Clase 1:1 Poderosa Orton-Gillingham/Noah Texto para lectores con dificultades y dislexia

I believe in this program 1000% with every fiber making up my existence because I have seen incredible results from students that once struggled in high school, not even registering at a fourth grade level and then after working this program with me they were working at a 12th grade/college level and this happened over the course of 10 weeks. There are two incredibly important factors to ensure the guaranteed success of this program. The first is making sure the student comes to all scheduled classes every week. Of course, life happens and a class here and there will not end all of the hard work put in, but I have seen unambiguous results based on students that came to class regularly throughout the week versus students that did not. The second incredibly important step is prior to our first class or during, I will assess the student's learning style indicator type. I am looking for something quite specific. I am looking for attributes and characteristics showing a strong, tactile learning indicator style. I have worked with many students that were diagnosed with dyslexia and I have found it to be divided when it comes to tactile versus kinesthetic learning type. Now, these are both hands-on learning approaches, but they really are quite different, and it is imperative for me to find out which one the student favors as soon as possible. There is a misconception that kinesthetic and tactile are the same thing, but that is not exactly right. The ultimate difference is the tactile learner will need to physically touch the words they are reading with their fingers where the kinesthetic learner will not need to do this. My goal is to absolutely make this class custom fit for your Students needs. Nothing is more important to me than making sure I am the teacher that helps make that huge difference in your child's life when it comes to no longer struggling in language arts. If your learner does come back showing a favorable tactile learning indicator, then we will proceed onto the Noah Text program by having my learner read the passages out loud while using their index finger, index card, or the spotlight tool in zoom to help them as they are reading along. If the student favors and shows that they are more on a kinesthetic learning style, then there is absolutely no need for them to touch the screen as we proceed. It may seem like a minute thing, but the difference it makes is absolutely astronomical The reading selection may be made up of phrases, sentences and / or whole passages. The reading selection may or may not be phonetically controlled, depending on the needs of the students. If a student misreads any words, I will immediately correct the pronunciation of the mistaken word and repeat back the correct sound formation of the mispronounced word and have that student read the word or sentence again, twice, and also will have them write the word down. To enhance phonological awareness, all words are pronounced and re-articulated when the student clicks on it in the Noah text reading program software utilized through this entire course. Word patterns are also enunciated, and the student is asked to pronounce patterns in words to better recognize them in exercises where we are decoding more prominent words together. The Noah Text program helps students physically see patterns in words that help them decode more complex vocabulary.  They spend less cognitive effort decoding and can focus more on understanding what they are reading. Within reading passages, the more difficult, highlighted words are pronounced when clicked. The new vocabulary words that will appear in the next chapter are introduced with definitions and used in exercises with synonyms and antonyms to help students fully understand the new words true meaning.  There is always a picture next to the word as well, to further understanding and thorough  comprehension without confusion. There will be a vocabulary review provided after every five chapters to help the students firm up their comprehension, application, and learning of the new words.
Using Noah Text, students spend less cognitive effort decoding and begin to understand more of what they are reading.  As a result, the student begins to enjoy reading. 
We will begin our first lesson with pre-reading. 
Then we will move onto reading.
After that, we will engage all students in an interactive close-reading. We will then move onto vocabulary and content-related exercises, to help students develop better skills in literal comprehension, inference, and main idea understanding. I will be consistently asking open-ended questions along with prompting discussion with students to focus them towards a longer, deeper and more practical understanding of the story and personal relevance to the text.
The chapter book we will be reading in class together is titled, “The Mystical Years of Franklin Noah Peterson.” It is engaging, and students look forward to the next lesson to find out what is happening in the next chapter.
The structured literacy approach of the lessons help support working memory, which is often a challenge for students with dyslexia. It will also help them with building up their stamina to eventually be able to read chapter books on their own eventually. The entire class is completely interactive. The students will take turns reading out loud and then the end-of-unit assessments will be completed by answering questions out loud in a discussion based fashion. Every student will take turns in an orderly fashion so every student will get to participate. I am a very fun-loving, high energy teacher. I am extremely compassionate and caring towards my students and consistently cheer them on. Building up each and every one of my students self-esteem is very important to me. Students to not need to have any prior experience, knowledge or reading in order to take this class successfully.