We know that when students are interested in what they're reading, they are more likely to read more and read more challenging texts. This class is for that student who loves animals but needs a confidence boost when it comes to reading. In this ongoing 1:1 class, we'll learn all about wild animals, and we'll build our reading skills too. 

In our first meeting, I'll give an assessment that helps me understand your child's reading level. We'll talk about the kinds of animals that they like. If there is time after the assessment and rapport-building, we'll select a book and start reading together in the first lesson. 

Afterward, the structure for each meeting is as follows:

1. Goal setting

I will supply objectives based on Common Core State Standards appropriate to your child's grade level and learning needs. (Please note that I have listed the CCSS objectives related to informational texts for 3rd grade. This class does have a flexible age range. I will tie our learning to your child's grade level standards.) Objectives will be written in kid-friendly language so that your child can begin with the end in mind. If a student has personal goals or specific interests, these will also be turned into goals and listed at the beginning of class. 

2. Warm-up

Our warm-up consists of domain-specific vocabulary words. We'll practice decoding these words if necessary. For emerging readers, we can adjust the flow of class to spend more time on word work. I use a variety of virtual flashcards and different word games to facilitate the warm-up. I will also use warm-up time to review homework (discussed below) from previous lessons.

3. Text Choice
I will pick out a few informational texts at your child's instructional level. The learner will preview the selections and choose the reading material that is most interesting to them. For longer books, it may take us multiple lessons to complete our book study. If your child masters one standard, we may continue to learn about other standards using this same text. 

4. Review of the text focus feature
We mentioned the informational text feature when we went over our objective, but now we'll make it more concrete. For some standards, we may fill out graphic organizers. If an organizer is needed, we'll discuss it here. 

5. Go on the reading safari
At this point, we'll know what we're looking for. We'll spend the bulk of our time reading from the text your child has chosen. I will model fluent reading, but I will also ask the students to read out loud. Along the way, there will be many checks for understanding. I'll model the skill that we're working to build, and I'll ask plenty of questions. 

We'll also bring the stories to life. For example, if we're reading about Emperor penguins, and the book says that the penguins are four feet tall, we're going to think about how big that really is. This is how we make the information jump off the page. 

6. Wrap-up: We'll conclude our discussion of the amazing animal(s) in question and make sure that we've got a good understanding of the organizer or associated activity. If we do not finish the organizer, that will be homework. 

7. Reflect. It's so important for kids to recognize their accomplishments. At the end of every class, I like to ask students what they think they did well, and if there is anything they would like to work on for next time. 

Some students may require brain breaks during an hour-long lesson. A brain break consists of a 2-3 minute break from the learning to focus on something fun. That may include drawing, show and tell, or listening to a kid-friendly song. 

My teaching style involves a combination of rigor and fun. Often students lose confidence in reading because they may be missing a foundational skill (such as understanding how to blend the sounds that make up the English language). My goal is always to fill in those learning gaps. My intervention strategies are derived from the Science of Reading. We celebrate the wins (even the small ones) and normalize making mistakes so that we can learn from them. 

Expect lots of encouragement! 

If you are interested in a tutoring time not listed in my availability, please send me a message. The hours for my other teaching role are shifting, and as they do, I can offer new times to families on Outschool. I do not tutor on weekends at this point, but I will have some new daytime and evening slots opening soon.