Preparation for the ACT English will focus on proper usage of commas, apostrophes, and Rhetorical Skills question. Rhetorical Skills questions require deciding to add to and replace text, add or delete text, or judge the overall effect on the reader.
Students I have tutored in ACT Reading have significantly increased their scaled score. One student increased his scaled score enough to qualify for the Zell Miller Scholarship.
You will increase and improve computation of mean, mode, median, reciprocals,proportions, and factorials. Learn how to factor and expand math equations containing unknowns and coordinates on the x,y axis grid.
I am a retired Georgia educator with 18 years classroom experience in the elementary school setting. I am certified in elementary grade curriculum, reading, gifted elementary (K-5) curriculum and middle grades (6-8) gifted and social science through the State of Georgia.
My aptitude in math prepares me to provide quality, goal-focused tutoring in current performance standards as well as the National Common Core Curriculum (CCC). Common Core Curriculum will mean a need for more rigorous instruction strategies for students at every grade level. Many math concepts previously taught in later grades will move down a grade level possibly two. I am prepared to offer that rigor as part of my tutoring.
Grammar may be best taught through the writing process with emphasis on the student's text. Grammar usage and conventions of print are examined through ideas, planning, drafting, revising, editing, and proofreading.
I have prepared students to successfully demonstrate improved and enhanced ability in grammar, reading, math, social studies, and science on standardized college, state, and district assessments. These include GED, ACT, COMPASS, and CRCT.
I have successfully tutored students in all concept areas of Geometry. These include classifying angles and triangles, perimeter, area, volume, solving for missing sides and angles of triangles, diameter and chord of circles, and coordinate geometry.
Grammar is taught through the reading and writing process. It is not enough to just recognize a single word as a noun,pronoun, verb,adjective,adverb,conjunction, article, or participle. These single words must be recognized within their context in printed and written text. Knowing how and when an action word(verb)is to be used to show the action as past, present, or future is important to conveying the intended meaning of the composition whether it be one sentence, one paragraph, or a book. Other considerations are when and where to use commas and quotation marks.
Teaching reading and spelling as part of the curriculum has required individual and small group instruction in phonics.Sight words,individual letter sounds, blended letters sound(sk,sl,sm,tr,tw,spr)digraphs(th),and diphthongs(au,aw,oi,oy.)Spelling and vocabulary words may sometimes need to be segmented then the sound put together for correct pronunciation and spelling. Training in Reading First ,Learning Focus, and DIBELS have only served to strengthen my phonics instruction skills.
You will increase and improve computation of mean, mode, median, reciprocals, proportions, and factorials. Learn how to factor and expand math equations containing unknowns and coordinates on the x,y axis grid.
Reading instruction is more than word calling. It is 1)FLUENCY - the automatic and accurate phrasing and expression of the written text and 2)COMPREHENSION - constructing literal and inferential meaning from a written text. A systematic and regular practice of Fry Phrases, Fry Sight Word Vocabulary, Dolch Sight Word, and National Reading Vocabulary in isolation and context are resources used to accomplish this.
A significant contributor to the success of reading instruction is having the student read at his or her instructional level. Independent reading and keeping a written reading journal are also significant contributors.
The American English language often makes spelling words correctly a challenge. Students must become fluent with audible recognition of individual letter sounds, blended consonants sounds, vowel combinations that make long or short vowel sounds,silent letters at the beginning, within, and end of a word, and segmenting words into short segments called syllables.
The ultimate goals of successful vocabulary instruction should be to develop a rich vocabulary for writing and speaking while strengthening and increasing comprehension skills. There are several strategies that may be successfully incorporated into vocabulary instruction. These strategies may include the following:
Explicit Instruction requires previewing the text for unfamiliar words. These words are defined and discussed. Then,the text is read.
Repeated Exposure strengthens understanding of the vocabulary and improves comprehension. It should be repeated exposure in both written and spoken form.
Word Map Graphic Organizers may be used to write,classify,describe qualities,and give examples of the vocabulary.
Root,Prefix,and Suffix analysis.
Text Restructuring in which a few difficult words are words are replaced with a more familiar synonym.Vocabulary footnotes of the definitions of difficult words and a vocabulary guide may also be provided.
Implicit Instruction uses context skills to determine meaning.
The new Common Core Curriculum (CCGPS) is scheduled for implementation in to Georgia. Writing a response to open-ended questions will be required in addition to multiple choice questions. An open-ended question requires the student to explain in writing the how or why by using analysis (compare, contrast, explain), synthesis (create, predict, compose), and evaluation (argue, prioritize, discuss). Writing a response is expected to be implemented into every subject area.