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Word Study (WS)
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Orton Gillingham (OG)
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We use Words Their Way by Invernezzi and Bear
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IMSE trained OG tutor in Resource
Willson Trained tutor in Title I
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Phonemic Awareness is addressed mostly in PK-1st grade. If it’s needed beyond that, students are referred to Title I or Resource
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Phonemic Awareness is addressed mostly in PK-1st grade. Need is assessed in Resource or Title I and added instruction is given.
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Syllable division is addressed by the time kids are in “Syllable Juncture” stage of WS but teachers also address it in their classrooms as kids are ready for it.
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Syllable division is addressed explicitly early on as soon as students can spell cvc words.
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Base Words and Root Words come in during Derivational Constancy and when working on vocabulary development.
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Base Words and Root words come in once all other spelling patterns are mastered.
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In Class Instruction- Differentiated into small groups by developmental needs. Phonics based instruction.
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Pull out intervention in the resource classroom. (Title I uses Wilson Learning Program which is similar to OG.)
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Uses Developmental Spelling Assessment (DSA) to see what phonics concepts students have mastered, what they are ready to learn, and what they might not have been exposed to yet.
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Resource Teacher uses DSA given in class or a second spelling assessment to parse out the needs of the students.
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Developmental, phonics based approach
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Developmental Phonics Based Approach
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Hands on- Using sorts and Word Study games/activities to help build mastery that include some, if not many of the tactile activities found in OG.
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Hands on- Tactile activities build knowledge of the phonics concepts
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Sight Word Vocabulary Development- As a school, we use the Dolch sight words. Typically, by 3rd grade, students have mastered reading these words and they are working on writing them. The “oddballs” are one way that the kids work on mastering these sight words. Making the comparison between known patterns and words that do NOT follow the pattern help with supporting memorization.
Tactile, hands on strategies such as building with playdough, using Ozobots, rainbow writing, etc are used to help kids memorize the words.
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Red Words- These are the same as the Dolch words except that many Dolch words eventually become pattern words that kids can sound out.
In the STM OG program, the resource teacher works along with the classroom teacher to use the tactile experiences of OG to build word mastery.
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The timeline varies depending on the child. You will notice there is much overlap, as the goal for Word Study is to move at the developmental pace of the child. The four stages of spelling with their typical grade level developments are:
Letter Name: K-1
- Letter Sounds
- CVC Words (Word Families)
Within Word: 1-2
- Magic e
- Long Vowel Patterns
- “Bossy r”
Syllable Juncture: 3-5
- Focuses on the places that syllables meet in words
- Less sound-based
- Homophones
- Homographs
Derivational Constancy: 4-7
- Focuses on meaning based words
- Prefixes
- Suffixes
- Silent and Sounded Consonants
- Consonant Alternations
- Vowel Alternations
These concepts travel across other areas so please keep in mind that just because they are not completing Word Study sorts specifically on roots does not mean they aren’t learning them in Grammar or Vocabulary Lessons.
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Varies by child needs.
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