¡Activa tu mente! Campamento de vacaciones de primavera para desarrollar habilidades de lectura.

We will meet daily, Monday- Friday, for 30 minutes each day to work on reading skills in the most engaging way possible! 

If you have a reluctant reader who might be just a little behind grade level and having trouble catching on despite everyone's best efforts, a learner who loves reading and wants to keep learning and applying their reading skills and strategies, or even if you'd like to make sure your child doesn't lose any of their previously learned skills during Spring Break, this would be a great (and FUN!) reading skills camp for them to participate in! 

Your learner will engage in fun and exciting reading lessons that cover all areas of becoming a fluent reader from an experienced, patient, engaging, positive, and creative educator. I am energized by teaching and it truly is my passion. I'd love to work with your learner. I can differentiate instruction for each camp based on the individual level of each student, but this particular academic camp would be best suited for learners that read at a 1st, 2nd, or 3rd grade level, especially students who have not completely mastered all phonics skills and still need explicit, systematic instruction in the more difficult decoding skills such as digraphs, vowel teams, diphthongs, r-controlled vowels, etc. That doesn't necessarily mean they are in one of these grade levels, but instead we will consider what reading level they are/were receiving instruction in. 

I am a current 2nd grade teacher and have been teaching elementary for 11 years. I've tutored online and in-person most summers. I have experience with neurodivergent learners (including my oldest son). I have eleven years of experience with differentiating reading lessons for students who are above grade level and ready for a challenge in the same classroom with students with attention/focus struggles where gaps in learning have occurred, students with dyslexia, and students experiencing other situations where reading seems to be tricky to understand. 

My favorite part of teaching is creating and delivering engaging, meaningful, and research-backed lessons that make learning fun and reach all learning styles. I use the structure of the Orton Gillingham sequence and strategies backed by Science of Reading research for delivering phonics-based instruction and to determine how, and in which order, to explicitly teach sight words, sound spelling/ phonics rules/decoding, vocabulary, fluency, and comprehension. My goal, after each session, is that learners increase their confidence in reading and improve their ability to manipulate sounds within words (phonemic awareness), word reading accuracy, fluency, and comprehension, all of which will increase their overall academic success. I am experienced in using multi-sensory strategies, which involve the use of visual, auditory, kinesthetic, and tactile strategies to enhance memory and learning of written language. We will use orthographic mapping, kinesthetic segmentation of sounds and syllables, 
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Each day, learners will participate in:
1. A phonemic awareness warm-up (rhyming, blending, sound isolation, sound substitution, breaking words into their individual sounds and syllables), 
2. Phonics instruction, practice, and decodable readers with the skill of the day.
3. Sight word instruction that follows the phonics skill if possible, and if not, we will work on irregular pattern sight words (rule-breakers)
4. Fluency practices which could include any of the following activities:  tongue twisters, silly songs to familiar tunes (learners can sing or just read), reading and delivering age-appropriate kid jokes, match that expression games, poems for 1-4 voices, syllable pyramids, emphasizing words in bold, letter reading with voice, short readers' theaters, famous quotes, buddy reading, historical fluency, famous speeches, jump rope chants, character expression, choral reading, echo reading, situational expression, and summer-themed passage reading practices. 
5. Comprehension skill application after a short teacher-modeled read-aloud. 

It sounds intense, and it will be, but I will also make it fun, hands-on, and engaging with a lot of modeled excitement for learning! See below for the phonics skill and comprehension skill that we will be focusing on each week. Strong relationships, both with the learner and their family, are very important to me and I strive to know each learner as an individual, recognizing and praising their strengths and efforts, while working to improve their areas that need more focus. I'd love to have your learner join me in our spring break reading skills camp! 

Monday- Hard/ Soft c & g (ci, ce, cy, gi, ge, gy) Activities include:  Instruction of sounds, decodable word reading, picture matching, decodable sentence reading, interactive activities with words and sentences, and a short decodable reader that matches the skills. 

Comprehension skill- Story Elements 

Tuesday: Phonics skill: Common Long Vowel Teams

Comprehension skill: Main Idea and Details

Wednesday:  Phonics skill:  R-Controlled Vowels (ar, or, er, ir, ur, ear, oar, ore)

Comprehension skill: Story Elements 

Thursday:  Phonics skill: Consonant + le (purple, puzzle, candle, etc.) 

Comprehension skill: Main Idea and Details

Friday:  Phonics skill: Diphthongs (ou, ow, aw, au, oo, oi, oy) 

Comprehension skill:  Make Inferences and Predictions