Follow the reading journey
Parents can see where their child is on the path, what we practised in each session, and easy ideas for home. Students can sign in with their own PIN to practise reading.
The journey map
All 19 stops of the reading path, with a plain explanation of each one.
Session notes
What we focused on, how it went, and what comes next.
Practise at home
Short, friendly activities matched to the stop your child is on.
Where we are on the path
Try this at home today
Latest session
The reading journey
Orton-Gillingham teaches reading one pattern at a time, using sight, sound and touch together. Each stop is a group of patterns, taught in order and practised until they feel secure. Tap any stop to read what it means and how to help at home.
How we decide a pattern is secure
Each stop is a group of related patterns. The colour of a stop shows how many of its patterns are at each level. We use five levels:
| Not introduced | We have not taught this pattern yet. |
|---|---|
| Introduced | Taught in a session. Your child still needs help to use it. |
| Practising | Your child uses it with some prompting in sound drills or word reading. |
| Consolidating | Mostly correct in both reading and spelling, but not yet reliable from one session to the next. |
| Mastered | Correct in both directions (seeing it and saying the sound, hearing it and writing it), on its own and in words, without prompting, in at least two sessions in a row. We keep rechecking it in later review. |
The stops are groups of skills, not a checklist that every child completes in a fixed order. Your child's plan follows what the assessments and sessions show, so some stops may be worked on side by side or revisited.
Every stop, explained
Open a stop to see what your child is learning there and a few things to try at home.
What we have worked on
Notes from each session, newest first. Open "See the full session" on any card for more detail.
Progress over the programme
Two pictures of how things are going: how many reading patterns we have started and made secure, and how cleanly your child reads. One session is a snapshot, not a verdict.
What was read, session by session
Practise at home
A few calm minutes most days make a real difference. Start with the first box, then pick one read.
This week's home sheets
Saved here by Ms. Dumas after each session. Open them on your phone, or save them to print if you prefer.
Reading practice
Short reads written for your child's place on the path. Every word uses sounds already taught. Accuracy and calm, smooth reading come first. Speed is only a snapshot.
More ideas for home (optional)
Ideas for each stop
We start on the stop your child is on. Choose any other stop to browse ideas for it.
A simple ten minute routine
Short and regular works better than long and rare.
Warm up (2 minutes)
Show three to five sound cards or patterns from the last session. Your child says the sound the letters make, not the letter names.
Read (4 minutes)
Read a few words or a short sentence from the session sheet. If your child gets stuck, point to the pattern and say, "Try the sounds."
Write (3 minutes)
Say a word. Your child repeats it, taps each sound, then writes it while saying the sounds aloud.
Celebrate (1 minute)
Name one specific thing your child did well. "You went back and fixed that word all by yourself."
Games that work at any stop
Salt tray writing
Pour a thin layer of salt or sand on a tray. Your child writes the pattern with a finger while saying its sound.
Tap it out
Tap the thumb to each finger for every sound in a word, then sweep along the arm and say the whole word.
Sound hunt
On the drive or at the supermarket, spot signs and labels that hold this week's pattern.
Silly sentences
Write a sentence using three words from the session. The sillier the better, and it still counts as reading.
Read it twice
Read the same short passage two days in a row. The second read is usually smoother. Accuracy and calm, steady reading matter more than speed.
Teach me
Ask your child to teach you the pattern from the last session. Explaining it is a strong way to learn it.
When your child gets stuck
- Wait about three seconds. Thinking time is part of reading.
- Point to the pattern, not the answer. Ask, "What does this letter team say?"
- Cover the picture. Pictures invite guessing, and the letters hold the answer.
- Stop while it is still going well. Five happy minutes beat twenty tense ones.
- Praise effort. "I like how you looked at the whole word." builds a child who keeps trying.
Paying and getting help
Paying is simple
Pay by online banking transfer to the account below. Please put your child's student number in the reference so we can match your payment quickly.
- Bank
- Republic Bank Limited
- Account name
- Think-Top Educational Institute
- Account type
- Chequing
- Account number
- 260803036001
- Reference
Your balance updates once we have recorded your payment, which can take a little time.
Your sign-in
Change your password or your child's PIN here. If you ever forget your password, message Ms. Dumas on WhatsApp. She will reset it, and you will sign in with the last 4 digits of your phone number and choose a new one.
Questions? Talk to us
Ms. Dumas and the team are happy to help with anything about your child's sessions or fees.
thinktopinstitute@gmail.com
50 Dookiesingh Street, St. Augustine, Trinidad