OG in the Middle
22 Followers
Wellesley Hills, Massachusetts, United States
About the store
Special education resource teacher and reading specialist for nearly 20 years. I've taught all grades, but I'm currently a reading specialist in a middle school (grades 6-8). I'm certified in elementary ed, special ed and as a reading specialist. I'm also trained as and Orton-Gillingham educator through the Academy of Orton-Gillingham Practitioners and Educators (AOGPE).
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Syllable Division Rules for Student-Created Book
Each of the four major syllable division rules are described on a separate page in a format requiring student participation and interaction. Each page is intended to be part of student's "Language Notebook" or "Book of Knowledge" for recording English language rules and generalizations. Pages should be added incrementally, as each division rule is taught and practiced on a different day. This is part of a multi-sensory, structured approach to teaching encoding and decoding.
4th - 8th
Phonics & Phonological Awareness, Reading, Spelling
CCSS
RF.4.3a
, RF.5.3a
, L.6.2b
+3
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About the store
Experience
Special education resource teacher and reading specialist for nearly 20 years. I've taught all grades, but I'm currently a reading specialist in a middle school (grades 6-8). I'm certified in elementary ed, special ed and as a reading specialist. I'm also trained as and Orton-Gillingham educator through the Academy of Orton-Gillingham Practitioners and Educators (AOGPE).
Teaching style
I take a structured, multi-sensory approach to working with students with dyslexia and other reading difficulties. Learning activities that are fun and hands-on are usually the most effective.
My own education history
B.A. Liberal Studies
M.A. Psychology
M.Ed. Reading
Additional biographical information
Mama to 9 year old twin girls (one with dyslexia) and 21 year old son!
I've been using TpT for years, yet just recently realized I have an abundance of my own materials to share! I work with older students who struggle in reading, so I've needed to create materials and activities that are age-appropriate and not cutesy-looking. Preteens and teenagers detest "babyish" materials, but often need the content when just learning to read and spell with a structured language approach.
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