University of California Berkeley (Sociology)
University of San Francisco (Master's)
University of California Berkeley (Graduate Coursework)
Teaching children to read is one of my most rewarding experiences. I taught grades K-3 for over 10 years in public schools, and worked as a school district literacy coordinator. I have experience teaching reading and training teachers how to use a reading program. In teaching students to read, I work on phonics, fluency, vocabulary and comprehension I use a variety of tools, such as flash cards, chants to remember sounds, hand motions for blending sounds, It's important to integrate learning styles, which include visual, auditory and kinesthetic. I start with a baseline assessment and then track progress.
I view tutoring as a two way street. I do my part and the student needs to to their part by focusing, paying attention and doing their best. Students do best when they receive positive recognition for their efforts and I help them to see specific achievements they have made. When struggling students see their progress, they're encouraged and they excel. I have a masters degree in education and CA teaching credential. Reading is the key that opens door to success! Teaching children to read is one of my most rewarding experiences. I taught grades K-3 for over 10 years in public schools, and worked as a school district literacy coordinator. I have experience teaching reading and training teachers how to use a reading program. In teaching students to read, I work on phonics, fluency, vocabulary and
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I have over 10 years of experience teaching grades K-3 in public schools. Having taught kindergarten and first grade for several years, I developed and refined teaching reading readiness skills using a variety of reading programs, such as Holt, MacMillan, and Harcourt Brace. I worked as a K-8 school district literacy coordinator for three years. In that position, I facilitated trainings for new teachers, using the adopted reading program. I have also demonstrated lessons in classrooms. In addition, I taught in a summer reading lab for two summers. Students who attended were referred by their teachers. When I teach phonics, I begin by establishing a baseline for each student, and I continually assess to mark progress of phonemic awareness.
I have 12 years experience teaching grades K-3, and I have 3 years experience as a district K-8 literacy coordinator. In addition, I supervised a volunteer tutoring program and I trained tutors in reading. I administer assessments to establish a baseline to start working with a student and I assess progress in the five essential components of reading on an ongoing basis, in order to track progress.
In my 12 years of teaching grades K-3, I learned the importance of vocabulary building as early as pre-reading. Both oral and written vocabulary building are essential. Vocabulary is one of the 5 reading components that I integrate with reading instruction. When a student comes across a word they are unfamiliar with, I give a short definition and I use it in a sentence. In wording with short o words, we came across the word COT. The student asked what's a COT? I explained it was something to sleep on and it often made of wood and canvas. A cot might be used in a cabin. I used the word in a sentence to give context to that new word.