Reading and Spelling Book 1 was written to help students of all ages learn to read and spell. It is especially good for students who may have difficulty learning to read and spell. The workbook uses Orton-Gillingham principles to teach reading and spelling. Orton-Gillingham uses structured, explicit, systematic and multisensory procedures to teach the forty-four speech sounds.
Reading and Spelling Book 1 covers the five short vowel sounds, two long vowel sounds and beginning blends. There are twenty lessons in Book 1. Each lesson has four to five pages.
Each lesson begins with a word list that includes words with the targeted sound for that lesson. Many of these words can also be used as vocabulary words.
The next page in the lesson works with high frequency words. These words are often misspelled so they are presented and practiced repeatedly throughout the book.
The third page in the lesson is a fill in the blank page so students can practice using the words from the word list from the first page of the lesson and the high frequency words from the second page of the lesson. There are pictures from the first page of the lesson at the end of some of the fill in the blank sentences since many sentences could have more than one answer. Students use the pictures at the end of the sentence to know which word from the word list to use.
The fourth page of the lesson practices spelling, grammar, vocabulary or writing.
The last page of the lesson ends with a Word Search of the targeted and high frequency words from the lesson.
How to use this book:
When I was teaching reading and spelling, I spent two days on each new sound. The first two lessons in this book target the short /a/ sound so I would spend four days on that sound giving the students a chance to review consonant sounds. I would begin the lesson by flashing sound spelling cards with the consonants and a card with the vowel a. I would then dictate five words from the word list, five words from previous word lists (from the book) and two or three high frequency words. The students would write the words on their whiteboards and then read and spell the words back to me. The dialogue I used was:
Teacher: “Write the word cat.” (Students write the word.) “What word did you write?”
Students say cat.
Teacher: “How do you spell it?”
Students spell the word c-a-t.
Teacher then writes cat on the large whiteboard so all can see it.
I did this with each word. Then I would dictate two sentences which the students would write and then read back to me. The dialogue for this would be:
Teacher: “What sentence did you write?”
Students read their sentence.
Teacher then writes the sentence on the large whiteboard.
At the end of this activity, the students would then read the words and sentences one more time from the large whiteboard. Good sentences for this activity are found on the second or third pages of each lesson. The teacher flashing sound spelling cards for the children to say and children writing and reading words and sentence every day provides practice for students to develop automaticity in a multisensory way. The children see the words, say the words, and write the words. Besides flashing the sound spelling cards, I would flash high frequency word cards daily as we progressed through the lessons. This constant practice every day helps students develop automaticity and fluency.
This workbook can be used with an entire class at the lower grades or with individual older students who have had difficulty learning to read.
The workbook pages could also be used as homework.
If you have any questions about how to use this workbook, please contact me at email@example.com.