This multisensory resource, in PDF format, is based on the principles of Orton Gillingham and designed to support decoding, encoding, comprehension and reading fluency. This resource is just one of the many that focus on short vowels. If you like this multisensory resource, then please review the others in my "shop!" Additional skills developed with this multisensory unit: Short vowel /a/ Phonemic Awareness Reading Strategies Writing Activities Comprehension Reading fluency Processing speed Working Memory Long term memory Word Retrieval Brain development and degrees of maturation are as varied and as different as each student. This resource provides opportunities for repetition, review, and practice using multisensory strategies for short vowel /a/. It is important students have time to process this short vowel (u) because students often confuse it sound with other short vowel sounds. Please contact me if you have questions at ekennyfoggin@gmail.com. Best wishes, Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

This lesson is based on Orton Gillingham multisensory language development principles. For many students, without direct, explicit instruction of vowel diphthongs such as "ow (cow)," there will be a breakdown each time a word is read that includes a diphthong. Why? Well, students many know that vowel teams, two vowels next to each other make the long sound of the first vowel. Diphthongs differ because they are two vowels together, or side-by-side, but the sound made is unique. Basically, the two vowel sounds are not heard, but a distinctly different on. So, it is easy to understand how struggling readers might falter when decoding or reading words with diphthongs. Vowel Diphthongs are two vowels, side-by-side, that make their own unique sound. When coding syllables with diphthongs, circle the diphthong and write DT under the syllable. Vocabulary Reading comprehension Reading strategies Writing activities Reading fluency Processing Speed Working memory Long term memory Word Retrieval Students will develop a stronger vocabulary using a multisensory approach to word meaning. Students require review and repetition to internalize the sound of ow. Please contact me if you have questions. It will be my pleasure to work alongside you to support your child, or student's development of diphthongs. Have questions? Contact me at ekennyfoggin@gmail.com. Thank you. Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny

This 13 page PDF resource highlights numerous skill building activities to identify vowel diphthong "ou." This multisensory packet is designed and developed using Orton Gillingham techniques and strategies. My focus as a TES seller is to provide quality and informative lessons. The substance of this product has been created help students grow academically, and to gain stronger confidence. The Orton Gillingham Approach is based on a multisensory, explicit, cumulative approach which provides over learning and a continual review of previously presented skills. The multisensory aspect helps individuals learn the skills needed to read and write. At times, my products do not provide an overabundance of visuals. Why? Students with special needs, or with other challenges such as visual spatial, processing, and memory difficulties can become overloaded. The TES market is designed for a variety of sellers to offer a variety of products. Buyers have the option of picking products based on their specific needs. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Rating this product: Feedback is valued greatly by me. If there is a resource that you are unable to find at my "shop," please email me at ekennyfoggin@gmail.com and I will attempt to create one specific to your needs.. Why? I would like to support individuals if I can,so students are helped and move forward academically! xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Table of contents: “ou” Vowel Diphthong Page 2 - Table of Contents Page 4 - “ou” Multisensory introductory lesson page 5 - “ou” Phonemic Awareness Activity Page 6 - Basic word list Page 7 - Advanced word list Page 8 - Reading fluency phrase practice Page 9 - “ou” Sentences 9 Page 10 - Writing Activity 10 Page 11 - Working Memory/ Recall practice Page 12 - “ou” Word search - OPTIONAL Best wishes, Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key terms: Orton Gillingham, Orton Gillingham Tutor; Orton-Gillingham Tutor; Latin, Greek; Orton Gillingham Tutor; Orton-Gillingham Tutor; Latin, Greek; multisensory education, multisensory activities, reading, writing, spelling, phonics, grammar, reading and writing strategies; resource guide; parent information; teacher support

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Click on the black/white picture of "people" under the blue rectangle - you are now one of my followers! Save for a later purchase! Like the multisensory resources offered, but not ready to purchase today? Then, at the end of this description, click on "Add to Favorites," next to the heart icon. Then, you can easily locate the resource when you need it. This noun bundle is styled in a workbook PDF format - 52 pages. This multisensory noun bundle provides an organized and structured approach to introducing nouns to students. Teachers and parents have numerous options - selecting pages based on individual or for an entire class, including learning centers. To support teachers and parents working with students as they develop and internalize nouns, basic multisensory tools are included so students engage in a multisensory approach, using the visual, auditory, kinesthetic and tactile. The multisensory approach for this bundle is based on the Orton Gillingham structured literacy approach. Working with high school students has taught me student development needs to include concepts/ideas are abstract nouns. This lesson places a great deal of focus on a multisensory approach, repetition, review, sequential focus on skill building for optimum student development, practice using multisensory strategies and techniques. It is important students have time and opportunities to process skills so each experience builds to automaticity. Application activities, with specific lessons and multisensory games, provide additional opportunities for continued student focus and development of skills including oral expression! Please review the Table of Contents for specific lessons: Skill focus includes: Visualization Listening Comprehension Handwriting Concept development Vocabulary Parts of Speech development- nouns Comprehension Writing Processing speed Working memory Long term memory Word retrieval Sentence structure Syntax development Does your school district want to order? Email me s or check out how to do purchase using “purchase orders." Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of people in a group- under the blue rectangle . This noun bundle is styled in a workbook PDF format - 52 pages. This multisensory noun bundle provides an organised and structured approach to introducing nouns to students. Teachers and parents have numerous options - selecting pages based on individual or for an entire class, including learning centers. To support teachers and parents working with students as they develop and internalize nouns, , basic multisensory tools are included so students engage in a multisensory approach, using the visual, auditory, kinesthetic and tactile approaches. The multisensory approach for this bundle is based on the principles and methodologies of the Orton Gillingham structured literacy approach. Many students are not well-versed on the notion that nouns include abstract ideas. Working with high school students, it has always struck me as odd that students are not typically able to explain or define what concepts and/or ideas mean as they relate to nouns. This multisensory workbook styled. This lesson places a great deal of focus on a multisensory approach, repetition, review, sequential focus on skill building for optimum student development, practice using multisensory strategies and techniques. It is important students have time and opportunities to process skills so each experience builds to automaticity. The activities provide additional opportunities for continued student focus and development of skills! Please review the Table of Contents for specific lessons in this Noun Bundle: Skill focus includes: Visualization Listening Comprehension Handwriting Concept development Vocabulary Parts of Speech development- nouns Comprehension Writing Processing speed Working memory Long term memory Word retrieval Sentence structure Syntax development Does your school district want to order more copies? Just email me for any questions or check out how to purchase using “purchase orders." This bundle is designed to cover a variety of student needs, so it is presented in a workbook format. Please contact me if your require further information. My email is ekennyfoggin@gmail.com. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of "people" under the blue rectangle - you are now one of my followers! Save for a later purchase! Like the multisensory resources offered, but not ready to purchase today? Then, at the end of this description, click on "Add to Favorites," next to the heart icon. Then, you can easily locate the resource when you need it. This is a great multisensory game to support students with sight words that include the letters O U G H. PLEASE NOTE: All ways of saying the ough are intermingled, not separated This is not a lesson on different sounds made by OUGH. The focus for this activity is to develop the skill to spell words with OUGH. There is an expression used O - U - Grumpy Horse) to support student recall when supporting words that include this group of letters: "O U Grumpy Horse" Many students continue to struggle spelling words that include ough.; and the words are included in this game. By putting the words together under the category of O U G H, with a visual of a grumpy horse, students should increase ability to recall quicker and eventually internalize how to spell, and recognize when the words are read using a multisensory game approach! Page 1 -Title page Page 2- Directions and materials Pages 3 - 18 Student game boards Page 19 - Master list of words Pages 20 - 23 - All words that are part of the bingo game (will need to be separated prior to playing game) Students thoroughly enjoy this game. Using OUGH Bingo, students can: Students can write words in sentences Students can alphabetize words - a great way to focus in on specific letter sequence Students can orally provide a sentence to the group after identification of the word. All of the words have ough ; ought as part of their spelling makeup. If students can visualize or group these challenging words, both decoding (reading) and encoding (writing) will improve. I have documented growth on the part of students using this game. It is my hope you experience the same results. If you have questions, please just email me... Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) ekennyfoggin@gmail.com Key Words: Orton Gillingham; OG; Dyslexia; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of people in a group- under the blue rectangle . This is a great multisensory game to support students with sight words that include the letters O U G H. PLEASE NOTE: All ways of saying the ough are intermingled, not separated This is not a lesson on different sounds made by OUGH. There are different ways of saying OUGH, but the focus for this activity is to develop the skill to spell words with OUGH. There is an expression used O - U - Grumpy Horse) to support student recall when supporting words that include this group of letters: "O U Grumpy Horse" Many students continue to struggle spelling words that include ough.; and the words are included in this game. By putting the words together under the category of O U G H, with a visual of a grumpy horse, students should increase ability to recall quicker and eventually internalize how to spell, and recognize when the words are read using a multisensory game approach! Page 1 -Title page Page 2- Directions and materials required Pages 3 - 18 Student game boards Page 19 - Master list of words Pages 20 - 23 - All words that are part of the bingo game (will need to be separated prior to playing game) Blank template of a game board Students thoroughly enjoy this game. There are a few activities that students can do in addition to OUGH Bingo, using the materials: Students can write words in sentences Students can alphabetize words - a great way to focus in on specific letter sequence Students can orally provide a sentence to the group after identification of the word. All of the words have ough ; ought as part of their spelling makeup. If students can visualize or group these challenging words, both decoding (reading) and encoding (writing) will improve. I have documented growth on the part of students using this game. It is my hope you experience the same results. If you have questions, please just email me... As always, it is my hope that you kindly follow the rule of purchasing additional licenses at half-off for each class or group that will use this game. I do believe in, "Honesty is the best policy!" Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Dyslexia; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of "people" under the blue rectangle - you are now one of my followers! Like the multisensory resources offered, but not ready to purchase today? Then, at the end of this description, click on "Add to Favorites," next to the heart icon. Then, you can easily locate the resource when you need it. Looking for a resource that has numerous Orton Gillingham lessons based on a multisensory approach that includes a systematic, sequential, and explicit method of presenting and teaching for internalization, beyond the method of “memorization?” This is “THE” resource especially if time is limited to develop lessons. Each multisensory lesson is based on the principles of Orton Gillingham using multisensory strategies. Lessons dedicated specifically to phonograms, blends, vowel sounds, digraphs, are formatted so students become comfortable and quicker with each lesson. Expectations are often the same, reducing the mental effort and energy taken to make sense of lesson expectations. Additionally, there are numerous graphic organizers included to support student writing, reading, and study habits. Numerous pictures are included to develop oral language, Students who struggle to read and write, experience a significant decline in vocabulary, which then begins a “snowball effect,” - students fall further behind, challenged to the point where these students become academically behind by months and years, compared to their peer group. Sight words are included in this resource and specific directions are included to support a multisensory presentation to teach sight words, also called “red” words. Other reading skills developed include: Decoding Encoding Reading fluency Word, sentence, paragraph comprehension Section / Chapter discourse Writing skills Sentence structure Syntax (rules of grammar) Application activities are provided to support the internalization and comprehension of concepts included in the resource. Cognitive skills are also refined and developed:: Working memory Word Retrieval Long-term memory Processing Check the Table of Contents for specific lessons. Questions? Please email me: ekennyfoggin@gmail.com . Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny

This multisensory PDF resource , based on Orton Gillingham principles focuses on the consonant digraph "wh" that typically is presented last of the "H" brothers: sh, ch, th and wh. "Wh" words are typically introduced to students through the question words: why, when, what, which, and who, during the early school years of up to grade 2. However, students may not understand that "wh" is actually a consonant digraph, and need specific and direct instruction to gain this knowledge. Another reason that "wh" is typically presented as the last of the "H" brothers is because the words that include "wh" include higher level skills such as vowel consonant e words and words with vowel diphthongs, another higher level skill. The "Wh" lesson unit includes: Information page for teachers and parents Suggested Skill Presentation Script to support Adults presentation to students Multisensory Introductory lesson Phonemic Awareness Activity Word list (use only words students can identify based on their skill level) Reading fluency practice using phrases Controlled reading of sentences to develop reading fluency Word Search - OPTIONAL Activity - This activity is only for students who like to do this type of activity. Students with visual and processing difficulties may become very frustrated so please be guided according to the needs of your student. Memory development for word retrieval of either other consonant digraphs and selected short vowels. Answer Keys for words search and possible words to provide students with difficulty retrieving words of the specific skills presented. Please email me with any questions, or if you require additional support at ekennyfoggin@gmail.com Thank you, Elizabeth Kenny-Foggin M. A., M. S., OG-TT (IMSLEC)

This multisensory lesson/resource , based on Orton Gillingham principles focuses on the consonant digraph "wh" that typically is presented last of the "H" brothers: sh, ch, th and wh. "Wh" words are typically introduced to students through the question words: why, when, what, which, and who, during the early school years of up to grade 2. However, students may not understand that "wh" is actually a consonant digraph, and need specific and direct instruction to gain this knowledge. Another reason that "wh" is typically presented as the last of the "H" brothers is because the words that include "wh" include higher level skills such as vowel consonant e words and words with vowel diphthongs, another higher level skill. The "Wh" lesson unit includes: Information page for teachers and parents Suggested Skill Presentation Script to support Adults presentation to students Multisensory Introductory lesson Phonemic Awareness Activity Word list (use only words students can identify based on their skill level) Reading fluency practice using phrases Controlled reading of sentences to develop reading fluency Word Search - OPTIONAL Activity - This activity is only for students who like to do this type of activity. Students with visual and processing difficulties may become very frustrated so please be guided according to the needs of your student. Memory development for word retrieval of either other consonant digraphs and selected short vowels. Answer Keys for words search and possible words to provide students with difficulty retrieving words of the specific skills presented. Please email me with any questions, or if you require additional support at ekennyfoggin@gmail.com Best wishes, Elizabeth Kenny-Foggin M. A., M. S., OG-TT (IMSLEC)

Roots: mo, mot Looking for a resource to support struggling readers, but age appropriate. Do you want to expand your students' vocabulary? Then, this is a resource to consider! This PDF resource is based on the principles of Orton Gillingham and uses multisensory strategies to support student learning. Using roots to develop reading, is especially supportive of vocabulary development, beginning at the word level, continuing through sentence, paragraph, and through large amounts of texts: sections of texts, and chapters older students are expected to use. Struggling students can develop weak or undeveloped reading skills engaging in the activities of this resource. Looking for resources that serve as a tool to differentiate instruction ? Are you a special Education Teacher required to provide study guides, or a general education teacher that has a child in class with a specialized plan? Well, this resource provides activities and skill building for content area, study guides. Or, if you have students requiring continuing practice and application to develop writing skills, this is a great resource to use. Skills developed include: Meaning of roots mo, mot (movement) Word Syllabication Decoding Encoding Reading Fluency Comprehension Writing development Processing speed Working Memory Long-term memory Word Retrieval Students begin to engage in these multisensory activities because they see the value. Students want to succeed, not fail... Please contact me at ekennyfoggin@gmail.com if you have questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Roots: mo, mot Looking for a resource to support struggling readers, but age appropriate. Do you want to expand your students' vocabulary? Then, this is a resource to consider! This PDF resource is based on the principles of Orton Gillingham and uses multisensory strategies to support student learning. Using roots to develop reading, is especially supportive of vocabulary development, beginning at the word level, continuing through sentence, paragraph, and through large amounts of texts: sections of texts, and chapters older students are expected to use. Struggling students can develop weak or undeveloped reading skills engaging in the activities of this resource. Looking for resources that serve as a tool to differentiate instruction ? Are you a special Education Teacher required to provide study guides, or a general education teacher that has a child in class with a 504 Plan? Well, this resource provides activities and skill building for content area, study guides. Or, if you have students requiring continuing practice and application to develop writing skills, this is a great resource to use. Skills developed include: Meaning of roots mo, mot (movement) Word Syllabication Decoding Encoding Reading Fluency Comprehension Writing development Processing speed Working Memory Long-term memory Word Retrieval Students begin to typically engage in these multisensory activities because they see the value. Students want to succeed, not fail... Please contact me at ekennyfoggin@gmail.com if you have questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

This is a 20 + multisensory resource based on the principles of Orton Gillingham using multisensory strategies. that focuses on the prefixes im- and im-. If you are looking for additional support to develop vocabulary, comprehension, decoding and reading fluency this is the resource. Individuals who would greatly benefit include students with a diagnosis of dyslexia, language based disorders OR students working to improve scores for SAT and the ACT. There are so many opportunities to internalize the meaning of the prefixes im- & in- (in, into , not) - an introductory multisensory lesson; word lists, controlled reading, a reading passage, plus additional application and practice opportunities. Well worth the price! Additional skill building activities include: processing speed development Working Memory Word Retrieval Long-term Memory Expressive and Receptive Skill building Writing Development I truly hope this multisensory packet support the goals of the teacher, student and/or parent of a child. Please contact me at ekennyfoggin@gmail.com if you have additional questions. Thank you. Elizabeth Kenny-Foggin M. A., M. S., OG-TT (IMSLEC) Key Terms: Dyslexia; Turner Syndrome; Orton Gillingham; tutor; language; prefixes, suffixes, roots, English; IMSLEC; Reading comprehension, vocabulary, reading fluency; writing; writing skills; trigger words; in-, im- prefixes

This multisensory resource, in a PDF format, provides an organised and structured approach to learning the meaning and spelling of the suffix -ness. There are a variety of activities to support student development of suffixes, including the concept of -ness . Basic multisensory tools are included, using the visual, auditory, kinesthetic and tactile approaches to learning. Parents are able to follow the resource with directions included along the way. Additional skill focus in this bundle include: Meaning of suffix -ness Morphology Reading passage Reading strategies Decoding Comprehension Comparison Writing (persuasion) Processing speed Working memory Long term memory Word retrieval Sentence structure It is important each student has time and opportunities to process skills to eventual automaticity. Please encourage your colleagues, if interested, to purchase their own efile of this resource. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) ekennyfoggin@gmail.com

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of "people" under the blue rectangle - you are now one of my followers! Save for a later purchase! Like the multisensory resources offered, but not ready to purchase today? Then, at the end of this description, click on "Add to Favorites," next to the heart icon. Then, you can easily locate the resource when you need it. This multisensory PDF resource is for students learning the FSZL rule using the principles of the Orton Gillingham. Students are introduced to the concept of the doubling of F S Z L when each of the mentioned consonants come at the end of a one-syllable word. The presentation, through explicit, sequential steps, along with numerous activities help students internalize the FSZL rule to automaticity. The knowledge of this concept, The FSZL Rule requires support for struggling students in the higher grades. Many older students for whatever reason, did not internalize this skill, but need to learn it. This resource can be used to support struggling readers, spellers and writers. It is up to the teacher and/or parent to determine which activities are best suited for the individual using this resource for academic development. Please contact me if you have any questions at ekennyfoggin@gmail.com This lesson includes the following: Multisensory Introductory Lesson Phonemic Awareness Activity Explicit teach the FSZL (see resource) Word List 1 Word List 2 Phrase Fluency Practice Phrases Writing Activity FSZL Sentences Working Memory Development Word Search – Optional Activity Answer Key-Word Search Best wishes, Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key terms: Orton Gillingham, Orton Gillingham Tutor; Orton-Gillingham Tutor; IMSLEC); Latin, Greek; dyslexia; multisensory education, multisensory activities, reading, writing, spelling, phonics, grammar, reading and writing strategies; resource guide; parent information; teacher support; answer keys; consonants, consonant blends, consonant digraphs; turner syndrome; vowel consonant e and Magic e; vowel teams, short vowels, long vowels, ending blends, syllables, syllable types: closed, open, Bossy R and R-controlled; vowel teams and vowel digraphs; consonant -le; vowel diphthong; oral language; receptive language; written expression; language development; language disorders; special education; gifted & gifted and talented; homework; fun stuff; games; small group lessons; class; speech

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of people in a group- under the blue rectangle . Save for a later purchase! Like the multisensory resources offered, but not ready to purchase today? Then, at the end of this description, click on "Add to Favorites," next to the heart icon. Then, you can easily locate the resource when you need it. This is a 25 multisensory resource, based on the principles of Orton Gillingham using multisensory strategies. that focuses on foundational story elements. If you are looking for additional support to develop comprehension of fictional, realistic fiction, and other story generated styled reading materials, consider this resource. There is more to understanding a story then just the plot. As a high school teacher, students struggle to identify the various types of imagery such as thermal, auditory imagery! Other story elements include: characterization, figurative language, and more. This resource is a success with students with dyslexia and other language based disorders. Why? The use of a multisensory approach, in conjunction with repetition of materials, and the color pages for each story element make the "kids" want to do the work! Additional skills embedded in this multisensory packet include: Word,sentence and paragraph comprehension; Reading fluency Internalize , not memorization of core story elements- Knowledge and understanding of the story elements develops reading to a higher level of cognitive thinking. Students develop skills to go beyond the literal aspects of reading, delving more into deeper thinking! Additional skill building activities focus on development of: Use of strategies such as using personal knowledge to make higher level connections of underlining techniques used by an author to convey conflicts, life lessons; Student opportunities to be more independent, reducing need for teacher intervention "step-by-step;" Working Memory Word Retrieval Long-term Memory Expressive and Receptive Skill building Writing Development Please contact me at ekennyfoggin@gmail.com if you have additional questions. Thank you. Elizabeth Kenny-Foggin M. A., M. S., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Dyslexia; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin

This is a multisensory PDF 10 page resource to support students developing reading skills. Students lacking the ability to identify short vowels "i" will continue to struggle to decode and encode basic one-syllable words and multisyllabic words if the skill is not learned to automaticity. Reading fluency will continue to be negatively impacted until students understand and automatically react to short vowels. Strong readers are reading with automaticity - they have gone beyond identifying sounds within words-their brains see the entire grouping of letters of each word and respond. The activities included in this multisensory resource support student development of the skill "short i." Additionally, writing development is included. Too often, there is a strong emphasis on decoding and encoding, but writing skills are "lost" in the process. Keep students immersed in writing, using basic writing strategies like COPS - Capitalize, Organization, Punctuation and Spelling. Have questions? Contact me at ekennyfoggin@gmail.com . Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

This is a multisensory PDF resource designed to support students developing reading skills. Students without the ability to identify short vowels, including short vowel "i" will continue to struggle to decode and encode basic one-syllable words and multisyllabic words.Additionally, reading fluency will continue to be negatively impacted until students understand and automatically react to short vowels. Reading fluency is critical to overall comprehension. If students are unable to comprehend, then other individuals must intervene. This is a support, but for many students, support becomes complete reliance on others to identify words. We need to support independence. Students with age appropriate reading automaticity have gone beyond identifying sounds within words-their brains see the entire grouping of letters of each word and respond. The activities included in this multisensory resource support student development of the skill "short i." Additionally, writing development is included. Too often, there is a strong emphasis on decoding and encoding, but writing skills are "lost" in the process. Keep students immersed in writing, using basic writing strategies like COPS - Capitalize, Organization, Punctuation and Spelling. Have questions? Contact me at ekennyfoggin@gmail.com . Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Are you looking for a multisensory based lesson to support student learning of compound words beyond the basics? Did you know there are three types of compound words; or that usually the first word in a compound word is the one that is accented or stressed? Students that have difficulty learning to read compound words need to know the nuances. For example, did you know the three types of compound words are closed compound, open compound and hyphenated compound words. For students with dyslexia or other language based challenges, this type of information may be the final pieces to understanding and internalizing compound words. This lesson is really one for any grade level above 2nd grade. If a student has missed learning opportunities due to environmental, medical or emotional challenges, the skill can be presented. Please select only the activities relevant to their skill needs. Overall, this Orton Gillingham Based resource includes a multitude of skills development : Writing development and strategies Working and long-term memory development Visual memory Word retrieval Processing speed Accent - were does the accent belong? Three types of compound words Vocabulary Reading comprehension Reading fluency Controlled Reading to develop compound word identification and fluency It is my sincerest hope that this multisensory resource based on the principles of Orton Gillingham benefit you and the student/child who needs the support. Please email me at ekennyfoggin@gmail if you have any questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin above - then click on the word "Profile." Finally, click on the picture in black and white of people in a group- under the blue rectangle . Save for a later purchase! Like the multisensory resources offered, but not ready to purchase today? Then, at the end of this description, click on "Add to Favorites," next to the heart icon. Then, you can easily locate the resource when you need it. Are you looking for a multisensory based lesson to support student learning of compound words beyond the basics? Did you know there are three types of compound words; or that usually the first word in a compound word is the one that is accented or stressed? Students that have difficulty learning to read compound words need to know the nuances. For example, did you know the three types of compound words are closed compound, open compound and hyphenated compound words. For students with dyslexia or other language based challenges, this type of information may be the final pieces to understanding and internalizing compound words. This lesson is really one for any grade level above 2nd grade. If a student has missed learning opportunities due to environmental, medical or emotional challenges, the skill can be presented. Please select only the activities relevant to their skill needs. Overall, this Orton Gillingham Based resource includes a multitude of skills development : Writing development and strategies Working and long-term memory development Visual memory Word retrieval Processing speed Accent - were does the accent belong? Three types of compound words Vocabulary Reading comprehension Reading fluency Controlled Reading to develop compound word identification and fluency It is my sincerest hope that this multisensory resource based on the principles of Orton Gillingham benefit you and the student/child who needs the support. Please email me at ekennyfoggin@gmail if you have any questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Words: Orton Gillingham; OG; Dyslexia; Turner Syndrome; Basic skills; English Language Learners; ELL; ESL; Mega vocabulary; Reading comprehension; reading fluency; decoding; prefixes, suffixes, roots; Schwa; No Prep; Tutor; OG Tutor; Language Arts; Special Education; Parent Supports; Elizabeth Kenny-Foggin; Elizabeth Kenny