Procedures+for+OG+Lesson

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Lesson plan format is adopted from training received from the Masonic Learning Center

__Step #1__


 * Review Phonograms**

Begin each lesson reviewing the phonograms already taught. The students are shown a phonogram card. Each sound in a word is represented by a phonogram. For example, in the word catch there are 3 phonograms( c-a-tch) The students then say the name of the letter/letters, the key word and then produce the sound it makes. tch- catch /ch/
 * It is EXTREMELY important when introducing the sounds of the consonants and vowels that you "clip" the sound to keep it pure. Do not add an "uh" to the sound. It is /p/ not "puh".***


 * Blending Drill**

As long as a vowel had been introduced, the phonogram cards previously learned are then lined up and blended to make real/nonsense words. The student touches each card and produces the sound and then blends all the sounds to make a word.


 * c || || a || || tch ||

__Step #2__
 * New Reading Feature**

This is where the new skill is introduced to the student. Upon introducing a new skill, the students are given different colored manipulatives (1 for each sound). The teacher says the word, the students repeat the word, then the students pull down the manipulative for each sound they hear. The teacher will then ask phonemic awareness questions about the word. Such as, what sound do you hear at the beginning of the word, at the end, in the middle? After several words with the same phonogram, the students pick up on the new sound they are learning. The teacher then shows the students the phonogram card and gives the key word. For example, ck sock /k/

The students then practice words in isolation with that specific sound. The students are instructed to tap out the sounds and then blend. Tapping is when the students use their non dominant hand to tap each individual sound. The first sound is the pointer finger to thumb, next is middle finger to thumb, then ring finger to thumb then pinkie to thumb. Depending on how many sounds, determines how many fingers are needed. Once all the sounds are tapped the student brings all fingers touched down to thumb (at same time) and says word.

Students now practice new feature while reading sentences. Not only do students read the sentences they also scoop the words into phrases to help improve fluency.

The black sock is next to the stick and to the left of the block. The student practices spelling words with the new feature using the same tapping method as reading, except now taps out each individual sound and then writes the corresponding letters.

__Step #3__ Review of previously learned phonograms

The student follows the same procedure as above except using previous learned phonograms.

The student will read words in isolation with review skill. The student will practice reading sentences and scooping for fluency with the review feature. Review and introduction to sight words The student will practice spelling words with the review phonograms.

Once the student progresses to a certain point in the program, they will learn how to break up words into syllables using the learned phonogram skill. The multi syllabic words used are decodable and only introduced after monosyllabic words are mastered. The first syllable division pattern introduced is VCCV. Given the word hotrod, the student would 1st mark the vowels (V) then mark the consonants (C) in between the vowels. The student would then “chop” the word in between the two consonants and scoop and read each syllable and then blend both syllables to read the whole word.
 * Syllable Division Pattern**

VC CV   hot rod

 __Step #4__
 * What says? **

The student is given ten sounds both new and review. The teacher will produce the sound then the student will write down the corresponding letter/letters to that sound. For example, The teacher says, what says /sh/? Student responds, sh says /sh/ Then the student writes the letter(s) that make the sound. __Step # 5__
 * Simultaneous Oral Spelling (SOS)**

The teacher gives words both new and review and the student repeats the word, then taps the sounds of the word then writes down the letters for each sound tapped.

The teacher gives a sentence with both new and review features and the students repeat the sentence and then write it.
 * Sentence Dictation**

__Step #7__
 * Fluency**

The student practices timed word lists utilizing the concepts already taught. Students are given 1 minute to read words and must increase with each practice.

Some examples of researched based programs that will support this portion of the lesson. [] []

__Step # 8__
 * Oral Reading**

Students practice reading controlled passages using the new feature they just learned in their lesson.

Websites that have decodable books that can support your OG lesson. [] [] []