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I graduated from Dallas Baptist University in 2008 with my Masters of Education in Reading and ESL. I graduated from Dallas Christian College in 2006 with an Alternative Teaching Certificate (EC-4)and a Bachelor of Science in Management and Ethics.
I am a Reading Specialist and a Master Reading Teacher (EC-12). I teach students the required skills to become proficient readers: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Additionally, I am an accredited tutor with the College Reading and Learning Association International Tutors.
I served as an adjunct professor of ESOL classes on both the Brookhaven and Richland Community Colleges' campuses. I have also been a substitute teacher and ESL teacher in the Carrollton Farmers Branch ISD.
I enjoy teaching students to read, and am currently tutoring two second graders at a local elementary school. I have been to Shanghai, China, where I taught English to 2nd grade Chinese, Taiwanese, and Korean students for a summer program.
I am affiliated with Literacy Instruction for Texas and have done voluntary ESOL instruction with International Students Inc. at the University of Texas at Dallas (UTD).
I enjoy being with people, making new friends, caring for rescued greyhounds, serving with my husband on Sundays in the Kids' Branch classroom of four-year-olds at the Farmers Branch church, and teaching international students. I love to read--especially the Bible--share Scriptures, and be involved in ESL workshops and training.
In many instances, my students become my friends and our relationship is maintained even after completion of the tutoring responsibilities.
I am a graduate of the Dallas Christian College's Alternative Teachers Program and hold a Texas Educator Certificate indicating fulfillment of all requirements of the state of Texas to be authorized to practice as a certified educator in the area of Grades EC-4. My credentials include passing the English as a Second Lang Generalist EC-4, Generalist EC-4, and Pedagogy and Professional Resp EC-4. I can provide copies of the foregoing documents if you desire.
In May 2008, I graduated from Dallas Baptist University with a Master’s Degree in Reading. In my course 6330 – Foundations of Reading, I learned about phonics and activities for developing phonemic awareness. 1) Phoneme Identification – recognizing the same sounds in different words, and recognizing isolated sounds in words; 2) learning about Syllables - clapping the syllable beats; 3) learning about phonemes or the blending words and tapping them apart; and 4) learning about Rhyming – hear the sounds in words and isolate the sounds from one another.
I was instructed in methods to develop a student’s phonological awareness by modeling how to break sentences into individual words, how to develop he students’ awareness of the sounds of individual words by asking them to clap out syllables and to listen for and generate rhymes. Then I learned how to teach the students Phonemic Awareness. I learned that phonemic awareness is focusing all activities on the sounds of words, not on letters or spellings. I learned strategies to make phonemes prominent in a student’s attention and perception. For example, I was to model specific sounds, such as /s/ in the word sat and then ask the student to produce each sound in isolation and in as many different words until he/she was comfortable with the sound and understood its nature. Next, I learned how to teach students to blend phonemes into words; i.e., listen for initial /s/ in sat, sit, sip, and sad, or the long /e/ in me, see, bee. I also learned how to teach students to blend phonemes into words by asking students to identify just one phoneme such as the /m/ in the milk or /s/ in the word sat. The student is gradually blending all the phonemes in word such as /s/ /a/ /t/.
I learned how to teach students to identify the separate phonemes within words, such as, what is the first sound in the word soup. What is the last sound in the word kiss? Then, once students are comfortable listening for individual phonemes, I was to teach them to break up words into component sounds such as /m/ /oo/ /s/ to be moose. I learned how to create a sequence of segmenting and blending activities to help students develop an understanding of the relationship between sounds and words.
I learned that after the students have mastered a few letter-sound correspondences, I was to teach them to decode words or sound them out. I would begin with small, familiar words and teach the student to sound out the letters, left to right and blend them together searching for the word in memory.
I completed this course with a grade of A.
Teaching phonics contains unique instructions that include 1) developing awareness of printed language; teaching the alphabet; developing phonological awareness; teaching the relation of sounds and letters; and teaching how to sound out words.
In addition to graduating with a Master’s degree in reading, I have done actual hands-on phonics teaching with many students. My students have ranged from age four to grade three.
I feel I am qualified to teach reading using the phonics method because of my education and experience.
I am qualified to teach public speaking because of my 10 years spent in a Dallas Toastmasters Club. I achieved the rank of "Able Toastmaster" and served in a district-level capacity. I took public speaking in college, and after receiving my teaching permit, I taught public speaking at both the Brookhaven and the Richland Community Colleges.
Mrs. C is a Great Catch — Unfortunately Mrs. C wasn't the right fit for me and my children. However, it was very evident that she cares about children's education and can be a great fit for other students. ...
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