Elementary (K-6th)

I have worked with students in grades K-4th as a classroom aide. I have worked with students that require resource help in 4th grade math. I was responsible for going into the classroom and listening to the lesson being taught. The students and I would then sit in a small group and I would facilitate the lesson again to them allowing for extra time and help to finish to completion. I would administer their tests in a small setting with extended time if needed.

Phonics

As a paraprofessional working with children from grades K-6 in the RtI framework, I have been responsible for working in segmentation, letter sound connection, digraph blends, and sound decoding activities. I have worked with simple picture books with pre-primer, primer, and primary dolch words. I have taught children how to use sound chips while trying to spell phonetically. While working in a small group of children I have used simple readers to help the children build confidence in their ability. In groups of older children I have worked on sound families, c-v-c patterns, and then also phoneme activities. I have used materials from the Florida Reading Research program to help support the activities I have worked on with the children in Tier 2 & 3 of the RtI framework.

Spelling

In preparing student for mastery of their spelling lists I have made individual spelling packets that have challenged the student. I have worked with students with letter cards that they manipulate to correctly spell their words. I have used spelling boxes where students have to match the correct letters with the correct box. When working with more than a couple children, I have used a wrap up activity called "Sparkle" where students have to correctly spell the word to stay in the game. While learning the list, I have used a word sort technique that allows for grouping of spelling patterns to be grouped together. Use of this activity makes students aware of consonant vowel patters and betters prepares them for their tests. I also used the method of having a pre-test to open the study session and then using those results to see where our focus would be. I have created spelling books with each weeks words to better prepare the student for any type of assessment their teacher might use for progress monitoring.

Vocabulary

When I have taught vocabulary I have used several approaches to reach the student. First I have found true life photos (when appropriate) are a great memory link so the child has a connection to the word. We then look to see how the word is used within their text. I make vocabulary cards that have the a picture to give the mind a visual clue. The card opposite of the word is the definition. As a group we go through the words and their definitions. I have made a game out of vocabulary prep, the children keep one side of the two part cards. They then read the card and look for the match. It is played in the same manner as "Go Fish". After practicing this we then try to act out the vocabulary word, ie: embrace=hug. By doing this the child makes a connection within their daily environment to the new words.

Spelling

In preparing student for mastery of their spelling lists I have made individual spelling packets that have challenged the student. I have worked with students with letter cards that they manipulate to correctly spell their words. I have used spelling boxes where students have to match the correct letters with the correct box. When working with more than a couple children, I have used a wrap up activity called "Sparkle" where students have to correctly spell the word to stay in the game. While learning the list, I have used a word sort technique that allows for grouping of spelling patterns to be grouped together. Use of this activity makes students aware of consonant vowel patters and betters prepares them for their tests. I also used the method of having a pre-test to open the study session and then using those results to see where our focus would be. I have created spelling books with each weeks words to better prepare the student for any type of assessment their teacher might use for progress monitoring.

Vocabulary

When I have taught vocabulary I have used several approaches to reach the student. First I have found true life photos (when appropriate) are a great memory link so the child has a connection to the word. We then look to see how the word is used within their text. I make vocabulary cards that have the a picture to give the mind a visual clue. The card opposite of the word is the definition. As a group we go through the words and their definitions. I have made a game out of vocabulary prep, the children keep one side of the two part cards. They then read the card and look for the match. It is played in the same manner as "Go Fish". After practicing this we then try to act out the vocabulary word, ie: embrace=hug. By doing this the child makes a connection within their daily environment to the new words.

Elementary (K-6th)

I have worked with students in grades K-4th as a classroom aide. I have worked with students that require resource help in 4th grade math. I was responsible for going into the classroom and listening to the lesson being taught. The students and I would then sit in a small group and I would facilitate the lesson again to them allowing for extra time and help to finish to completion. I would administer their tests in a small setting with extended time if needed.

Spelling

In preparing student for mastery of their spelling lists I have made individual spelling packets that have challenged the student. I have worked with students with letter cards that they manipulate to correctly spell their words. I have used spelling boxes where students have to match the correct letters with the correct box. When working with more than a couple children, I have used a wrap up activity called "Sparkle" where students have to correctly spell the word to stay in the game. While learning the list, I have used a word sort technique that allows for grouping of spelling patterns to be grouped together. Use of this activity makes students aware of consonant vowel patters and betters prepares them for their tests. I also used the method of having a pre-test to open the study session and then using those results to see where our focus would be. I have created spelling books with each weeks words to better prepare the student for any type of assessment their teacher might use for progress monitoring.

Elementary (K-6th)

I have worked with students in grades K-4th as a classroom aide. I have worked with students that require resource help in 4th grade math. I was responsible for going into the classroom and listening to the lesson being taught. The students and I would then sit in a small group and I would facilitate the lesson again to them allowing for extra time and help to finish to completion. I would administer their tests in a small setting with extended time if needed.

ADHD

I have worked with students that have met the criteria for ADD/ADHD and helped them to set up better study habits. I have used a list method and color coded method on vocabulary cards along with color coding the notes being taken from readings.

Autism Spectrum Disorder (ASD)

I have been working within a classroom setting for Special Education for K-3. I am a individual aide for a 16 year old who is Autistic. While working int he K-3 classroom I helped to implement work stations, a picture schedule system, and a sensory/listening area to help the over-stimulated student. The high school student that I am currently working with we have a small work area that we use daily to work through the course work from the instructor. We still use the picture schedule to chart our day and are beginning to use planner to help him transition to become more self-sufficient.

Phonics

As a paraprofessional working with children from grades K-6 in the RtI framework, I have been responsible for working in segmentation, letter sound connection, digraph blends, and sound decoding activities. I have worked with simple picture books with pre-primer, primer, and primary dolch words. I have taught children how to use sound chips while trying to spell phonetically. While working in a small group of children I have used simple readers to help the children build confidence in their ability. In groups of older children I have worked on sound families, c-v-c patterns, and then also phoneme activities. I have used materials from the Florida Reading Research program to help support the activities I have worked on with the children in Tier 2 & 3 of the RtI framework.

Special Needs

I have been working within a classroom setting for Special Education for K-3. I am a individual aide for a 16 year old who is Autistic. While working int he K-3 classroom I helped to implement work stations, a picture schedule system, and a sensory/listening area to help the over-stimulated student. The high school student that I am currently working with we have a small work area that we use daily to work through the course work from the instructor. We still use the picture schedule to chart our day and are beginning to use planner to help him transition to become more self-sufficient.

Elementary (K-6th)

I have worked with students in grades K-4th as a classroom aide. I have worked with students that require resource help in 4th grade math. I was responsible for going into the classroom and listening to the lesson being taught. The students and I would then sit in a small group and I would facilitate the lesson again to them allowing for extra time and help to finish to completion. I would administer their tests in a small setting with extended time if needed.