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Orton
Gillingham Workshop Schedule
The
following table shows the upcoming workshop
held in Fresno, California.
To register please email Cullinan Education Center
Inc.
at
seminars@cullinaneducation.com.
Those that successfully complete our Orton Gillingham
training workshop, are eligible to participate in
Visualizing/Verbalizing, On Cloud Nine Math and
Writing/Grammar workshops here at the center, at no
additional charge.
Sign-ups for these workshops will be available at
the Orton Gillingham training.
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Workshop
Dates |
Registration
Deadline |
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January 25, 26, 27, 28
- 2010 |
January
11, 2010
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March 8, 9, 10, 11
- 2010 |
March 1, 2010 |
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June 21, 22, 23, 24 - 2010 |
June 7, 2010 |
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July 12, 13, 14, 15 - 2010 |
June 28, 2010 |
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August 9, 10, 11, 12 - 2010 |
July 26, 2010 |
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Cost |
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Workshop Fee -
$895.00/per
person
"Early Bird" Discount
Fee - $845.00/per
person |
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Includes:
Teachers Manual, Curriculum -Phase I,
II, III & Sound/Symbol
Drill Cards, Key Word Pictures
- Phase I,
Phoneme-Grapheme CD, Sight Word
Drill Cards,
Phase I Syllable Division Workbook,
and Phase I Syllable Division masters
for duplication. |
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PUBLIC SCHOOLS
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A
purchase order is required to guarantee your
registration. Enclose or fax a
numbered and signed purchase order with this
registration. |
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PRIVATE SCHOOLS OR
INDIVIDUAL(S)
-A
$50.00 processing fee is required to guarantee your
registration. |
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CANCELLATION POLICY:
You will receive a full refund minus a $50.00
processing fee if you cancel 30 days or more before
the start of the workshop. You will not
receive a refund if you cancel within 30 days of the
workshop; however, you may attend a workshop at
another date or transfer to another individual. |
Objective
Checklist
The
workshop will include classroom instruction, demonstrations,
and supervised student teaching. The following checklist
covers the primary knowledge and skill areas that you
will be conversant with by the conclusion of the
training.
1.
Language - Instruction will provide a thorough
understanding of the phonemic and graphemic structure
of an alphabetically based language, English, and its
significance for teaching decoding and encoding.
2.
Reading Research - How Children Learn to Read,
Summary of Research, "Beginning to Read: Thinking
and Learning About Print." Marilyn Jager
Adams,
University of Illinois Reading Research Center.
3.
Recognizing Children with Reading Disabilities
- Signs and symptoms, appropriate testing and intervention.
4.
Language Inventory - Assessing language for development
of a strategy of implementation and delivery of appropriate
reading instruction.
5.
Phonemes - Ability to recall and correctly pronounce
the principal sounds associated with the primary phonemes
of spoken English.
6.
Graphemes - Ability to recall and recognize the
primary and secondary spellings (graphemes) and their
corresponding phonemes.
7.
Blends/Clusters - Correct pronunciation of the
blends, clusters and consonant - le syllables contained
in the phoneme/grapheme organizational chart.
8.
Syllables - Teachers will know -
(a)
Seven kinds of syllables and how they govern the use
of sounds and symbols
(b) Five different syllable division word patterns
(c) Basic accent (stress rules)
(d) Schwa concept
(e) Syllable segmentation and blending
9.
Spelling - Teachers will know -
(a)
ff-ll-ss-zz rules
(b) ck-ge-dge-tch rules
(c) Soft c, g and hard c, g rules
(d) Doubling rule (single and multi-syllable words)
(e) Silent e rule
(f) y rule
(g) Spelling by phoneme, grapheme correspondence rules
(h) Finger spelling
(i) Non-phonetic ("red" or "sight") words
10.
Affixes - You will have an understanding of the
nature and importance of teaching affixes. (Systematic
treatment of this subject is not within the scope of
this workshop. Affixes are covered with advanced students,
and instruction in how to teach affixes is treated in
a special workshop).
11.
Reading Comprehension - Recognition of comprehension
deficiencies and improvement strategies.
12.
Teaching Techniques
(a)
Drill work - You will be able to carry out a visual,
auditory and blending drill and know what to do when
a student blocks.
(b) Kinesthetic-Tactile (KT) You will develop skill
with basic kinesthetic-tactile (KT) learning techniques.
(c) Lesson Planning - You will be familiar with the
basic format and requirements for lesson planning.
13.
Approach - You will be familiar with the general
philosophy and approach used by Cullinan Education
Center Inc. You will have an appreciation for the potential
of the approach in the classroom setting and in small
group instruction.
14.
Action - You will have the basis to develop an
action plan by which you can begin to apply the decoding/encoding
knowledge and skills gained in this
workshop in both
one-on-one and classroom situations. You can be assured
that those students who need this kind of approach will
be significantly benefited. You can also look forward
to continuing professional education, which will better
equip you to use this general approach with students
ready for more advanced linguistics.
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