Daily 5
WHAT IS THE THREE-PART DRILL?
Simply put, the Three-Part Drill is a three-step process that serves as a reading and spelling review of previously introduced sounds and skills. It includes 3 methods of review: visual, auditory, and blending. The Visual Drill is typically the first step in this process which we will briefly outline in this article.
WHAT DOES THE VISUAL DRILL LOOK LIKE?
Students look at previously learned sound cards and say the sound they see. Keyword pictures provided on the cards give support for the recall of the sound if needed. The more letter sounds are practiced, the more automatic they eventually become.
The Visual Drill can be completed as a whole class activity, in small groups, or one-to-one. It should be a quick activity that takes only a couple minutes. Below are a couple pictures of the Visual Drill being conducted live as a whole class activity.
WHAT IS THE PURPOSE OF THE VISUAL DRILL?
Learned sounds are repeated, which fine-tunes the sound/symbol relationship, thus building automaticity. As outlined in the book Equipped for Reading Success by David Kilpatrick, automatic letter-sound knowledge is foundational for both efficient phonic decoding and for permanent word storage via orthographic mapping.
WHAT DOES THE AUDITORY DRILL LOOK LIKE?
Teachers ask students to spell the sound they hear. Sounds chosen should only be sounds that have been previously introduced. Students will write the grapheme representing the sound that was just heard. They then say the letter name(s) and underline from left to right while saying the sound.
EXAMPLE:Teacher: “show me how to spell the sound /b/”
Students: form the letter while saying the letter name “b”, underline from left to right and say the letter sound “/b/”
The Auditory Drill can be completed as a whole class activity, in small groups, or one-to-one. Students can write their responses in a sand tray (which is highly multisensory) or teachers can try having students write responses on individual whiteboards as seen in the picture below. The Auditory Drill should be a quick activity that only takes a couple of minutes.
WHAT IS THE PURPOSE OF THE AUDITORY DRILL?
During the Auditory Drill, learned sounds are practiced through spelling, which fine-tunes the sound/symbol relationship and builds automaticity. As we mentioned in our Visual Drill post, David Kilpatrick, author of Equipped for Reading Success, makes it clear that automatic letter-sound knowledge is foundational for both efficient phonic decoding and for permanent word storage via orthographic mapping.
WHAT DOES THE BLENDING DRILL LOOK LIKE?
A teacher presents students with conventional Anglo-Saxon patterns on a blending board. The patterns presented will make up words that only include a combination of previously taught sounds and skills. After prompted by their teacher, students either segment the sounds they see, then read the whole word, OR read the entire word out loud and all together.
Teachers need to be skilled in knowing the patterns of the language in order to be able to effectively implement this portion of the Three-Part-Drill.
Example - Teacher: Swaps out a card or two on a blending board to present a new word to students. The teacher then gives a cue to the class such as, “ready, read.”
Students: Read the word out loud and all together. Depending on the group, students will either segment the sounds first, then read the whole word, OR just read the whole word.
The Blending Drill can be completed as a whole class activity, in small groups, or one-to-one. If students are still at the segmenting stage, ask them to point to each sound card while vocalizing the sound. They will then swipe from left to right in the sky while reading the entire word. The Blending Drill should be a quick activity that only takes a couple of minutes.
WHAT IS THE PURPOSE OF THE BLENDING DRILL?
The more students practice reading words containing previously taught sounds and skills, the more automatic they will become in reading whole words. Many times, the words that are presented during the blending drill are pseudowords, which gives students practice with reading unfamiliar words. If students can read unfamiliar words, it shows they are not memorizing words and are able to directly apply previously learned sounds, thus building independence and automaticity in reading.
https://brainspring.com/ortongillinghamweekly/orton-gillingham-lesson-basics-the-three-part-drill-part-1/
Simply put, the Three-Part Drill is a three-step process that serves as a reading and spelling review of previously introduced sounds and skills. It includes 3 methods of review: visual, auditory, and blending. The Visual Drill is typically the first step in this process which we will briefly outline in this article.
WHAT DOES THE VISUAL DRILL LOOK LIKE?
Students look at previously learned sound cards and say the sound they see. Keyword pictures provided on the cards give support for the recall of the sound if needed. The more letter sounds are practiced, the more automatic they eventually become.
The Visual Drill can be completed as a whole class activity, in small groups, or one-to-one. It should be a quick activity that takes only a couple minutes. Below are a couple pictures of the Visual Drill being conducted live as a whole class activity.
WHAT IS THE PURPOSE OF THE VISUAL DRILL?
Learned sounds are repeated, which fine-tunes the sound/symbol relationship, thus building automaticity. As outlined in the book Equipped for Reading Success by David Kilpatrick, automatic letter-sound knowledge is foundational for both efficient phonic decoding and for permanent word storage via orthographic mapping.
WHAT DOES THE AUDITORY DRILL LOOK LIKE?
Teachers ask students to spell the sound they hear. Sounds chosen should only be sounds that have been previously introduced. Students will write the grapheme representing the sound that was just heard. They then say the letter name(s) and underline from left to right while saying the sound.
EXAMPLE:Teacher: “show me how to spell the sound /b/”
Students: form the letter while saying the letter name “b”, underline from left to right and say the letter sound “/b/”
The Auditory Drill can be completed as a whole class activity, in small groups, or one-to-one. Students can write their responses in a sand tray (which is highly multisensory) or teachers can try having students write responses on individual whiteboards as seen in the picture below. The Auditory Drill should be a quick activity that only takes a couple of minutes.
WHAT IS THE PURPOSE OF THE AUDITORY DRILL?
During the Auditory Drill, learned sounds are practiced through spelling, which fine-tunes the sound/symbol relationship and builds automaticity. As we mentioned in our Visual Drill post, David Kilpatrick, author of Equipped for Reading Success, makes it clear that automatic letter-sound knowledge is foundational for both efficient phonic decoding and for permanent word storage via orthographic mapping.
WHAT DOES THE BLENDING DRILL LOOK LIKE?
A teacher presents students with conventional Anglo-Saxon patterns on a blending board. The patterns presented will make up words that only include a combination of previously taught sounds and skills. After prompted by their teacher, students either segment the sounds they see, then read the whole word, OR read the entire word out loud and all together.
Teachers need to be skilled in knowing the patterns of the language in order to be able to effectively implement this portion of the Three-Part-Drill.
Example - Teacher: Swaps out a card or two on a blending board to present a new word to students. The teacher then gives a cue to the class such as, “ready, read.”
Students: Read the word out loud and all together. Depending on the group, students will either segment the sounds first, then read the whole word, OR just read the whole word.
The Blending Drill can be completed as a whole class activity, in small groups, or one-to-one. If students are still at the segmenting stage, ask them to point to each sound card while vocalizing the sound. They will then swipe from left to right in the sky while reading the entire word. The Blending Drill should be a quick activity that only takes a couple of minutes.
WHAT IS THE PURPOSE OF THE BLENDING DRILL?
The more students practice reading words containing previously taught sounds and skills, the more automatic they will become in reading whole words. Many times, the words that are presented during the blending drill are pseudowords, which gives students practice with reading unfamiliar words. If students can read unfamiliar words, it shows they are not memorizing words and are able to directly apply previously learned sounds, thus building independence and automaticity in reading.
https://brainspring.com/ortongillinghamweekly/orton-gillingham-lesson-basics-the-three-part-drill-part-1/
Tips for the Three Part Drill
- The sand is the most tactile activity. It will give you the most bang for the buck if the students are doing it correctly. If you can’t be there to watch them, then DON’T use sand. Sand tray (tactile tray) needs to be used in a small group or individually.
- Learning a new skill, they need to write it 3 times in the sand. During the auditory drill, they need to only do it one time in the sand unless they miscue.
Three Part Drill
|
Introduction to Daily 5
|
Read to Self Lesson
|
Read to Someone Lesson
|
|
Lesson Demostration
|