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Ellen W.

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

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

$40/hour

  • 666 hours tutoring

  • Arlington, TX 76015

About Ellen


Bio

Patient and knowledgeable
Experienced

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. I have more than 11 years experience in the education...

Patient and knowledgeable
Experienced

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. I have more than 11 years experience in the education field. I am currently a special education elementary teacher with Dallas ISD.

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,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/ITBS or STAAR 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 enhances fluency. 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/complex 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.


Education

University of TX at Dallas
Interdisciplinary St
University of TX at Dallas
Masters
Grand Canyon University
Masters

Policies

  • Hourly Rate: $40
  • Rate details: $40 per hour/1 hour session, $80 for a two-hour session, or $120 for three-hour session.
  • Lesson cancellation: 24 hours notice required
  • Background check passed on 10/13/2014

  • Your first lesson is backed by our Good Fit Guarantee

Schedule

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Subjects

Business

Financial Accounting, Managerial Accounting

Corporate Training

ESL/ESOL,

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.
Grammar

Elementary Education

Elementary (K-6th),

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.
Phonics,

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.
Reading,

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.
Study Skills,

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.
Grammar, Vocabulary

English

English,

English

I am certified in reading and languages arts, special education, and English as a second language.
ESL/ESOL,

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.
Reading,

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.
Writing,

Writing

I have written several APA formatted writings in various subjects in the field of education earning a B+ or better. I have earned two Masters and 69 hours toward a Masters in Administration and Leadership. I currently utilize The Bedford Handbook for APA and MLA documentation for journal writing.
ACT English, ACT Reading, Grammar, Vocabulary

Homeschool

Elementary (K-6th),

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.
English,

English

I am certified in reading and languages arts, special education, and English as a second language.
ESL/ESOL,

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.
Reading,

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.
Study Skills,

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.
Writing

Writing

I have written several APA formatted writings in various subjects in the field of education earning a B+ or better. I have earned two Masters and 69 hours toward a Masters in Administration and Leadership. I currently utilize The Bedford Handbook for APA and MLA documentation for journal writing.

Language

ESL/ESOL

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.

Most Popular

Elementary (K-6th),

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.
English,

English

I am certified in reading and languages arts, special education, and English as a second language.
ESL/ESOL,

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.
Reading,

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.
Study Skills,

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.
Writing

Writing

I have written several APA formatted writings in various subjects in the field of education earning a B+ or better. I have earned two Masters and 69 hours toward a Masters in Administration and Leadership. I currently utilize The Bedford Handbook for APA and MLA documentation for journal writing.

Other

ESL/ESOL,

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.
Study Skills

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.

Special Needs

ADHD,

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,

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.
Phonics,

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.
Special Needs,

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

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.

Summer

Elementary (K-6th),

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,

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.
Reading,

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.
Study Skills,

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.
Writing

Writing

I have written several APA formatted writings in various subjects in the field of education earning a B+ or better. I have earned two Masters and 69 hours toward a Masters in Administration and Leadership. I currently utilize The Bedford Handbook for APA and MLA documentation for journal writing.

Test Preparation

Praxis,

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.
TAKS,

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.
ACT English, ACT Reading

Ratings and Reviews


Rating

4.6 (181 ratings)
5 star
(135)
4 star
(33)
3 star
(2)
2 star
(2)
1 star
(9)

Reviews


2nd Grade- Reading Comprehension.

Very patient and direct. Which is great for my son who is hyperactive. We are excited for the future tutoring sessions.

Jessica, 5 lessons with Ellen

Knowledgeable and patient tutor

Our son looks forward to Ellen's tutoring visits and has already learned so much in just the few days they have worked together. Would highly recommend to anyone looking for Elementary school tutoring.

Ryane, 4 lessons with Ellen

Great personality, prepared and ready

Ellen was ready to go to teach from moment she arrived. We had discussed the needs of the three kids and she gave them an assessment test and assigned homework based on the test.

Hermilo , 5 lessons with Ellen

Ellen did a wonderful job. She was very professional .

She worked on ABC's and reading.wonderful ideas. Hayden liked her and is looking forward to her coming again. She left home work for Hayden. She gave us a very detailed out line of Hayden's abilities and what she expects.

Joe, 20 lessons with Ellen

Good first visit

I like that she was able to assess my daughter today on our 1st visit and was able to provide me with feedback the same day. Plus, everything she said was sooo TRUE! :)

Tiffany, 12 lessons with Ellen

Just what my child needed!

I am so glad I chose Ms. Ellen. She is very patient and detailed about her work. My son likes her a lot and after one visit and a little positive reinforcement my son scored a 90 on his reading test! I am grateful for her and will continue to work with her as long as I can. She is very flexible on the scheduling and really seems to enjoy what she does. Thank you Ms. Ellen for caring and willing to share your experience and knowledge to help my son!!

Shameka, 10 lessons with Ellen

Very knowledgeable, but...

Dad - Ms. Ellen is a gem when it comes to education and being very knowledgeable about education and helping students. She has helped my son and increased his confidence. As grandmother, I've noticed that she is stern but very caring. She is the person my grandchild needs because he's a high maintenance child, loving but active. I have observed my grandson use the strategies Miss Ellen has taught him. She has studied his test results and is addressing those needs. Update: after I posted my comments earlier for Ms. Ellen things started to change. We started to have problems. I discussed some of my concerns and gave her suggestions to give me, the grandmother who was paying the bill, feed back. This was not done. She was very aggressive to me so I asked her to write the date of the lesson and leave a smilie face if the lesson went well. This was not done! To me that wasn't being professional. I was waiting to score her to see how things were going but I couldn't because more than 14 days had passed. I'm sorry it has to end this way!

Bobbie, 19 lessons with Ellen

Excellent Tutor

First day went very well. Ms.E was very patient with working with my son. He said he likes her a lot and she didn't make it hard for him to understand the work. It was great start, so I am looking forward for my son to achieve much higher with his school studies.

Kia, 4 lessons with Ellen

Very patient and good tutor

Ellen has really brought my grandson Noah from being discouraged with her tutoring. This is starting the 3rd week and he has made a tremendous improvement in this short time. Ellen has been very patient with Noah.

Wanda, 20 lessons with Ellen

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