Artifact # 3
Artifact 3: Components of individualized lesson plans for Advanced Students based upon principles of Orton-Gillingham.
Context: The following components of an individualized Orton-Gillingham-based lesson plan have evolved from the Basic and Advanced Multisensory Structured Language Training that I undertook as Independent Study courses. Additionally, they provide the foundation for the 3:1 remediation that I provide at the Key School; a division of Carolina Day School. I am currently a supervising trainer at both levels.
The Basic graduate level program is based on the Associate Level curriculum of the Academy of Orton-Gillingham Practitioners and Educators. The program is practicum-based and extensively covers the neurological underpinnings of dyslexia and the needs of a dyslexic learner as well as: phonemic awareness, basic orthographic patterns, the sound-symbol relationship of phonemes, and syllable structure. Additionally, I have created a Multi-sensory spelling program for the classroom setting as an extension of the basic phoneme sequence.
The Advanced practicum-based graduate level program covers the psychological, sociological and educational factors affecting older students, age-appropriate teaching strategies, morphological language structure (prefixes, roots & suffixes), and the history and structure of the English language.
I have had the incredible privilege of being mentored by JoAnn Crawford who is currently my supervising fellow as I will be making application to the Academy of Orton-Gillingham Practitioners at the Certified level in December of 2005 . Mrs. Crawford is formerly an instructor of Reading Strategies at the University of Minnesota where she developed a program for dyslexic college students.
I have been equally privileged to work at the Key School, a division of Carolina Day School, over the past three years. This dynamic and effective program has provided a vital life-line for many dyslexic students who have learning differences. Not only does this school nurture students' spirits, but it provides ongoing training and tremendous support for its teachers.
To me personally, Orton-Gillingham is not a method, but rather an overriding philosophy. It provides a guiding structure to which language can be systematically scaffolded. This multisensory approach is incredibly fluid and adaptive. As the components of language are integrated and woven together, students gain life-long strategies and analytical skills that allow them to successfully access their many gifts and talents.
Many of the following components of a Lesson Plan reflect my work with 'transition groups' and advanced students. I have laid out a lesson plan and then presented a rationale and student samples for each below.
| Lesson Plan | Warm-up | Visual Card Drill | Auditory Card Drill | Phonological Awareness |
| Single Word Reading | Single Word Spelling | New Information | Oral Reading | Written Expression |
| Grammar | Sample pages/stories
Multisensory Spelling Program
|
Multisensory spelling Program | Multisensory Spelling Program |
Alignment A. Instructional Expertise: The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning. All lesson plans are individualized, systematic, cumulative and prescriptive; based upon ongoing diagnostic evaluation both informal (daily observations) and a more formal assessment every three months to monitor effectiveness of instruction and progress. Remediation is designed to support the 'content' of core subject classes as well as the development of a strong and 'connected' language skill base.
Alignment B. Knowledge of Learners: The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction. Understanding and respecting differences in students is critical to building a classroom climate that is simultaneously supportive and rigorous. Students with identified language-based difficulties must know that a teacher has a clear 'picture' of their unique learning style in order to build a partnership of trust and mutual support. Success is truly the 'best' motivator.
Alignment C. Research: The candidate uses research to examine and improve instructional effectiveness and student achievement. As a graduate student, you are constantly exposed to current research on reading, and scientific-based evidence as well as theory. Taking the time to read analytically, and make connections to your own practice forces constant revision of your pedagogy. Infusing this research into the classroom provides a tremendous venue for action research as you monitor the effectiveness of your teaching and the 'climate' of the classroom. Being open to new learning ensures that your instruction be "alive," and responsive.
Alignment D. Content Knowledge: The candidate demonstrated advanced depth and breadth of knowledge and skills in the academic discipline and education. The components of language are incredibly interwoven and multi-layered. It is important that a teacher have a profound understanding of the varying aspects of each 'discipline' whether it be basic decoding, orthography, grammar or fluency....in order that remedial instruction be carefully targeted and integrated. Ultimately language is cyclical, its purpose being 'communication.' A teacher can't possibly do justice to the 'whole' without understanding the interplay among the 'parts.'
Alignment E. Professional Development and Leadership: The candidate engages in continued professional development and provides leadership at the classroom, school and community levels, and within the profession. Reading and language instruction itself invites further inquiry, dialogue and constant reflection by the nature of the discipline. It can not be dissected nor analyzed as a clear-cut nor free-flowing continuum. In-service workshops, seminars refresh and revitalize the spirit as well as adding new layers of understanding. Collaborative partnerships in the school infuse new ideas into the classroom. Forging a strong partnership with parents is critical in order to fully understand a child's learning difference as well as provide beneficial support both at school and at home.