Orton Gillingham lesson: Simultaneous Oral Spelling, Multi-sensory Structured Language Teaching

Simultaneous Oral Spelling (S.O.S.) is a strategy which incorporates auditory, verbal, and kinesthetic modalities.  Using this strategy, the student orally spells a word at the same time as he/she writes the word.  This helps to solidify connections in the brain between letters and sounds, as well as connections between orally saying a word and writing it.   It's quite brilliant, and it works!
The steps in SOS are:
1.  The student repeats the word so that the teacher knows it was heard correctly.
2.  The student listens for and thinks about how many vowel sounds are in the word.  This helps them to determine how many syllables the word has.  In this video, you'll see the student tap a finger to her palm for each syllable.  The number of fingers she tapped into her palm tell her how many syllables the word has (no need for her to try to remember how many syllables there were).  The student will then spell one syllable at a time.
3.  The student taps a finger to her thumb for each sound in the syllable, and then taps the letter names that correspond to each sound.  If the letter does not make a sound, the student does not tap it, but says it out loud.  In order to take advantage of larger muscle movement, this tapping should be large and distinct.  When the student becomes more proficient at using this strategy and is a more skilled speller, tapping may no longer be needed.  
4.  The student is told to "write and name" the letters in the syllable.  This means that the student will write each letter as she says the letter name.  This is important because students with Dyslexia often write a different letter than they actually wanted.  Often by talking through it, the student will catch a mistake right away and correct it.
5.  The student will work through each syllable in the word in this way.
6.  When the student is finished spelling the word, they are told to read the word.  It is important to encourage the student to read the word that is actually written, not what he/she thinks is there (almost as if proof-reading someone else's work).  This self-check is another opportunity for the student to catch an error and correct it.

It is critical that the teacher prompts the student to correct any errors in the tapping stage-BEFORE the student writes the word.  If the student writes the word incorrectly, that is what will be imprinted in their memory.  If the student makes a mistake when writing the word, the teacher should use the Socratic method to lead the student to discover the error, and then use positive error correction to fix it.  
Notice that concepts and spelling rules that the student has been explicitly taught are reviewed as necessary.