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Ellen W.

Reading/Language Arts, Math, Writing, ESL/ESOL--Innovative Methods

Fort Worth, TX (76116)

Travel radius
20 miles
Hourly fee
$50.00
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I am a certified teacher for the State of Texas. I specialize in bridging gaps in academic knowledge. I have a Masters Degree in Interdisciplinary Studies (science, reading, sociology, children's psychology, elementary math, and writing) from the University of TX at Dallas. A Masters in Education from Grand Canyon University -- how to teach students reading, science, social studies, and math. Currently enrolled in Curriculum and Instruction at Grand Canyon University to become a principal. I have more than 8 years experience in the education field. I am currently an elementary teacher in Ft. Worth.

I love teaching children as well as adults. My expertise lies in reading/language arts, writing, social studies, and science. I am patient, understanding, caring, and sensitive to the needs and feelings of students. Students struggling in the above content areas and exhibiting low self-esteem will work well with me. I employ various instructional methods, use manipulatives, and educational websites. I also provide assistance with homework, projects, including ITBS, TAKS, and STAAR preparation.

Instruction should be based on the student's ability to grasp and make sense of the material. As a teacher, I facilitate instruction at multiple levels along the developmental phase of the student. Instruction is centered around visual, auditory, and kinesthetic learning styles (touch/feel).

Children need a foundation in reading from which they can build upon. This includes reading aloud, phonemic awareness, and practice with reading lots of varied texts. Students learn best when introduced to a balanced reading approach (phonics, vocabulary, and spelling).

Students learning English as a second language need ample time/opportunities to develop literacy skills in both languages. If students are struggling in reading, they may also experience a negative impact in math, language arts, health/science, and social studies. Special needs student may require varied teaching methods.

My focus will be:

Phonics: Beginning phonics lessons (pre-k to kinder), overview of sounds/mastery (first through second) segmenting for pronunciation and blending to sound and make words. Learning 100 sight words according to grade level; reading strategies such as recognition of beginning, middle, and ending sounds.

Reading Fluency/Comprehension: By the second semester of first grade your child should read at 80 wpm; 2nd grade=90 wpm; 3rd grade=110 wpm; 5th grade=160 wpm; and 6th grade=180 wpm. I will perform a reading inventory to assess the current wpm and begin monitoring each week for reading fluency (rate plus comprehension). Grade level/TAKS preparation focuses on reading strategies, phonics, prosody, and fluency (reading rate plus comprehension). I am familiar with DRA, Open Court/TPRI, Saxon, and Hooked on Phonics. Reading decodable books, short stories, and completing graphic organizers such as book reports, Venn Diagrams, character and author analysis. My approach to reading is utilizing the whole language/balanced approach--phonemic awareness, phonics, vocabulary, blending, segmenting, spelling, and writing. Good writing skills builds upon all of these concepts. I will tailor an enrichment program just for your child.

Math: Learning numbers through 100 (pre-k/kinder) and 100-999 (1st/2nd); adding and subtracting single and double digit numbers; word problems; multiplication, division, fractions, place value, estimation, patterns, probability, math facts, fact families, geometry, number/position recognition, skip counting (2s, 3, 4s, 5s, 10s, etc.) and math strategies -- tally marks, count up, count down, and mental math.

Science: Include life, earth, health, and physical science.

Language Arts: Grammar, spelling, dictation sentences, sentence and paragraph structure.

Writing: Writing simple sentences to short stories. I will also incorporate the writing process as a learning tool to ignite the desire to write stories and learn research skills.

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Ellen’s subjects

English:
ACT English, ACT Reading, English, ESL/ESOL, Grammar, Reading, SAT Reading, SAT Writing, Vocabulary, Writing
Computer:
Microsoft Word
Language:
Elementary Education:
Elementary (K-6th), Elementary Science, Grammar, Phonics, Reading, Study Skills, Vocabulary
Business:
Accounting, Microsoft Word
Homeschool:
Accounting, Elementary (K-6th), English, ESL/ESOL, Reading, SAT Reading, Study Skills, Writing
Test Preparation:
ACT English, ACT Reading, GED, Praxis, SAT Reading, SAT Writing, TAKS
Corporate Training:
Accounting, ESL/ESOL, Grammar, Microsoft Word

ADD/ADHD

I am a certified teacher for the State of Texas. I have a Master's degrees from University of Texas at Dallas and Grand Canyon University. The concentration at The University of Texas at Dallas was reading, history of education and educational strategies, psychology, special education, cognitive psychology, earth science, government, sociology, and organizational behavior.

Concentration at Grand Canyon University was all education courses focusing on how to teach reading, science, social studies, math, and these content subject to ESL/ESOL and Special Needs students.

Special education classes included one year in an Alternative Certification Program, and more than 9 hours in three courses focusing on reinforcing for on-task behaviors, modification plans, modifying assignments and instructional activities to promote success, and teaching self-control. Other strategies include using a planner, taking notes, modifying medications, tutoring assistance, and self-monitoring.

Dyslexia

I am a certified teacher. I have a Masters Degree from The University of Texas at Dallas with concentration on reading, psychology, cognitive psychology, sociology, government, math, and special education.

A Masters Degree at Grand Canyon focusing on education in content subjects such as reading, math, science, social studies, art, and music. Other focus included teaching these content subjects to Special Needs students (dyslexia, ADD/ADHD, and autism)highlighting research-based instructional strategies and activities.

Students with dyslexia need a variety of strategies to read and spell. Such as:

1. Reviewing what has been taught at the end of each content subject (teacher/student)
2. Student has name of friend he or she can call and verify homework/project assignments (student).
3. Homework, projects, tests, should be sent in written format (teacher).
4. Your child should be taught organizational skills and adhere to them daily (teacher, friend, parent).
5. Breakdown tasks into manageable pieces of info (teacher/student/parent).
6. Different color chalk on blackboard or smartboard for writing info.
7. Write every other word in a different color chalk when a lot of info needs to be copied (teacher)
8. Leave info on blackboard for a longer period.
9. Student should read with teacher one-on-one, not aloud in the classroom (teacher/student).
10. Ample opportunities to read a variety of stories and text. Read on his or her level.
11. Proofread all work.
12. Consistent practice with phonics to blend, segment, write, and clap out words regardless of age or grade.

Elementary (K-6th)

I hold a Master's Degree from The University of Texas at Dallas in Interdisciplinary Studies. Courses included reading, teaching reading and elementary math, diagnostic reading, technology in the classroom, sociology, and psychology courses. I also hold a Master's Degree from Grand Canyon University. Completed studies included classroom management, prescriptive reading methods, teaching methods for science, social studies, and math.

I have taught second and now fifth grade at a charter school in Ft. Worth. I was a substitute teacher for ten years teaching content subjects in early childhood through 12th grade. I taught one year as a second grade teacher with Dallas ISD. I have successfully completed coursework in Special Education, English as a Second Language, and behavioral problems. I type 60 wpm, having extensive advanced MicroSoft Word experience, with intermediate skill knowledge in Excel and PowerPoint.

Students need ample opportunities to master core content subjects. Teachers should vary their teaching methods/styles to ensure all student can actively participate in the learning process. Effective teachers develop and present academic instruction specific to the diverse needs of their students. Lesson plans are created and customized according to the learning styles of the student population. Teaching goals and objectives should be analyzed to ensure desired results were met.

ESL/ESOL

I have a certification in Early Childhood through the Sixth Grade. I hold two Masters Degrees: Interdisciplinary Studies from University of Texas at Dallas--sociology, Special Education, reading, elementary math, psychology, earth science, cognitive development, biology, American Government, history, speech, and diagnostic reading.

Elementary Education from Grand Canyon University in Arizona: reading, literature, diagnostic reading, social studies, ESL, Special Education, science, social studies, and elementary math.

ESL/ESOL strategies include ample opportunities to read, vocabulary acquisition, a print-rich environment, and grammar instruction. Students read variety of stories and reading passages for pronunciation, sentence structure,and diction.

ESL need comprehensible input, on-going, specific, and immediate feedback, grouping structures and techniques; building background and vocabulary development; and student engagement provide instructional opportunities ELLs need. I solicit background information prior to student reading stories or passages. ELL/ESOL students do not always have the background knowledge needed to understand/comprehend the reading passage. Prior information such as KWL charts, a book "walk-through" or cover identification assist students with comprehension.

Comprehensible input is the teacher's ability to make new information and knowledge understandable through a variety of means for the ELL. The teacher takes time to enunciate and speak words slowly according to the proficiency level of the student. As the student progresses in English language development, the teacher adjusts the rate of speech. The more input the ELL receives, the greater the skill in language development.

Effective instruction for ELLs to reach performance levels similar to their English speaking peers involves a higher-rated quality of input in the areas of explicit teaching. Effective instructional teaching incorporates differentiating instruction for lower performing students, and increased amounts of instruction in vocabulary, phonemic awareness, and phonics. Segmenting and blending words using magnetic letter manipulatives, spelling journals, vocabulary words, dictation sentences, and worksheets.

Worksheets build on blends--bl, cl, gr, l, cr, tr, and fr. "bug, rug, hug, dug, lug, and mug, or bat, cat, rat, hat, mat, and sat.

All oral instructions are given with explanations and teacher read-alouds with visuals, realia, gestures, and dramatization that illustrates key concepts and vocabulary terms. Teachers that rephrase statements, model correct English, and paraphrase responses, supports understandings, validate and/or correct spoken answers.

Vocabulary development is critical to academic literacy and achievement. Vocabulary instruction is not words learned in isolation. Words found in dictionaries are also unfamiliar to ELLs. The number of items should be limited and customized to fit the ELLs literacy levels and presented along thematic units or concepts, not in isolation. Utilizing the dictionary is an important skill to learn, when the task envelops the learners' abilities and needs.

I also use audio tapes from the library for ELL/ESOL, and flash cards.

Phonics

I have a certification in Early Childhood through the Sixth Grade. I hold two Masters Degrees: Interdisciplinary Studies from University of Texas at Dallas--sociology, Special Education, reading, elementary math, psychology, earth science, cognitive development, biology, American Government, history, speech, and diagnostic reading.

Elementary Education from Grand Canyon University in Arizona: reading, literature, diagnostic reading, social studies, ESL, Special Education, science, social studies, and elementary math.

Phonics is a method of teaching reading. Instructional reading components are phonemic awareness, alphabetic knowledge, decoding strategies, spelling and writing, manageable, decodable text, vocabulary acquisition, comprehension and understanding, and language activities. Phonemic awareness is also a potent indicator of future reading skill because it is not easy for beginners to acquire. Phonemic awareness instruction to young children before they begin formal reading instruction boasts their success in learning to read and spell during the next two years of school.

Phonemes: Smallest units that make up spoken language--41-44 phonemes(stop=4 phonemes, go=2, and check=3). Used by linguist to refer to the smallest unit in speech that signals a difference in meaning to a listener who knows the language.

Phonemic Awareness: Refers to the ability to focus on and manipulate phonemes in spoken words. A specific skill that involves manipulating sounds in speech. Phonological awareness also refers to various types of awareness. Awareness of larger spoken units such as syllables, onsets, and rimes.

Teach phonics using Hooked on Phonics decodable books, audio tapes, flash cards, and sounds, DRA reading series, and Open Court basal reading series.

Audio tapes teaches the sounds. I also model the correct pronunciation of the sounds as well as words that have the beginning letter/sound. For example, what other words begin with the "b" sound. Students might say "ball, bat, bear, baseball, and book".

Students have a folder with pre-printed alphabet letters to practice phonic sounds at home for homework. Students are also given homework such as decodable readers, and phonic worksheets.

Students read the decodable book and sound out unknown words. After one minute, I will assist student with the word.

Worksheets: Student complete worksheets such as bl, cl, br, gr, tr, dr, fr, and l blends. Example: __ade, __ump, __ess, __iff, __eed, __ose, and __uebird for "bl" and "cl" blends.

Speed Reading: Student given reading inventory during first session. Each week student is timed on independent level reading passages and graph their rate.

Activities: Word cards with words that contain familiar spelling patterns (or blends, rimes, digraphs, etc.)

Manipulatives: Magnetic letters with "ig" and student adds "r, b, d, and f" to form and sound out big, rig, dig, and fig.

Phonemic Segmentation: Requires breaking up a word into its sounds by tapping out or counting the sounds, pronouncing and positioning a marker for each sound.

Phoneme Insertion: Requires determining the word when a specified phoneme is removed. Student will try to determine which short vowel "i" or "o" belongs in d_sh, h_ll, c_t, bl_ck, s_lk, tr_t, and b_x.

This activity is used with short or long vowel review,

Rhyming Book: Student has "ock" to make block, sock, lock. dock, rock, and flock.

Spelling: Uses a spelling workbook for grades 1-3. Words that student does not know and cannot pronounce or need assistance, are written on manuscript paper and the student repeats the word, spells the words, and writes it 3 times.

Dictation: Simple dictated sentences using decodable words. Sentences come from previous read decodable text from stories, reading passages, and spelling journal.

Praxis

I am a certified teacher. I have a Masters Degree from The University of Texas at Dallas with concentration on reading, psychology, cognitive psychology, sociology, government, math, and special education.

A Masters Degree at Grand Canyon focusing on education in content subjects such as reading, math, science, social studies, art, and music. Other focus included teaching these content subjects to Special Needs students (dyslexia, ADD/ADHD, and autism)highlighting research-based instructional strategies and activities.

I have taken and passed the EC-4, EC-6, and PPR EC-12.

Reading

I incorporate instructional resources such as DRA reading program, Hooked on Phonics, Open Court/TPRI, and Saxon. Students need ample opportunities to read a variety of genres and make analytical assessment of characters, author's purpose, and story analysis.

Special Needs

Completed coursework at University of TX at Dallas in psychology--Exceptional Children and Cognitive Development; Social Psychology and Abnormal Psychology; Mathematics Methods Elementary Teaching, Education: Teaching of Mathematics; Reading I: Learning to Read, Reading II: Reading to Learn, and Children's Literature. Completed coursework at Grand Canyon University include Educating Learners with Diverse Needs; Curriculum and Methods: Literacy: Reading/Language Arts; Prescriptive Reading: Theory and Practicum; Curriculum and Methods: Science and Mathematics.

ADHD involves the inability to stay focused and on-task. You may need additional time outs, one-on-one instruction, and the curriculum modified/tailored to your specific needs. Behavior modification plans may be in place to assist you with self-monitoring your behavior. Teachers should tailor the lesson plan to include activities of 20 minutes or less, engaging and upbeat activities, collaborative activities, more visual and manipulative aids, and less classroom lecturing. You need plenty of hands-on activities, computer time, and artistic opportunities.

Study Skills

I am a certified teacher. I have a Masters Degree from The University of Texas at Dallas with concentration on reading, psychology, cognitive psychology, sociology, government, math, and special education.

A Master's Degree at Grand Canyon University focusing on education in content subjects such as reading, math, science, social studies, art, and music. Other focus included teaching these content subjects to Special Needs students (dyslexia, ADD/ADHD, and autism)highlighting research-based instructional strategies and activities.

Study skills include completing the homework assignment and study the material at least 30-45 minutes. Graphic organizers such as plotting charts, Venn diagrams, character analysis charts, and taking notes, are tools students can create and use as study aids.

Organizational skills include using a planner and daily follow-up for assignment due dates, collaborative meetings, tutoring schedule, and study team dates.

TAKS

I am a certified teacher. I have a Masters Degree from The University of Texas at Dallas with concentration on reading, psychology, cognitive psychology, sociology, government, math, and special education.

A Masters Degree at Grand Canyon focusing on education in content subjects such as reading, math, science, social studies, art, and music. Other focus included teaching these content subjects to Special Needs students (dyslexia, ADD/ADHD, and autism)highlighting research-based instructional strategies and activities.

The TAKS has been replaced by STARR. I will pull the standards required according to grade level (3-12) and discuss with the parent and student. Content standards detail what the student is required to know and do according to his or her grade level. Students in Kinder through second grade take a Benchmark--ITBS around October.

Read all subject qualifications ยป

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Education

University of TX at Dallas (Interdisciplinary St)

University of TX at Dallas (Master's)

Grand Canyon University (Master's)

Awesome Teacher! Kind, Patient and knows how to reach student — Having Ellen tutor my daughter has been one of the best decisions I've made. The time and attention she gives her to help her learn has been amazing and it's really paid off for her. Her math and reading skills have improved greatly since Ellen has worked with her. She's 6 years' old and has a preemie and diagnosed as ADD (Inactive) she has been a little behind. Ellen knows exactly how to keep ...

— Linda, Frisco, TX on 7/18/11

Hourly fee

Standard Hourly Fee: $50.00

Cancellation: 24 hours notice required

$50 per hour/1 hour session, $80 for a two-hour session, or $120 for three-hour session.

Travel policy

Ellen will travel within 20 miles of Fort Worth, TX 76116.

Email Ellen

Usually responds in about 7 hours

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