Consonant "f" Multisensory Lesson This resource is designed to support students using a multisensory approach to reading development, using the Orton Gillingham Approach. Each page builds upon the initial presentation of the consonant and sound of "f." This PDF resource for f includes: Page 1 - Introductory page using multisensory approach for consonant "f." Page 2- Word list of basic cvc words for "f." Page 3 - Writing Activity - sentences with words beginning with "f" Page 4 Box It Activity - development of the consonant "f" using working memory and processing for deeper comprehension of sound and letter identification Page 5 - Optional (based on student ability) - Word search of "f" words Page 6 Writing activity -student creates sentences and develops a stronger word identification and meaning, Thank you. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC) Dyslexia Specialist ekennyfoggin@gmail.com

If you are looking for a multisensory game resource for your students to support reading, this is the game resource to purchase. This game focuses on the syllable types students should know. All students should automatically use their reading skills to "unlock" unknown words, and know the syllable types is a must! This has been one of my biggest sellers in another market, and teachers continue to share the value of this resource. What teachers like the most is, students can work with a small group or partner, freeing up "teacher time" for other instructional responsibilities. The best part of all is students internalize the different syllable types. This resource is worth every pound! Do you have questions? Please email me at ekennyfoggin@gmail.com. Thank you. Cordially, Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Thank you for taking time to preview this multisensory lesson and activities based on the principles of the Orton Gillingham, using a multisensory approach. The expression, "Pictures are worth a thousand words" could not be more true when looking at the cute little pup on the cover. the picture of the pup is a great one to entice younger students to want to find out why it is on the cover! Such a sneaky trick, but worth it when students want to learn about the consonant "p." If you have any questions, please email me at ekennyfoggin@gmail.com. Thanks. Elizabeth Kenny-Foggin M. S., M. A., OG-TT (IMSLEC)

Consonant p Multisensory Lesson This PDF format designed to support students using a multisensory approach to reading development, using the principles of Orton Gillingham and explicit and multisensory strategies. Each page builds upon the initial presentation of the identification of the sound of p. Page 1 - Introductory page using multisensory approach for consonant p; Page 2- Word list of basic cvc words with p; Page 3 - Writing Activity - sentences with words beginning with p; Page 4 Box It Activity - development of the consonant p; using working memory and processing for deeper comprehension of sound and letter identification Page 5 - Optional (based on student ability) - Word search of words with p Page 6 - Writing activity -student creates sentences and develops a stronger word identification and meaning, Please email me to clarify any aspect of this lesson based on the Orton Gillingham, a multisensory approach. It is my hope that this lesson helps your student or child develop a stronger foundation of reading and writing. Thank you, Elizabeth Kenny-Foggin ekennyfoggin@gmail.com Key terms: 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, 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 stuff; games; individual lessons; small group lessons; class; speech therapy; Elizabeth Kenny, Elizabeth Foggin, Elizabeth Kenny-Foggin; collaboration, website resources, spelling generalizations, spelling rules, posters, vowel posters, spelling posters, parts of speech, reading fluency, reading fluency practice, vocabulary, vocabulary development; reading comprehension, clip art

This is a complete lesson designed to help students learn and internalize the "oo" as in cool, using a multisensory approach, along with explicit and repeated opportunities to develop skill. The lesson includes: Page 1- Title page Page 2 - Introductory lesson of "oo" using a a multisensory approach. Page 3 Word List Page 4 Controlled sentences to develop fluency. Page 5- Writing Activity Page 6 -A story - Crazy Words. Page 7 - Phrases Page 8 - Writing Activity to support sentence development and "oo." Page 9 -Optional - Word Search with answer key Hope your student enjoys this direct and explicit lesson! If you have questions, please contact me at ekennyfoggin@gmail.com. Thank you for taking time to preview this lesson. Cordially, Elizabeth Kenny-Foggin Key terms: Orton Gillingham, workbook style, workbook format, workbook, 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; 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; individual lessons; small group lessons; class; speech; speech therapy; concentration game; Elizabeth Kenny, Elizabeth Foggin, Elizabeth Kenny-Foggin; Elizabeth Kenny Foggin; Donna Salimando; Eileen Riozzi, collaboration, website resources, spelling generalizations, spelling rules, posters, vowel posters, spelling posters, parts of speech, reading fluency, reading fluency practice, vocabulary, vocabulary development; 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; classroom support; parent support; teacher support; additional resources; reading resource; reading resources; resource guide; reading research guide; OG tutor; OG tutoring; tutor; og lessons; OG lessons; help in reading; reading help; parent help in reading; parent resource guide for reading; writing; writing support; writing strategies; reading strategies; student reading support, school district; high school; elementary school; preschool; staff training, staff development; administrator; administrators; special education; special ed; sped; first grade;

This unit is based on Orton Gillingham Multisensory Language Development principles. The Vowel Team ea has the long sound of /e/. There is another sound for ea - short vowel sound e. But the second pronounciation should be presented later Why? It is less common than the Vowel Team ea. Want to view the short e sounding ea lesson. Then go to : https://www.tes.com/uploader/v2/11155773/preview A sampling of skills developed with this multisensory unit: “Vowel team “ea” Reading Reading Strategies Writing Activities Parts of Speech Syllabication and Accents Comprehension Reading fluency Processing speed Working Memory Long term memory Word Retrieval Students will develop stronger decoding, along with an enhanced vocabulary using a multisensory approach 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 students have time to process skills. Otherwise, students may only memorize, rather than comprehend. Memorization can be very limiting, when compared to deep comprehension. Please contact me if you have questions at ekennyfoggin@gmail.com. It will be my pleasure to support your child, or student’s needs. Thank you. Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

This PDF formatted resource is based on Orton Gillingham Multisensory Language Development principles. A sampling of skills developed with this multisensory unit: Consonant - th Reading Strategies Writing Activities Parts of Speech Syllabication and Accents Comprehension Reading fluency Processing speed Working Memory Long term memory Word Retrieval Students will develop stronger decoding, along with an enhanced vocabulary using a multisensory approach Brain development and degrees of maturation are as varied and as different as each student. This resource places a great deal of repetition, review, practice using multisensory strategies. It is important students have time to process skills, otherwise, students may only memorize, rather than comprehend. Memorization can be very limiting, when compared to deep comprehension using multisensory strategies and explicit instruction. Please contact me if you have questions at ekennyfoggin@gmail.com. Thank you. Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

This PDF formatted resource is based on Orton Gillingham Multisensory Language Development principles. A sampling of skills developed with this multisensory unit: Consonant - th Reading Strategies Writing Activities Parts of Speech Syllabication and Accents Comprehension Reading fluency Processing speed Working Memory Long term memory Word Retrieval Students will develop stronger decoding, along with an enhanced vocabulary using a multisensory approach Brain development and degrees of maturation are as varied and as different as each student. This resource places a great deal of repetition, review, practice using multisensory strategies. It is important students have time to process skills, otherwise, students may only memorize, rather than comprehend. Memorization can be very limiting, when compared to deep comprehension using multisensory strategies and explicit instruction. Please contact me if you have questions at ekennyfoggin@gmail.com. Thank you. Elizabeth Kenny-Foggin M.S., M.A., OG-TT (IMSLEC)

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

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)