“There are many little ways to enlarge your child’s world. Love of books is the best of all.”
Jacqueline Kennedy

Orton-Gillingham Curriculum

(Multisensory, Alphabetic, Structured Literacy approach to teach language skills to students with a specific disability in reading, spelling and penmanship.)


Students use visual-auditory-kinesthetic-tactile (VAKT) modalities to learn sounds, enabling them to use their strengths and strengthen their weaknesses.


Letter sounds and combinations are taught emphasizing a strong phonics based program through letter manipulative, etc.


Lessons are organized with specific patterns and activities based on identified goals and continually reviewed which students find facilitates their learning.


Concepts are taught in a specific order.  Once students master simple CVC (consonant-vowel-consonant) words, the program moves on to four and five letter words, more complex vowel patterns, multisyllabic words and affixes. It also addresses word origins and morphology- prefixes, suffixes, roots and combining forms.


The systems in place leads the student to successful mastery without frustration. Finger tapping words (segmenting the sounds) before writing the word, ensures fewer mistakes in the correct spelling of a word.  Daily reinforcement of reading and spelling practices, rules and sentence dictation, learning to blend while pointing to each individual  sound, strengthens a student’s ability to decode unfamiliar words; and, grammar and paragraph writing: using fluency and metacognitive strategies.


Constant review within the context of a new lesson enables students to practice and perfect previously learned material and thereby, retain the information long-term.

Daily Lesson Plan

My sessions consist of Orton-Gillingham Basic Language Skills. Every session provides a systematic, sequential, intensive and comprehensive literacy curriculum individually designed for students who are dyslexic or reading challenged. A variety of activities help to develop the necessary and basic skills for reading, spelling and writing, penmanship (cursive.) Each session meets 2 to 3 times a week for one hour each day. Included in each session is:

Reviewing/Alphabet Sequencing/Phonological Awareness Activities – alphabetical order, counting sounds, isolating vowels, dictionary skills, rhyming,etc.

Printing/Handwriting (cursive) – Learning to print legibly and/ or increase fluidity in the writing (cursive) process (grade appropriate.)

Reading of Sounds/ Blending Drill – the Initial Reading Deck teaches the sound and symbol awareness of word parts.

Spell Sounds – A sound is dictated, student repeats the sound and gives the corresponding letter or letters that go with the sound.

Reading Review Words Practice – Word lists provide focused practice of previously introduced concepts.

Spelling Review Words Practice – spell words are dictated from the review reading list along with Learned Words (sight words) with a coding activity included.

Sentence Dictation – words from the review reading list which include the previous concept taught along with morphology words (affixes: prefixes, roots, suffixes) are written in cursive for practice and review.

New material – This includes the Discovery of a new concept using: Auditory- to listen and echo new sound; Visual- reading list of new words on board; and, Kinesthetic- Tactile-skywrite, and paper trace new sound; also, reading new word list and sentences along with a spelling activity.

Oral Language – activity to help foundational skills of comprehension, oral language, and world knowledge through controlled student reading focusing on incorporating new concept using fluency skills.

Writing – Includes grammar, simple/complex sentences and paragraphs in a journal.

Read Aloud – Short stories/chapter books in narrative or expository text of interest to students. Question and answer during and after reading for assessment of understanding / comprehension skills.