This lesson is based on Orton Gillingham Multisensory Language Development principles. A sampling of skills developed with this multisensory lesson: Prefix “mono-“ 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. The prefix mono- means one. The ability to know a prefix's meaning is a major support for students reading words in reading passages in English, science and social studies text books. Struggling readers benefit from knowing the meanings of prefixes like mono-. This resource focuses on a multitude of skills that many students have not internalized, even though students are higher grade levels. Students in high school level classes have used this lesson and have developed an automaticity of the prefix meaning for mono-, and supports word recognition, stronger reading fluency, and improved comprehension. Students in middle school, along with gifted students will benefit completing this lesson. However, all students require review and repetition of this prefix. It is important students have time to process these skills. Please contact me if you have questions at ekennyfoggin@gmail.com Best wishes, Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

This is a multisensory resource that includes a variety of methods to support student internalization of the meaning of "therm," a Greek root. This is a great resource if a differentiated lesson is required that is meaningful for students. Teachers and parents can determine the specific skills and pages each student may complete - very helpful for a class of diverse students academically. Some of the skills included in this multisensory resource include: decoding encoding writing development working memory & long term memory development language development vocabulary reading comprehension reading fluency science concepts Please contact me at ekennyfoggin@gmail.com for more information. Elizabeth Kenny-Fogginj M. S., M. A., OG-Tt (IMSLEC) Key Terms: Dyslexia, language, Greek root; speech; special education; tutoring; Orton Gillingham; OG tutor

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! Do you need to support struggling readers in higher grade levels? This multisensory PDF document is just the perfect resource with many activities to internalize the meaning of the root "path." Areas of focus: Decoding Encoding Reading fluency Word Comprehension Sentence Comprehension Passage Comprehension Morphological Awareness Syllabication Word patterns Vocabulary Reading strategies Writing Development Sentence structure Capitalization Punctuation Spelling Cognitive areas including memory, processing speed, auditory and visual skill development This multisensory resource is based on the Orton Gillingham methodology, including explicit, repetitive and reflective of instant feedback to support internalization of lesson concepts. It is my hope that teachers and parents can use this multisensory resource to support their students/children. If you have any questions, please contact me at ekennyfoggin@gmail.com Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Terms: Dyslexia, Science; Turner Syndrome; Speech; Special education; language; Greek roots; therm; OG; Orton Gillingham; tutoring; IMSLEC; vocabulary; comprehension; reading fluency

The importance of teaching students the meanings of roots is a great strategy to develop deeper vocabulary and comprehension. When teaching a root, using the principles of Orton Gillingham and multisensory techniques supports vocabulary development of word, sentences, paragraphs and comprehension 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: val 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. Respectfully, Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

This is a great multisensory lesson based on the principles of Orton Gillingham. The focus is r-controlled bossy or. There are numerous activities in this packet to support understanding of r-controlled words. R-Controlled/Bossy R (both terms are used interchangeably) include: ar, er, ir, or, and ur. The R comes after the vowel (this helps students for spelling purposes). 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 - "or" word search - An optional activity Page 11/12 - Additional word lists - these lists are designed so that the person working with student can select additional words for reading decoding and fluency practice 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 Key Please contact me via email if you require more information or require clarification. Best wishes, Elizabeth Kenny-Foggin ekennyfoggin@gmail.com

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)

Looking for a well developed "multisensory"PDF packet of activities to develop and internalize the meaning, and much more for the prefix "de-?" This multi-page resource is perfect for teachers and parents looking for meaningful work, with a variety of reading and writing activities. So many resources available for purchases are missing the skill building to develop writing. This resource includes a variety of writing opportunities, along with a user-friendly writer's support chart to help students with working memory, sequential ordering challenges, and language challenges. Pick and choose the skills you would like your student/child to focus on to develop this skill. There is an optional word search included. Please be advised it has been my experience working with students of all grade levels that students either love word searches or detest them. Therefore, please do not use if your student/child have challenges with visual spatial skills. Do not grade students if word searches are a challenge! Have questions? Email me at ekennyfoggin@gmail.com 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" 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 yo This bundle, styled in a workbook PDF format, provides an organized and structured approach to the concepts Schwa through the use of the concept "Americana." Teachers/parents select appropriate materials in the based on student needs, using multisensory strategies and tools. A multisensory approach includes using two or more senses - visual, auditory, kinesthetic and tactile, to deepen a learning connection. Additional skill focus in this multisensory lesson: Schwa Americana Paragraph development Decoding Vocabulary Comprehension Writing Processing speed Working memory Long Term Memory Word Retrieval Sentence structure Syntax Parts of Speech Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key terms: Orton Gillingham, workbook style, workbook format, workbook, Orton Gillingham Tutor; Orton-Gillingham Tutor; orton-gillingham; Dyslexia; dyslexia; multisensory education, multisensory activities, reading, writing, spelling, phonics, grammar, reading and writing strategies; consonants, , consonant digraphs; vowel teams, short vowels, long vowels, ending blends, syllables, syllable types: closed, open, Bossy R and R-controlled; vowel teams and vowel digraphs; oral language; receptive language; written expression; language development; language disorders; special education; homework; games; ; class; speech; speech therapy Elizabeth Kenny; OG; schwa; sentence structure; punctuation; grammar; syntax; sight words; administrator; administrators; staff development; staff training; staff support; classroom support; parent support; teacher support; ; reading resource; reading resources; OG tutor; OG tutoring; tutor; og lessons; OG lessons;Turner Syndrome.

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. If you feel overwhelmed just hearing the word SCHWA, then this is the multisensory lesson is for you and your students. This multisensory resource provides powerful information related to the concept of schwa. So often, students ask "BUT WHY?" when it comes to schwa. Quite frankly, many adults know and can identify a schwa, but are at a loss when kids want to know more than the "upside-down "e" represents the schwa sound. This is a PDF document filled with information, word lists, and fun activities, and answer keys for application activities that students can use after to check their work. You will even find a Schwa Rap that can be performed by you and/or your students. I love being silly with my students - imagine doing a schwa rap song to 12th graders. It has been my experience, over and over again, that when I laugh and engage in fun while teaching a concept, the students learn! Maybe at this point in my teaching career I love to make the kids groan, but I really know each student loves the fun! If you like this multisensory resource built on the principles of Orton Gillingham and supported by explicit teaching and continual review and reinforcement, this is the resource to use! Please be sure to rate this resource, especially if you find students learned. And, if you are not a follower of my "shop," please become a follower! Have questions, or require clarification? Then, please email me at ekennyfoggin@gmail.com. This multisensory lesson is a great one to use when you are absent, or attending a meeting - your students will develop their cognitive skills especially in the areas of memory, processing and comprehension! 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 . Are you looking for a multisensory resource that focuses on the vowel teams ay, ai, ee, ea, oa, ow, oe, and that includes application activities for a stronger connection and/or internalization of vowel team concepts? This PDF multisensory resource provides students with explicit, repetitious but meaningful learning and exposure of vowel teams. In addition, there is a section dedicated to writing and word memory recall, using visual prompts. Students love the pictures and that there can be a "friendly" competition with class mates over words. Have a question? Please email me at: ekennyfoggin@gmail.com Story Elements: Part One https://www.tes.com/us/teacher-lessons/know-the-code-story-elements-part-one-11173336 This resource supports learners using a multisensory approach . Students in high school often provide a definition of story elements but are unable to identify within a story. Students need to move beyond the “surface definitions” and apply story elements. This multisensory resource offers the basic information and interconnects practice and application. Know the Code: Parts of Speech - Noun https://www.tes.com/us/teacher-lessons/know-the-code-parts-of-speech-noun-11168901 A multisensory approach to support student internalization of the part of speech – noun. While many believe students can identify and locate nouns in sentences, the reality is students are not always efficient. A challenge for students is in the identification of concepts/ideas, which are part of a noun description. Unfortunately, when students identify nouns, what it being is a basic note) “…people, places and things….” Students should be able to state “people, places, things and concepts/ideas.” A review of this bundle will highlight opportunities to support student development. Comprehension skills improve when students understand parts of speech within written text. Why? Students can locate the core elements in a sentence – the subject- a noun and verb. . Identification of the main subject (noun) and verb in complex sentences is critical to writing. Best regards, Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Words: Vowel Teams; 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

This is a PDF resource to develop the concepts of verbs - in particular helping verbs. Using the Orton Gillingham principles: multisensory, explicit, sequential, cumulative and repetitive, students become better equipped to identify helping verbs. Why is this important, the more understanding students have to the specific functions of a word in a sentence, the stronger the comprehension and writing skills. There are a few multisensory activities to develop understanding of helping verbs separate from "action" or linking verbs.The more "hands-on" activities the stronger a learner's connection. Students often struggle to identify the difference between nouns, verbs, adjectives, adverbs and prepositions. Additional skill buildings include: Parts of speech reading comprehension Reading fluency Decoding Encoding Writing sentences Syntax If you require more information, please email me at ekennyfoggin@gmail.com Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

This multisensory lesson, a 10 page multisensory lesson in PDF format, designed for explicit and repetitive review of the concept VC/CV is one students love to do in class, in private tutoring sessions, and at home with parents. More importantly, it is the most common word pattern for words, which is 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. If you require further support, please email me at ekennyfoggin@gmail.com Best wishes, Elizabeth Kenny-Foggin Key terms: Orton Gillingham, workbook style, workbook format, workbook, multisensory education, multisensory activities, reading, writing, spelling, phonics, grammar, strategies; parent information; answer keys; 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; oral language; receptive language; written expression; language development; language disorders; special education; gifted and talented; homework; fun; games; individual lessons; small group lessons; differentiated instruction; speech; speech therapy; Elizabeth Kenny, Elizabeth Foggin, Elizabeth Kenny-Foggin; Elizabeth Kenny Foggin; Donna Salimando; Eileen Riozzi, spelling generalizations, spelling rules, posters, vowel posters, spelling posters, parts of speech, reading fluency, reading fluency practice, vocabulary; reading comprehension, clip art, table of contents; OG; schwa; processing speed; sentence structure; punctuation; grammar; syntax; sight words; red words; administrator; administrators; staff development; staff training; staff support; reading research guide; OG tutor; OG tutoring; tutor; og lessons; OG lessons; help in reading; reading help; parent help in reading; parent resource; writing; writing support; writing strategies; reading strategies; student reading support, professional development; staff training, staff development

This is a wonderful multisensory lesson to help students develop the skills to decode words based on syllable types. The most common syllable type is "closed." This is a detailed, multisensory based resource based on the principles of Orton Gillingham. There are application activities along with teacher information, visuals, word lists, phrases and controlled reading. If you have a question, please email me at ekennyfoggin@gmail.com Cordially, Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

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

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)

This is a cross curricular multisensory resource. This resource is a study guide template where you can make changes on the document. Please be sure to save the original resource. The reason for the creation of this resource was to support students who, based on IEP requirements, are provided with study guides. The problem with many study guides is that only the concepts being tested are provided. Students with 504 Plans, ESL/ELL students and classified students are typically developing foundational skills, unlike some of their peers. There is nothing more important then developing key skills like inferencing, predicting, and the ability to apply new concepts with prior knowledge to make "connections." This study guide provides a way to continue to develop the high order thinking skills, not just providing test material. In the end, many students who use study guides to memorize will not recall or lack the ability to communicate the essence of concepts from previous weeks. Therefore, this multisensory tool is a method to continue to develop skills without requiring additional time outside the class or home. Skills are repetitiously repeated throughout the school year, and students have a stronger opportunity to increase higher thinking skills. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Key Terms: older students; study guides; dyslexia; learning differences; cognitive skills; time management; beyond memorization; internalization; parents; Orton Gillingham instruction; OG; tutoring; tutor resources; science; history; government; chemistry; biology; content areas support; word document

This is a PDF formatted resource which includes numerous skill building opportunities for older students learning prefixes; vocabulary and use of conjunctions. is based on Orton Gillingham Multisensory Language Development principles. Many students, whether struggling, or advanced, benefit from this multi-skill based development of science vocabulary words through a multisensory approach. Students should orally say and write the prefix (es) and meaning on the lines provided on the bottom of page. Student will orally read word list with prefix re-. Students should take notes for unfamiliar words, and draw pictures to support word meaning. Students preview the sentences by using a highlighter to identify the prefix re-. Then, students should orally read each sentence. Teachers/parents should ask student to summarize sentences to ensure comprehension. Student have other opportunities to develop word comprehension; students write sentences using 10 of the vocabulary terms in complete sentences. This activity helps students to become stronger as a writer, because they can elaborate with details in sentences to support vocabulary word. Teachers can, on a sentence level, determine student comprehension and sentence structure, syntax. Students are provided with a reading passage that includes words with the prefix re-. These activities are designed for student development of vocabulary, improved comprehension and writing development, along with research based reading strategies including: previewing, vocabulary development and active reading strategies development. To summarize, skills developed with this lesson include: Prefix meanings for re- Word recognition Comprehension Writing Processing speed Working Memory Long term memory Word Retrieval Have questions? Please email me at ekennyfoggin@gmail.com Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

This 45 page PDF file highlights numerous skill building activities from an introduction of the visual and sound of consonant “g,” including handwriting "strokes" for writing “g.” Students in prekindergarten, kindergarten, and first grade benefit from the numerous activities included in this multisensory and prescriptive approach, based on the principles of Orton Gillingham, using multisensory strategies, to learn the concept of “g." Feedback from teachers and parents has been overwhelmingly positive. Have a question? Email it to me at ekennyfoggin@gmail.com. Have a great day! Best wishes, Elizabeth Kenny-Foggin M.S., M. A., OG-TT (IMSLEC) Key words: Pre-K, preschool, kindergarten, consonant, consonants, multisensory, parent support, play activities, first grade, fun activities, oral language, Montessori, Early Intervention, child care, home schooling, games, handwriting, letter b, reversal support; Orton Gillingham, workbook style, workbook format, multisensory education, multisensory activities, reading, writing, spelling, phonics, grammar, reading and writing strategies; resource guide; parent information; teacher support; answer keys; consonants, consonant blends,

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