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Jacquelyn K.

Reading Specialist (Pre-K - 8th)

Houston, TX (77096)

Travel radius
10 miles
Hourly fee
$25.00
Email Jacquelyn K.

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Jacquelyn K. passed a background check on 2/22/13. The check was ordered by Jacquelyn through First Advantage. For more information, please review the background check information page.

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I really enjoy helping all students read to learn as well as learn to read. One on one tutorial is the best way to accomplish this goal. Small group cooperative learning is also a successful way for student to learn to read.

As a teacher-technologist, I have learned that all students are different and require differentiated types of tasks to achieve success. My typical day as a T-Tech include grades PreK-5th using the computer to learn a variety of tech applications and using those applications to learn reading, science, math, and writing skills. I had back to back classes, with little time to organize so I had to plan ahead. So many days I stayed after school until the night hours to plan and organize computer with instruction, manipulatives with charts. Technology integration is the best way to engage students in learning in this 21st century.

Through the years, I have learned a variety of management skills as peer tutoring and small group cooperative learning These are truly ways to manage behavior as students learn. Warm fuzzies as treats and stickers sometimes help students focus and finish their work.Without a doubt, learning contracts are quite effective because they are real life, communicative and develop self esteem and self directive learning.

To help students pass standardized tests, I have also worked on Saturdays as a second language reading tutor. I was so happy to apply my knowledge and skills learned through my Masters. The most enjoyable part of my job was teaching students and watching them learn new skills and using old skills to enhance new skills to develop creativity.

I enjoyed working with my Professional Learning Community. We shared ideas about teaching and students learning as we met in meetings, workshops and at social events after school. Reading- Pajama Night and Math, Science and Technology Night was truly fun and interesting for teachers and students. Yes, I truly miss students, fellow teachers as well as teaching and seeing students learn. I am a giver and I love people.

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Jacquelyn’s subjects

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Elementary (K-6th)

I am a Lifetime Texas Education Agency certified PreK-8th grade Elementary retired school teacher. I had worked for 37 years when I decided to retire. I have a B.A. in Elementary Education and a M.A.in Curriculum and Instruction & Reading. During my years of teaching, I have tutored second language learners, struggling learners, and students who are average and who just needed a little push to achieve success in learning.

Elementary Math

As a Teacher-Technologist, I have utilized a variety of math materials, teaching strategies, and math software to help student make mathematical connections. One the most innovation software I have use is ST Math. This software teaches math concepts as well as problem solving. It ignites the spatial temporal part of the brain. As I used this software, I also utilized a variety of addition offline math strategies which was needed to help my students to make connections with the program, such as problem solving boards, math manipulatives to help them to move from concrete to abstract learning. I have created lessons which focuses on mathematical skills and technology applications.

Elementary Science

As a Teacher-Technologist, I have utilized a variety of science materials, teaching strategies, science software, online internet resources, and media tools to help students make scientific connections. For Example before the students used renzulli learning online to differentiate learning,I would present a lesson on the science concept,then build academic knowlwedge and vocabulary and next used a technology application to integrate the content area. This engaged the students and help them to gain success on their benchmark tests as well as standardized tests.

Grammar


At the request of my principal, I taught daily oral language skills, to bring up grammatical areas of writing among third and fourth grade students. These areas include punctuation, capitalization, and usage. The purpose of the lessons was to strengthen general writing skills while developing and practicing proofreading skills. After using Great Source rewrites on chart paper, the students had to justify their answers through their knowledge of grammar rules. They would switch papers to quickly check each other's work. Last they would use Power Proofreading online to practice proofreading to edit errors in punctuation, capitalization, and usage. The students loved this process. There were students who express to me that they loved using their computers to play Power Proofreading at home because of its game format. Through teamwork, the students' tests scores increased tremendously. It was a win-win situation!!

Phonics


I have taught kindergarten through second grade reading which requires phonics. I've attended a variety of reading workshops as Neuhaus-Better Readers-Brighter Future and received a kit which includes several reading manuals. Of course, phonics is a great part some these manuals. I have received my Master of Education in Curriculum and Instruction and Reading (2009) and have done reading intervention as I tutored third grade students. I have taught many students how to sound out words or Phonics. This teaches letter-sound relationship. Then if the students knows then they can apply it through decoding. Through this, students gain automaticity and fluency.

Reading

I am a Lifetime Texas Education Agency certified PreK-8th grade Elementary retired school teacher. I had worked for 37 years when I decided to retire. I have a B.A. in Elementary Education and an M.A. in Curriculum and Instruction & Reading. During my years of teaching, I have tutored second language learners, struggling learners, and students who are average and who just needed a little push to achieve success in learning. I have used a variety of reading strategies for content-area instruction as in science and history to accomplish student success in learning.
Also, during my practicum in reading to complete requirements for my Master of Education in Curriculum and Instruction and Reading, I designed an action plan around the strengths and weaknesses of my subject. My subject was an 18 year old ELL high school student with numerous reading deficits which included vocabulary. His home language was French. This was revealed in the pretest. Comprehension and fluency were identified as major areas of weakness because of this student’s lack of sight vocabulary and vocabulary concepts. Due to the results of this pretest, I recommended that the student receive accelerated approaches to fluency, vocabulary, and comprehension as well as decoding. In order to comprehend text successfully, skilled readers must be able to decode or pronounce words quickly and accurately, read with fluency, activate vocabulary in relation to the language of the text and put into play text comprehension strategies to understand what they are reading (Vacca, R., & Vacca, J., 2008, p.13). Some of these strategies included utilization of content-area instruction as in science and history, leveled trade books, high interest low readability programs, use of wide reading to increase vocabulary and various other vocabulary strategies as word learning strategies. As I instructed the student in word learning, barriers were torn down to reading. Another strategy in which I utilized with my tutee was repeated reading. With the repeated reading method, students would reread a short meaningful passage several times until a satisfactory level of fluency is reached (Samuels, 1979). A variety of comprehension strategies was used to activate schema to help my tutee to make meaningful connections. With a positive attitude along with a variety of differentiated instructional strategies, I was ready to begin my tutorial sessions.

I tutored my tutee for about 3 months in reading in the content areas. My tutee successfully increased his vocabulary as well as his reading fluency and comprehension skills. My subject was able to pass all standardized testing to graduate.

Spelling

As a teacher-technologist, my principal asked me to create a computer lab that would focus my instruction on improving 3rd and 4th grade writing skills which included spelling words correctly. Students had to acquire understanding and knowledge of spelling rules. This also improved word comprehension. They also studied the origins and meanings of spelling words and the manipulation of various words.

As students corrected and discussed two sentences daily, they reviewed and maintained punctuation, capitalization, spelling rules, usage, and writing skills while developing and practicing proofreading skills.

Students then used technology applications as Microsoft Word and or software/online applications to accomplish the goal of improving writing skills.

STAAR

STAAR is a more rigorous test than TAKS. It is based on readiness standards in knowledge and skills in foundation subjects or courses needed for college and later careers. The STAAR Test looks more at survival skills to function in our present society. These are lifelong learning skills and knowledge. On the TAKS exam students were able to takes all days to complete the test in front of them. The STAAR only allows 4 hours for exam completion. So students are prepped with Marzano strategies, highly effective teaching instruction and or highly effective teaching methods. these strategies, methods are brain based. These interventions and instruction tend to increase student background knowledge, increase student motivation, involves parents, includes research- based strategies. It also utilize groupings techniques, peer assisted learning strategies, Computer Assisted Instruction, and differentiated instruction.

Research-based teaching strategies embodies highly effective instruction. The strategies includes identifying similarities and differences (compare/contrast using graphic organizer, note taking, nonlinguistic presentations- draw, act out pictographs, revise graphic organizers, homework and practice/ rehearsal, providing feedback and setting objectives, generating and testing hypothesis and cooperative learning (small group learning) During course of study for my Masters in Curriculum and Instruction and Reading, all of this embodied the master degree in education. I also attended workshops, prepared me to utilize these strategies. Before I retired I used these highly effective strategies. I utilize these teaching strategies as I tutor for the STAAR TEST. My tutees have all passed their STAAR exams as a result of my highly effective instruction.

TAKS

As a retired Houston Independent School District teacher of grades PreK- 5th, I have received a variety of TAKS workshops in math, reading, science, and writing strategies. Through the alignment of assessments, objectives and instructional strategies, I have tutored students and achieved ongoing learning and progress in reading in the content areas. Consequently all of my students truly enjoyed learning to read and reading to learn in the content areas. During my practicum in reading to complete requirements for Masters of Education in Curriculum and Instruction and Reading, I designed an action plan around the strengths and weaknesses of my subject. I tutored my tutee for about 3 months in reading in the content areas. My subject was a high student with numerous reading deficits. Before the intervention, he was unable to pass the any of the TAKS Tests. After the intervention this 18 year old, who turned 19 October 2009, successfully passed all of the TAKS tests.

Vocabulary

During my practicum in reading to complete requirements for Master of Education in Curriculum and Instruction and Reading, I designed an action plan around the strengths and weaknesses of my subject. My subject was an 18 year old ELL high student with numerous reading deficits which included vocabulary. His home language is French. This was revealed in the pretest. Comprehension and fluency can be described and was identified as major areas of weakness because of this student’s lack of sight vocabulary and vocabulary concepts. Due to the results of this pretest, I recommended that the student receive accelerated approaches to fluency, vocabulary, and comprehension as well as decoding. In order to comprehend text successfully, skilled readers must be able to decode or pronounce words quickly and accurately, read with fluency, activate vocabulary in relation to the language of the text and put into play text comprehension strategies to understand what they are reading (Vacca, R., & Vacca, J., 2008, p.13). Some of these strategies included utilization of content-area instruction as in science and history, leveled trade books, high interest low readability programs, use of wide reading to increase vocabulary and various other vocabulary strategies as word learning strategies. As I instructed the student in word learning, barriers were torn down to reading. I tutored my tutee for about 3 months in reading in the content areas. My tutee successfully increased his vocabulary as well as his reading comprehension skills. My subject was able to pass all standardized testing to graduate.

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Education

University of St. Thomas Houston, TX (B.A in Education)

Grand Canyon University (c/o 2009) (MEd)

Hourly fee

Standard Hourly Fee: $25.00

Travel policy

Jacquelyn will travel within 10 miles of Houston, TX 77096.

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Usually responds in about 22 hours

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