Ron Yoshimoto Make It Multisensory Conference Orton .
Ron Yoshimoto Make It Multisensory Conference – Orton Gillingham Approach to LearningProfessional Development RecapMay 3 & 4, 2013Overview by Lesley Dunn, DLN Executive DirectorrdthOn May 3 and 4 , 2013 , four staff members from The Dartmouth Learning Network attended a two day conference onthe Orton Gillingham Make It Multisensory phonetic approach to teaching reading, writing and spelling. In the late fall of 2012 DLNwas selected as a pilot site for the Department of Labour and Advanced Education’s initiative to introduce the Orton Gillinghamapproach to learning to adult learners who were struggling to read in one-on-one settings as well as in small groups and classroomformats. Working closely with Meredith Hutchings, Curriculum Consultant for the Department of Labour and Advanced Educationand the Scottish Rite Charitable Foundation of Canada Learning Centres for Children in Halifax for the past six months we had beenable to see in a short time the impact Multisensory Learning could have on adult learners struggling to read.The Dartmouth Learning Network constantly searches out innovative teachings to assist our learners reach their learning and careergoals. We were fortunate to have a staff member (Zoe Mitchell) already engaged as a volunteer with the Scottish Rite Children’sCentre in Halifax as a multisensory instructor and when the opportunity presented itself to have an additional staff member trainedin this approach to learning for classroom application we seized the opportunity. Originally only two DLN staff members werescheduled to attend the conference, but when additional seats became available and additional classroom instructor (Cathy Cusack)and DLN Executive Director Lesley Dunn chose to register as well. Having four staff members at different stages of understandingregarding the Orton Gillingham Multisensory approach to learning provided a great opportunity for dialogue and peer learning. DLNalso found that the blend of conference attendees afforded us a wonderful opportunity to network with classroom teachers andresource specialist who would be interacting with the children of adult learners we currently support.The two day conference (six hour workshops each day) covered three levels of decoding and spelling: sound, syllable, andmorphological. Each conference participant was provided with multiple take home resources including several CD’s containing over6,000 worksheets dealing with syllabication, sounds, rules and generalizations. During the course of conference Ron Yoshimoto (amaster trainer in the Orton-Gillingham Approach) helped participants move from phonemic awareness, phonics, syllable types,syllable diversion rules, spelling, vocabulary, sentence structure, composition, and reading comprehension. Each module coveredwas engaging and covered practical approaches and lots of hands on learning.Dartmouth Learning Network Instructor FeedbackJocelyn Boyd JohnsonThe workshops facilitated by Ron Yoshimoto were a great learning experience. I am currently part of a group of 10 adult instructorsthroughout the province enrolled in a program for the Orton-Gillingham (OG) method of instruction.Ron Yoshimoto brought to life the OG methods and the importance of multi-sensory instruction on the first day of the seminar. Heexplained various methods for using multi-sensory instruction when working with groups. The workshop was very interactive andbecause of this made it quite clear on how to use these particular methods and resources once we were back in the classroom.During the second day, we all had the opportunity to learn of how the English language is structured including the Anglo-Saxon, Latinand Greek origins of the language. Learning the structure of the language was really interesting but even more exciting was beingprovided with means and methods for taking what we had learned and transferring it to classroom teaching.We as instructors were given these two day workshops in a multi-sensory and exciting atmosphere. We were also provided withnumerous resources that we would be able to use when working with our own students.All in all, it was the best two days of workshops that I’ve attended where only one facilitator was able to capture a room of almost70 people for both days.
Zoë MitchellDay 1: OG – MSL (Orton-Gillingham Multisensory Learning) Interventions in Public and Private School Settings Teaches sound-symbol correspondence introduce letter name; sound; keyword; how to write Sequence important! Have to be able to justify your sequence.whatever it iso /b/ and /d/ not together due to similarity of formo Do not start with /k/ because formed with 3 strokes – more difficult to writeo Do not choose similar sounding short vowels (e.g. /e/ & /i/ easy to confuse) Pencil grasp – not too close to tip of pencil, and not too tightly gripped (tight grasp wastes NRG on the grip that could bespent on thinking/decoding) RY starts with kinaesthetic modality because it is usually the strongest in learners with dyslexia“Those withSoundsDyslexia often Teach letter name keyword soundthink ‘outside Trace each letter saying the sound it makes as you tracethe box’ ando Skywriting –use 1 or 2 fingersKinaesthetico Facing your student – teacher must trace their letter backward, so it appearstactile isformed correctly for studentstrongestlearningo /b/ and /d/ should be traced with different starting points to allow amodality” RYkinaesthetic difference between these two letter and prevent reversals ‘Primary’ deck of cards with pictures of keywords should only be used for about half ofthe year; then transition to the ’Blending’ deck without keywords to allow thestudent to be able to identify the sound without always having to use the crutch of the picturerdth 3 or 4 grade spelling ability is required to make using a “spellchecker” effective Reading and spelling instruction are connected and should not be separated – each one reinforces the other Other specifics of teaching the soundso /y/ although there are 5 sounds that /y/ can make – only teach 3 – other 2 ways do not occur in high enoughfrequency to make the cost of memorizing them worth the benefit of the number of words these 2 sounds unlocko /nk/ and /ng/ - have student practice with each short vowel sound, not alone – makes it more practicalo /ey/ only teach 1 sound (/ee/ at the end of long words); other sound for /ey/ not common and can be treated aslearned words RY doesn’t teach blends or word families – creates more work and memorizing for learner (additional 40 sounds) As you move up in scope, drop cards for single consonants from your drills 6 ways to practice these drills in individual sessions or small group and classroom settings:o Chorus (letter name sound)o Individual & then choruso Random individuals & then choruso Kinaesthetically – trace on table while saying sound Chorus Individually & then choruso Working memory – “those who are wearing red; have birthday in August.”o Gross Motor – “bend at hips at say the sound” Do not give the student the answer – elicit the answer from them! Use letter name, tracing and keyword to help thestudent recall the sound up from their memory bank. This is because it creates a negative feedback cycle, when given theanswer decreases their confidence reinforces fear of risk taking less likely to answer Error Correctiono Ask to trace the letter – see if this pulls up correct soundo If still can’t get the sound, then ask them to give keyword to pull up soundo If ca1n’t get keyword – give them keyword and ask for sound Classroom correction (vs. Individual correction)o When an individual makes an error in a group - entire class must trace
oMake sure that your class culture is such that students understand and believe/buy into “Your mistake helpsEVERYONE learn – this is a good thing!”Word Reading Order mattersCVC (cat)CCVC (flat)CVCC(land)CCVCC (blast)CCCVCC (thrust) Start here and work upo Should have about 20 words for reading listo Read one word at a timeo Stronger readers can read first to be a model and scaffold for weaker readers and can read whole lines (vs. singlewords) to increase difficulty or ask to increase speedWorking on fluency as well as decoding at the same time Correction Trace & get/givekeywordHave student soundblendExamplesExamples/b/ and /d/Flips/bend/ for /blend/Omissions/w/ for /m/Rotations/snake/ for /sake/Insertions/i e/ for /i/Sound confusions/was/ for /saw/TranspositionsVocabulary Can use word lists to practice not only decoding and fluency, but also:o Meaning – ask to “find the word that means.”o Vocabulary development – ask to “find the word that is the antonym, synonym to.”o Analogies – create for them to solveo Grammar – “find nouns, adjectives.”o Following Directions – give more than one word to findo Rhyming, blendingo Shapeso Categorieso Math – numbers and counting Components of Vocabulary:o Decodingo Meaningo Analogieso Grammar Call out direction, same as for spelling activities above In Primary – rhyming, blending, meaning, shapes, categories, grammar & numbers/countingSpelling Remind student ofrules/mac/ for/ make/“ what does the/e/ do?”Should be very structuredUse a “sound bank” of what sounds the learner has mastered to build words for reading/spelling listsHave them repeat sound to check they’ve got the soundGive immediate corrective feedback
With groups have them check their own workWant to create the balance between having learner memorize sight words and memorizing rulesCorrection:o “sound out/tap out sounds” (should be done with non-dominant hand on fingers from left to right – pinky tothumb for left hand or thumb to pinky for right hand)o Stop at error and ask “What letter makes those sounds?” If can’t get the letter, ask what the keyword for thesound is; if can’t get keyword give it to them – usually this unlock the letter for themo Remember to have them re-read the word they spelled; this is connecting spelling back to readingo Note: Anglo-Saxon words – less phonetic; Latin words – more phoneticAlternative Activities Can use word lists to incorporate science into lessons too Sight words vs. Learned Wordso Sight words can be divided into a) phonetic green cards b) non-phonetic red cards; give letter names only – not sounds Learned word spelling technique:o Spell word orally (letter names only)o Write on board/in front of student – ask write letter, look up; write letter, look up. (this is scaffolding for thelearner) this is using ‘far point copying’o Spell out 3 times Near point copyingo Close eyes and sky writeo Spell from memory as you writeo Uncover and near point check letter by letterDay 2: Multisensory Structured Language II MorphologyLayers of Englisha. Anglo-saxon – makes up about 26-27% of English Short words; often slang/”dirty” words; functional words Not usually phonetic Build these words by compounding wordsb. Latin – 50% of English words Opens doors for reading and vocabulary Usually longer words Doubled consonants at the beginning (aggression) Words ending in /ct/ and /pt/ Build these words by adding prefixes or suffixes to base/root words – base word contains most of the meaningc. Greek – Science terms; subject specific Build these words by combing forms – each part equally important to overall meaning (telescope)d. French – large component of English tooe. (In US) Spanish – and growing (out-weighs French now) Morphology smallest unit of meaning in language (vs. smallest unit of sound in language)Should be studied for:o Vocabulary (build) and comprehension (increase)o Decoding (by chunks is easier than sound by sound)o Spelling (again easier to spell by chunks than sound by sound); morphemes are more phonetico Integration – with other subject areas (oct – 8; deca – 10)o Grammar – suffixes indicate parts of speech, grammar, type of words, verb tense
Chameleon prefix a prefix that can sound different or be spelled different depending on the letter that follows; created tomake English sound smoother/flow betterThere are 6-8 important Chameleon prefixes UN, MIS, CON, IM, EX, TRANS, DE, REMust know 10-15 suffixes and prefixes before starting rootsstChameleon Prefixst(changes from 1form toChameleon)1 formCon ChameleonComColCorCost1 formInChameleonImIlIrWhen base word starts with.b,m,pLetter lLetter rVowel or letter hSuffixes (red card stock) Teach the meaning for (literal) and the part of speech Then take it to the next level by asking extension questions Bump up difficulty with asking them to use word in a sentence and ask about part of speech (p.o.s) Watch for suffixes that may sound the same, but have different meaning Putting the student on the spot in groups may lead to word retrieval problemso If this happens ask them to give you a word that means . “full of play” (playful) “past tense of play” (played) Do opposite or related suffixes together to help with word recall (less & ful; ed & ing) Correction:o “If that were a real word, what would it mean?”o When learner gives an example that is difficult to fit with meaning of suffix: BS Ask them to look up for homework Tell them the language evolved (ex. Meaning of subject – originally to do with person under another’srule; not content area) Track completion of suffixes and date when they learnedIntroducing suffixes – not the time to worry about spelling; this is thinking and sharing tasko Teacher writes suffix on board; gives meaning and p.o.so Have class/ learner brainstorm words with this suffixo Create a keyword for this suffix – in groups – same keyword for everyoneo Each student creates their own sentence with this suffixo Take difficulty up a notch by asking what p.o.s. is that?Sequence for Suffixes less structured (than compared to the Phonograms)Teach 10-15 suffixes 10-15 prefixes 3 spelling rules for suffixes before you introduce “roots”SoundsSyllable VCCVClosed prefixesSpelling Rules for SuffixesI.II.III.1-1-1 RuleSilent e Ruley to i RulePrefixes (yellow card stock) Prefixes really important for word building and creating meaning Teach and ask for meaning with prefixesRoots
Roots Avoid Latin roots to start – more difficult as the language has evolved and meaning is less concreteDrillso “Suffix is?“o “Meaning?”o “Chameleon form for?”Start with roots that are concrete, have one form and one meaningThen combine prefixes, suffixes and roots and practice!First roots PORT, FORM, JECT, TRACTFinal Thoughts. Morphology evens out playing field for ESL, LD & Dyslexia learners Morphology can and should start in primary (using Anglo-Saxon roots) All learners of O-G method improve decoding and reading skills, but by how much and how fast depends on how youare teaching it – morphology and bumping up the difficulty and integrating the subjects moves them faster These are my notes from this conference and not something that would stand alone for someone that wasn’t inattendance –I would be happy to discuss in more detail if there are questions about my notes. This was an excellentopportunity to further develop my knowledge of teaching reading and would highly recommend Ron Yoshimoto’spresentations to anyone in the field of literacy. Thank you to Ron Yoshimoto for such a great two-day conference, TheScottish Rite’s Children’s Learning Centre for organizing and hosting Ron, Literacy Nova Scotia for their financialsupport of PD and Dartmouth Learning Network for allowing me the time to attend.In ClosingThe Dartmouth Learning Network would like to that The Scottish Rite Charitable Foundation of Canada Learning Centres for Childrenin Halifax, The Department of Labour and Advanced Education, and the Professional Development Fund administered by LiteracyNova Scotia for providing us with such an extraordinary learning opportunity. The conference stimulated all senses, and you knowRon Yoshimoto has a captured audience as we did not notice time passing by and often ran over nutrition and lunch breaks.Interestingly 45 minutes after the conference was due to end participants were still eagerly engaged in learning.The Dartmouth Learning Network entered into the conference in a unique position as our staff member Jocelyn Boyd Johnson hadalready been integrating components of the Orton Gillingham Multisensory Approach to learning into her level 1A and 1B adult basiceducations classes with great success, in addition to working with a learner one-on-one. The 2013-1014 learning year will see theDartmouth Learning Network fully integrate a class for learners experiencing challenges with reading specializing in the OrtonGillingham Multisensory Approach to learning.Attached please find our conference receipt in the amount of 1,100.00. 500.00 of this amount was approved PD funding forJocelyn Bod Smith and Zoe Mitchell.Yours in literacy and skills training,Lesley DunnExecutive DirectorNotes: Hard copy in the mail
Ron Yoshimoto Make It Multisensory Conference – Orton Gillingham Approach to Learning . Professional Development Recap . May 3 & 4, 2013 . Overview by Lesley Dunn, DLN Executive Director . On May 3rd and 4th, 2013 , four staff members from The Dartmouth Learning Network attended a two day conference on the Orton Gillin
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Chapter 7 Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices . 258 Larry E. Hess and Eileen S. Marzola Excerpted from Multisensory Teaching of Basic Language Skills, Fourth Edition by Judith R. Birsh, Ed.D., CALT-QI, & Suzanne Carreker, Ph.D., CALT-QI
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Keywords: immersive visual analytics, multisensory visualization, haptic data visualization 3.1. Introduction We live in a world that excites all our senses. When walking down the corridor the clatter of our footsteps changes as the corridor ends and the stairwell starts. As a person in
This chapter discusses three student-generated activities (i.e., multisensory manipulation, graphic organizers, and text transformation). . sticky-notes to identify important information to use in a discussion group or difficult material to question later. With this approach, readers do not have to stop reading to clarify difficult .
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