processing, focus, and overall learning, making the workbook activities more engaging and effective.

Q & A

What is the main focus of Module 5 in the provided transcript?

Module 5 primarily focuses on steps five and six of a teaching methodology, particularly involving phonetic exercises and spelling activities.

How does the script suggest practicing letter sounds and names?

The script suggests using a whiteboard and an Expo marker to engage students in identifying letter names and sounds through word examples, such as 'sun' and 'box'.

What challenges do students face according to the speaker?

Students may struggle with the difference between letter names and sounds, as these processes activate different parts of the brain.

What technique is introduced for working with more complex words?

The script introduces sound substitution techniques, where students replace sounds in words, making the exercise progressively challenging.

What is the purpose of the junior and senior workbooks mentioned?

The junior workbook is designed for younger students, stopping at page 35, while the senior workbook extends to page 90s for fifth graders and above, focusing on advanced literacy skills.

How does music play a role in the learning process described?

Students listen to music in their left ear while working in the workbook, which enhances auditory processing and visual processing, improving concentration.

What types of exercises are included in the workbooks?

The workbooks include rhyming exercises, identifying syllables, working with suffixes, and practicing grammar concepts with highlighting techniques.

What example does the speaker give for using a word in a sentence?

The speaker demonstrates this with the word 'smog', asking students to create sentences like, 'I see the smog in the sky.'

What strategy is suggested for teaching suffixes?

The script suggests highlighting base words and discussing the rules for adding suffixes, such as doubling consonants or dropping 'e'.

What additional resources does the speaker mention for further practice?

The speaker mentions free downloadable exercises available on the 'cdsm app' for additional practice in phonetic skills.