Background After taking Word Study at Queens, I fell in love with the theory behind teaching students how to spell and why we spell words the way we do. I grew up learning how to spell by rote memorization, and I truly believe, and see a difference when students are not bogged down by trying to remember how to spell a word. Rather, having skills and tools at their fingertips to automatically write helps to build their automaticity and stamina in the greater purpose of writing.
In July of 2013, I completed the two-week Associate's Level Training for Orton Gillingham at the Ranking Institute in Charlotte. I have found this training compliments and deepens the level to which I have learned and used Words Their Way, as well as other spelling programs, such as the program outlined in How to Teach Spelling, and Lindamood Bell. For my clinical hours, I have completed 25 of the 100 required with a third grade boy who has been diagnosed with dyslexia, dysgraphia, as well as a severe auditory processing disorder. I have learned a great deal from him, and have even done further research, including reading a phenomenal book, Visualizing and Verbalizing, which is apart of the Lindamood Bell program.
In this gallery are pictures of lessons I have used in class for Word Study, materials I have made for my OG lessons, and assessments, all of which involve my knowledge and training in Orton Gillingham.