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 multisensory PDF resource is for students learning the "E" rule using the principles of the Orton Gillingham. Students are introduced to the concept of the E Rule through explicit, sequential steps, along with numerous activities to help internalize the concept to automaticity. Additional activities are included for students that are optional: A word search and unscrambling words. However, do not make the word search and unscrambling of words mandatory since students with visual processing challenges will potentially struggle. The knowledge of this concept requires support for some struggling students in the higher grades. So, this can be a differentiation activity for 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 Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) ekennyfoggin@gmail.com

This multisensory resource, in a PDF format, provides an organized 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 being a "schwaed" suffix. Basic multisensory tools are included, using the visual, auditory, kinesthetic and tactile approaches to learning. Additional skill focus in this bundle include: Meaning of suffix -ness Morphology Reading strategies Schwa Decoding Comprehension Writing 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. The price you pay for this file is for use with one student if tutoring, or one class/small group. Copying or sharing efiles/copies is dishonest. 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 in a group- under the blue rectangle . This multisensory 32 page PDF resource is based on the principles of Orton Gillingham using a variety of opportunities to develop inferential skills needed to understand idioms, one type of figurative language. Please preview to see the teacher informational notes, and student activities. If you require further support, please email me at ekennyfoggin@gmail.com Best wishes, Elizabeth Kenny-Foggin 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

Thanks for previewing this multisensory resource based on the principles of Orton Gillingham , using multisensory strategies. The concept of the letter "y" being considered an actual vowel sound can be very confusing for some students. And, then, share that the letter "w" can also be considered a vowel, and you will see young children having "heart attacks!" Of course students will not have a heart attach, but explaining the letter "y" (and sometimes "w") does not make sense UNTIL you explain the rule. When a one-syllable word ends with a long i sound, the letter written is a "Y." Examples include fly, sty, cry. There are times when specific endings are added like "-ing" students will see the y and ask "Why." Just explain the main word is one-syllable, and inflected ending can be added. I hope you find this multisensory resource supportive, and your students learn the skill! Remember, the use of a multisensory approach, use of the senses - see, hear, touch is powerful - when brain pathways are engaged, the deeper the learning connection. Have a great day. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) ekennyfoggin@gmail.com

This is a PDF formatted multisensory resource based on the Orton Gillingham methodology, for students in middle or high school grades. Roots are a very valuable skill to provide students for vocabulary and comprehension development. Why? Roots have meanings, and roots are a major layer of our language. Students can use this knowledge to decode and words and meanings. When an individual knows a root's meaning, when words encountered have that root, even if not ever viewed before, the meaning of the word is partially known. This is a great support for comprehension and fluency. Vocabulary development using roots is a better tool then teaching single words in isolation. There is a vocabulary graphic organizer included that is really a powerful multisensory tool to develop vocabulary of the roots spec, spect, spic. The graphic organizer includes the word, meaning, part of speech, student generated sentences, and the origin of the word. Each of these parts work together to support student vocabulary development. If you need additional support, please contact me at ekennyfoggin@gmail.com. Best wishes, Elizabeth Kenny-Foggin ekennyfoggin@gmail.com

Word Pattern V / CV This PDF formatted resource is based on the principles of Orton Gillingham and uses multisensory strategies to support student learning. The importance of a student to independently decode unknown words is critical to be a strong reader. The decoding tools included in this resource are designed to provide students decode unknown or unfamiliar words, basically to be independent and strong readers! Struggling students can develop missing reading skills, and higher-functioning students can work toward higher development of reading skills. Teachers can use this resource to differentiate instruction within a class; and parents/guardians can help support reading development using this resource. Special Education and General Education Teachers required to provide study guides, based on IEP or 504 accommodations, can include activities similar to skills included in this resource, into content specific study guides, to support continued reading, writing skills development. Additional skills developed include: Word patterns Syllabication of words Decoding Encoding Reading Fluency Comprehension Writing development Processing speed Working Memory Long-term memory Word Retrieval Please contact me at ekennyfoggin@gmail.com if you have questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

This multisensory resource in PDF format is designed for explicit and repetitive presentation of the concept VC/CV. It is the most common word pattern, critical for students to not only learn, but to internalize to automaticity! There are many opportunities for students to practice coding words within the lesson. Decoding a word pattern is a strategy strong readers possess. Additional skills developed: Working and Long-term memory Processing speed Reading strategies Decoding Encoding Reading fluency If you require further support, please email me at ekennyfoggin@gmail.com Best wishes, Elizabeth Kenny-Foggin Key terms: Orton Gillingham instruction, , multisensory education, multisensory activities, reading, writing, spelling, phonics, consonants, consonant blends, consonant digraphs; 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; written expression; language development; language disorders; special education; gifted and talented; homework; games; individual lessons; small group speech therapy; spelling generalizations, spelling rules, posters, parts of speech, reading fluency, reading fluency practice, vocabulary; reading comprehension, OG; schwa; processing speed; sentence structure; punctuation; OG tutor; OG tutoring; tutor; og lessons; OG lessons; writing strategies; reading strategies;

This multisensory lesson is based on the principles of Orton Gillingham and is designed to support decoding, encoding, comprehension and reading fluency. This resource is just one of the many that focus on suffixes. If you like this multisensory resource, then please review the others in my "shop!" A sampling of skills developed with this multisensory unit: Morphology Suffix -ly Vocabulary Reading Strategies Writing Activities Study Strategies Poetry development Comprehension Reading fluency Processing speed Working Memory Long term memory Word Retrieval Students will develop a stronger word vocabulary through the use of a multisensory approach to word meaning. The suffix -ly is commonly included with words in all content area texts and other written products, including novels and informational writings. This unit focuses on a multitude of skills that many students have not internalized, even though students are in higher grade levels where expectations are this skill is known. Brain development and degrees of maturation are as varied and as different as each student. This unit places a great deal of repetition, review, practice using multisensory strategies and techniques. It is important for each student to have time to process the skills. Otherwise, students may be tempted to memorize the material, rather than comprehend. Please contact me if you have questions at ekennyfoggin@gmail.com . Best wishes, Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

This multisensory lesson is based on the principles of Orton Gillingham and is designed to support decoding, encoding, comprehension and reading fluency. This resource is just one of the many that focus on consonant digraphs. If you like this multisensory resource, then please review the others in my "shop!" A sampling of skills developed with this multisensory unit: Phonology Consonant ch Vocabulary Reading Strategies Writing Activities Comprehension Reading fluency Processing speed Working Memory Long term memory Word Retrieval Students will develop a stronger decoding and encoding skills through the use of a multisensory approach to develop the skill for consonant ch. Brain development and degrees of maturation are as varied and as different as each student. This resource provides skill development through repetition, review, and practice using multisensory strategies. It is important for each student to have time to process the skills. Please contact me if you have questions at ekennyfoggin@gmail.com . Best wishes, Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

Looking for a visual to support weak vowel skills? Does your student just need a visual to use intermittently as he/she progresses to higher reading skills? Would you like to have student sized visual chart that matches the poster size in your class room for continuity at school and for home? This poster provides each of the options listed! The visual poster is in PDF format. One's ability to visually, in the mind's eye, to see a picture, or a word, to decode or encode a word quickly is important to grade level learners and students working to develop previously presented skills. This is a great multisensory tool for use with students in all grade levels. Please contact me at ekennyfoggin@gmail.com if you need more information. Cordially, Elizabeth Kenny-Foggin M. S, M. A., OG-TT, IMSLEC

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: 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. It is important for each student to 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)

FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin listed above - click on the word "Profile." Then, go underneath the light blue rectangle, click on the picture in black and white of "people" - you are now one of my followers! If you like this resource then go to my "shop" and review the complete Story Elements Part 1 https://www.tes.com/teaching-resources/shop/ekennyfoggin Thank you for taking time to download and review this free resource. Don't forget to become a follower of my stop! Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) ekennyfoggin@gmail.com

Become a "follower" of my multisensory shop. How? Just click on my user name, then go to the word "Profile" and click on that word. Then, go under the light blue rectangle, click on the picture in black and you will become one of my followers! Looking for a resource based on a multisensory approach that is systematic, sequential, and explicit methods for internalization, beyond the method of “memorization?” 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 skills, which in turn, support vocabulary development. 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 comprehension Sentence comprehension 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: Cognitive skills are also refined and developed - see below: Working memory Word Retrieval Long-term memory Processing Please check the Table of Contents for specific lessons. If you have questions or would like clarification, please email me at ekennyfoggin@gmail.com . Become a "follower" of my multisensory shop. How? Just click on my user name, then go to the word "Profile" and click on that word. Then, go under the light blue rectangle, click on the picture in black and you will become one of my followers! 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 is a very useful multisensory PDF resource. This multisensory lesson focuses on open syllables; and can be a follow up lesson after teaching closed syllable type. There is a script to present this lesson; and the script includes a review of closed syllables. There is additional practice for students to have more opportunities to develop the skill, open syllable. This multisensory resource is perfect for parents who want to continue to support their child reading skills development. Or, if you are a teacher looking to support students in your class and do not have conferences or the ability to attend a class to learn about the different syllable types. You can look at the other syllable resources available in my shop. Email me if you would like more information at ekennyfoggin@gmail.com . It would be my pleasure to support you. Students who are able to identify the different syllable types are stronger decoders, which leads to stronger reading skills. When students have developed each of the seven syllable type concepts, their reading fluency will typically improve because they are not "stuck" figuring out the word. Why? They have the strategies to actually decode.... The multisensory packet on "open syllable" includes: Informational page Phonemic Awareness Activity Script This multisensory resource includes the concept of an open syllable with a word list to "code." Controlled reading - sentences Writing Activity Practice page for increased comprehension and internalization of concept. Reading passage Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) ekennyfoggin@gmail.com

Free Resource FOLLOW ME AND MULTISENSORY RESOURCES SOLD IN MY SHOP! How? Click on my user name - ekennyfoggin listed above - click on the word "Profile." Then, go underneath the light blue rectangle, click on the picture in black and white of "people" - you are now one of my followers! Would you like to see a sample of my multisensory resources? This is a specific resource designed using the principles of Orton Gillingham, using multisensory strategies and based on current research to support young students develop a variety of skills to develop reading, writing and of course, handwriting skills. Teachers find the additional supplemental activities very helpful form students when differentiating instruction. Parents love this multisensory packet and have purchased other consonant letters available to support letter-sound correspondence, phonemic awareness activities and handwriting development. Both teachers and parents/guardians have identified the use of the kinesthetic sense to be very supportive for their child(ren)'s developmental levels and individualized needs. Please contact me at ekennyfoggin@gmail.com for any questions or to clarify. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Word Pattern V / V This lesson is based on the principles of Orton Gillingham and uses multisensory strategies to support student learning. The importance of a student to independently decode unknown words is critical to be a strong reader. The decoding tools included in this resource are designed to provide Struggling students can develop missing reading skills, and higher-functioning students can work toward higher development of reading skills. Teachers can use this resource to differentiate instruction within a class; and parents/guardians can help support reading development using this resource. Special Education Teachers required to provide study guides, based on IEP Accommodations for classified students or general education teachers working with students requiring supports based on individualized 504 Plans can include activities from this lesson into their content area study guides to continue reading, writing skills development. Additional skills developed include: Word patterns Syllabication of words Decoding Encoding Reading Fluency Comprehension Writing development Processing speed Working Memory Long-term memory Word Retrieval Please contact me at ekennyfoggin@gmail.com if you have questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Short Vowel Visual Chart Looking for a chart of short vowels including visual and words. This resource can be made into a poster for a classroom and as graphic organizers for a student's binder and homework folder. Students require a great amount of support in accessing the sounds of short vowels sounds until student has automaticity of each vowel sound. Many teachers have communicated the numerous uses this chart has been during and after class lessons. Parents and guardians use the poster in size 8 1/2 by 11 inches at home and have shared the time for homework is reduced because their child uses it to support decoding and encoding words. It is my hope that this resource supports your goals when teaching students. This tool is useful for all ages, and many older students and adults use it as well. Adults may prefer the size of the poster be reduced to 2 x 3 inches to use in daily life. Have questions, please email me at ekennyfoggin@gmail.com Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-Tt (IMSLEC)

This multisensory lesson is created using the principles of Orton Gillingham, using multisensory strategies The focus is on the r-controlled / bossy ur. There are numerous activities within this packet to support the internalization of ur-controlled words. R-Controlled/Bossy R (both terms are used interchangeably) include: ar, er, ir, or, and ur. The multisensory lessons included in the packet include: Page 1 - Title page Page 2 - Informational page Page 3 - Script to support multisensory lesson Page 4 - Multisensory Introductory Lesson Page 5 - Basic Word List of one-syllable word Page 6 Phonemic Awareness Activity Page 7 - Phrase list for decoding and reading fluency practice Page 8 -Controlled reading through sentences Page 9- Writing Activity Page 10 - Word search - An optional activity - Please DO NOT MANDATE student the word search if he/she refrains. Page 11/12 - Additional word lists - these lists are designed so teacher working with student can select additional words for reading decoding and fluency practice, along with writing activities. Page 13 - Optional practice to continue to review short vowel sounds. Student complete the text box by writing words that correspond to the short vowel listed. Page 14 - Answer Keys Please contact me via email if you require more information or require clarification. Best wishes, Elizabeth Kenny-Foggin ekennyfoggin@gmail.com

Roots: trac, tract This lesson 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 expected of students. Struggling students can develop missing reading skills, and higher-functioning students can work toward higher development of reading skills. This is a great tool to differentiate instruction. Special Education Teachers that are required to provide study guides, based on IEP Accommodations for classified students or students with 504 Plans can include activities from this lesson into content area study guides as a tool to continue reading, writing skills development. Skills developed include: Meaning of root trac, tract (to pull, drag) Syllabication of words Decoding Encoding Reading Fluency Comprehension Writing development Processing speed Working Memory Long-term memory Word Retrieval Please contact me at ekennyfoggin@gmail.com if you have questions. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Consonant blend gr- When teaching students the consonant blend, gr-, using the principles of Orton Gillingham along with multisensory strategies to deepen the learning connection. This resource has numerous opportunities for student development for this reading skill. Skills developed include: Vowel Team concept Syllabication of words Decoding Encoding Reading Fluency Comprehension Writing development Processing speed Working Memory Long-term memory Word Retrieval Special Education Teachers required to provide study guides, based on IEP Accommodations for classified students, or general education teachers responsible for students with 504 Plans, include activities from this lesson into your content area study guides. Study guides are a great opportunity to include this skill, to continue reading, writing skills development. Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)