Open Closed Syllable House Multisensory Aid Orton Gillingham

Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
Open Closed Syllable House Multisensory Aid Orton Gillingham
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“Because many students may not be strong auditory or visual learners, they need a hands-on understanding of new concepts. Interacting kinesthetically with material while seeing and/or hearing the information leaves the most lasting mark on the memory for later recall and application. Individuals develop kinesthetic, or body memory. The more one actually does something, the more likely one will remember the way it feels. The motor memory for body movement has a strong and lasting role in the learning process. When using multi sensory techniques in teaching reading, it is important that the students experience the concept from the inside out in order to make it a personal experience.”
-Brainspring Educator Academy

The Open and Closed Syllable House is a multisensory aid to assist students’ understanding of the open and closed syllable concepts. To prepare the aid, print a house for each student and print slides 4-5, 6-7, and 8-9 front and back. Students need to cut each strip. The no, go, and so strips have a doorbell and final consonant already printed. Use these as an example. Students lay the strip on the house and then fold one-third from the right to the left creating a “door” on the right side. The dot on the “door” is the “doorknob”. On the rest of the strips, have students add final consonants on the folded door to make a closed syllable when the “door” is closed. The difference between and open (long vowel) and closed (short vowel) syllable can be easily demonstrated using the “door” analogy by opening and closing the “door”.
The no, go, and so strips have a doorbell and final consonant already printed. Use these as an example. Students lay the strip on the house and then fold one-third from the right to the left creating a “door” on the right side. The dot on the “door” is the “doorknob”. On the rest of the strips, have students add final consonants on the folded door to make a closed syllable when the “door” is closed. The difference between and open (long vowel) and closed (short vowel) syllable can be easily demonstrated using the “door” analogy by opening and closing the “door”.
Total Pages
10 pages
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