Orton Gillingham
- What
- Orton Gillingham
- When
- 5/21/2021
Orton-Gillingham Lesson Plan Week of: 5/17/21-5/21/21_ Teacher: _______Burban_________ Monday Tuesday Wednesday Thursday Friday Standards: ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding words Standards: ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding words Standards: ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding words Standards: ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding words Standards: ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding words Learning Target: When working with qu, I can identify the sound, write the digraph, and encode words containing the digraph. Success Criteria: Learning Target: When working with qu, I can identify the sound, write the digraph, and encode words containing the digraph. Success Criteria: Learning Target: When working with qu, I can identify the sound, write the digraph, and encode words containing the digraph. Success Criteria: Learning Target: When working with qu, I can identify the sound, write the digraph, and encode words containing the digraph. Success Criteria: Learning Target: When working with qu, I can identify the sound, write the digraph, and encode words containing the digraph. Success Criteria: Three-Part Drill (Based on assessment) Visual T: flash cards S: state name and sound Auditory/Kinesthetic T: State sounds S: repeat, write letter(s), say letter & sound Blending T: Present the cards in CVC format S: Say the sound for each letter(s) & blend together Application Dictation T: state word T: Use word in sentence T: state word and pound, finger tap S: state word and pound S: fingertap word with off hand and pound word S: write word, check and rewrite S: read words Sentence Dictation S: read words T: Read sentence T/S: pound syllables in sentence S: pound on their own T: model point to word lines while while saying sentences S: point to word lines and state- write, check (CUPS), rewrite Three-Part Drill (Based on assessment) Visual T: flash cards S: state name and sound Auditory/Kinesthetic T: State sounds S: repeat, write letter(s), say letter & sound Blending T: Present the cards in CVC format S: Say the sound for each letter(s) & blend together Application Dictation T: state word T: Use word in sentence T: state word and pound, finger tap S: state word and pound S: fingertap word with off hand and pound word S: write word, check and rewrite S: read words Sentence Dictation S: read words T: Read sentence T/S: pound syllables in sentence S: pound on their own T: model point to word lines while while saying sentences S: point to word lines and state- write, check (CUPS), rewrite Three-Part Drill (Based on assessment) Visual T: flash cards S: state name and sound Auditory/Kinesthetic T: State sounds S: repeat, write letter(s), say letter & sound Blending T: Present the cards in CVC format S: Say the sound for each letter(s) & blend together Application Dictation T: state word T: Use word in sentence T: state word and pound, finger tap S: state word and pound S: fingertap word with off hand and pound word S: write word, check and rewrite S: read words Sentence Dictation S: read words T: Read sentence T/S: pound syllables in sentence S: pound on their own T: model point to word lines while while saying sentences S: point to word lines and state- write, check (CUPS), rewrite, read Three-Part Drill (Based on assessment) Visual T: flash cards S: state name and sound Auditory/Kinesthetic T: State sounds S: repeat, write letter(s), say letter & sound Blending T: Present the cards in CVC format S: Say the sound for each letter(s) & blend together Application Dictation T: state word T: Use word in sentence T: state word and pound, finger tap S: state word and pound S: fingertap word with off hand and pound word S: write word, check and rewrite S: read words Sentence Dictation S: read words T: Read sentence T/S: pound syllables in sentence S: pound on their own T: model point to word lines while while saying sentences S: point to word lines and state- write, check (CUPS), rewrite, read Three-Part Drill (Based on assessment) Visual T: flash cards S: state name and sound Auditory/Kinesthetic T: State sounds S: repeat, write letter(s), say letter & sound Blending T: Present the cards in CVC format S: Say the sound for each letter(s) & blend together Application Dictation T: state word T: Use word in sentence T: state word and pound, finger tap S: state word and pound S: fingertap word with off hand and pound word S: write word, check and rewrite S: read words Sentence Dictation S: read words T: Read sentence T/S: pound syllables in sentence S: pound on their own T: model point to word lines while while saying sentences S: point to word lines and state- write, check (CUPS), rewrite, read New Concept: Letter qu Multi-Sensory T: Introduce new sound: alliteration sentence, letter card, placement in alphabet, identify conson./vowel Mark Phoneme/Grapheme chart Extension Activity- Red Words Introduce NEW word: from T: Write red word w/ screen S: Write red word w/ screen T/S: Arm tap word 3x T/S: Trace word with finger-name letters 3x T/S: Trace word with screen over paper 3x S: Write word- teacher checks- write word 2x S: Write sentence with word Extension Activity- qu quietly poem Oral poem of quiet things. Red Words 1. Review T/S: Arm tap each red word Extension Activity- Question answer quilt Queen Queedle’s Quilting poem Red Words 1. Review T/S: Arm tap each red word Extension Activity- Read qu book and Word Ladder Red Words 1. Review T/S: Arm tap each red word Extension Activity- qu gets married
-I know the sound qu makes.
-I use the correct qu sound to decode words.
-I use the correct qu sound to write words.
-I know the sound qu makes.
-I use the correct qu sound to decode words.
-I use the correct qu sound to write words.
-I know the sound qu makes.
-I use the correct qu sound to decode words.
-I use the correct qu sound to write words.
-I know the sound qu makes.
-I use the correct qu sound to decode words.
-I use the correct qu sound to write words.
-I know the sound qu makes.
-I use the correct qu sound to decode words.
-I use the correct qu sound to write words.
T: Show object: V letter tub
S: Brainstorm words with target letter(s)
T: Teach letter formation
T: Dictate sound(s)
S: Practice new letter in sand
S: Practice Letter formation in
other ways
T: Read corresponding literature: The wedding of Q and U