30 US$
weeklyor 895 US$ for 60 classes
Futuros lectores y líderes: plan de estudios completo de fonética para jardín de infantes
Completado por 7 alumnos
Edades 4-7
Clase grupal
Videoconferencias en vivo
2 x por semana, 30 semanas
3-6 alumnos por clase
35 min
Qué está incluido
60 reuniones en vivo
35 horas presencialesTarea
1 hora por semana. This class is meant to be a partnership with parents to support them in teaching their child to read using the Science of Reading. Parents will be provided with practice activities to do between sessions. Taking advantage of these resources is highly encouraged as daily practice is the key to becoming a skilled reader.Evaluación
Teacher will informally assess progress and report to the parents as appropriate. Parents will also be able to assess student learning by completing the at-home activities.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. Kindergarten
This is a hands-on, active class intended for students who are ready to learn how to read! We will meet live twice a week and parents will be given resources and activities to do with their learner between meetings to help reinforce the skills being taught. About the teacher: I am a dual-licensed teacher (K-12+ Special Education and K-8 General Education) with ten years of experience helping students of all ages and abilities. I hold a Bachelor's Degree in Special Education and a Master's Degree in Curriculum and Instruction. I have also earned a Certificate of Advanced Study in Educational Technology and am trained in the Science of Reading through completion of the LETRS program. My career as a public school teacher helped shape me as an educator and allowed me to identify student needs that are not always met by schools. My favorite moments as a teacher often involved working alongside parents to create outside-of-the-box plans to support their student. I have been amazed by what children can accomplish when their unique needs are identified and met. Scope and Sequence: We will set the stage for this class by introducing routines and concepts such as ear training (phonemic awareness), mouth training (articulation), and using a sound wall. These routines, along with other essential elements of successful reading instruction, will be used in conjunction with the tentative outline below. After the first few lessons, students will be given beginning decodable texts to read independently. These texts will build confidence by allowing learners to read a passage that uses only the patterns and sight words that they have already learned. The schedule below gives a simplified overview of the phonemes and high frequency words we will target each week. (Note: The words listed are NOT the only words students will learn and the week they are listed may not be the first time we use them. These are just the grade-level high frequency or sight words that we will be targeting that week.) Week 1: Setting the Stage Week 2: short /a/, /m/; the Week 3: /s/, /t/; I Week 4: VC and CVC words, /p/; and, map, pat, sap, tap Week 6: /n/, CVC words; in, is Week 7: nasalized /a/, short /o/; am, an, as, man, not, on Week 8: /d/, c as /k/; did, said, can Week 9: short /u/, /g/; cut, do, to up, us, got Week 10: /b/, short /e/; get, ten, men, set, big, of, but Week 11: VC and CVC practice, /s/; see Week 12: s as /z/, /k/; ask, best, end, fast, must, stop Week 13: /h/, /r/; be, had, has, he, him, his, hot, me, hand, ran, red, run Week 14: /r/, /l/; from, look, book, land, last, left, let, list Week 15: /l/, /w/; are, help, plant, went Week 16: /j/, /y/; jump, just, was, yes Week 17: x as /ks/, qu as /kw/; six, you, quit Week 18: /v/, /z/; have, what Week 19: Mixed Review (Part 1) Week 20: Mixed Review (Part 2) Week 21: FLSZ Spelling Rule (ff, ll, ss, zz); off, tell, want, well, will, your, odd, spell, still Week 22: -all, -oll, -ull; all, call, full, fall, go, no, pull, small, so Week 23: ck as /k/, /sh/; goes, pick, back, black, she, we, wish Week 24: voiced and unvoiced /th/; that, their, them, then, they, this, were, with Week 25: /ch/, mixed review; much, walk, such, talk Week 26: wh as /w/, ph as /f/; could, when, which, would Week 27: /ng/; bring, for, long, or, sing, drink, thank, there, think, where Week 28: Digraphs Review, CCCVC Words Week 29: "Magic E" -VCe words Week 30: Mixed Review and Party!
Programa de estudios
60 Lecciones
más de 30 semanasLección 1:
Setting the Stage
We will learn instructional routines, play games, and begin building our class community
35 minutos de lección en vivo en línea
Lección 2:
Intro to Vowels
We will go on an exciting "letter hunt" and learn about busy vowels
35 minutos de lección en vivo en línea
Lección 3:
short /a/
35 minutos de lección en vivo en línea
Lección 4:
/t/
35 minutos de lección en vivo en línea
Otros detalles
Orientación para padres
The majority of the content will be presented using a doc cam and/or Google Slides.
To increase the hands-on component of this class, we may occasionally use Nearpod for word work activities. This will be used in a way that will not require learners to create an account in order to participate.
Lista de útiles escolares
Due to the hands-on nature of this class, parents are encouraged to provide their learner with the following: Whiteboard with a marker and eraser Glitter paper or Sandpaper (for finger tracing) Paper and a pencil Pop Fidget Participation in hands-on activities can be modified for students who do not have access to these materials. For example, if a student is traveling and does not have their supplies, they can "sky write" instead of using textured paper or tap their lap in place of using a pop fidget.
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Fuentes
The majority of the content will be presented using a doc cam and/or Google Slides.
To increase the hands-on component of this class, we may occasionally use Nearpod for word work activities. This will be used in a way that will not require learners to create an account in order to participate.
Conoce al profesor
Reseñas
Otras clases de Meghan Peacock, M.A.Ed.
Otras clases de Meghan Peacock, M.A.Ed.
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