包含什麼
按需滿足
根據需要安排會議60 分鐘
每次會話教師支持
作業
每週 1 小時. Often our checks for understanding will consist of a graphic organizer related to our reading. We will start these in class, and the student may add on to these outside of class as a form of independent practice. If caregivers would like to see more homework, we can discuss it. Generally, I keep the homework load light.評估
I give an assessment during the first meeting to ascertain your child's reading level and identify any reading knowledge gaps. I will share a note with the results after our first meeting. Caregivers may request additional assessments if they would like to gauge reading growth after a specific number of lessons.進度報告
I give caregivers an update after each class as a note. I will be sure to record observations and offer a general overview of what we did that day. I may offer tips or suggestions for things to practice in this note. I understand that some families may be looking for additional documentation to help their students qualify for services in school. Please let me know if that is the case. I can make my notes even more specific to support you and your child's education team.我們無法翻譯此文,請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
美國等級 3 - 5
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.
學習目標
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
其他詳情
學習需求
Since these lessons are 1:1, we can adjust the pacing as needed. If a student has specific needs, please make me aware. I have experience working with students with learning differences including dyslexia.
父母的引導和規範
Students will not need to log into any third-party accounts for this class.
This class is kid-friendly, but I do want to note that we will be reading about wild animals. Sometimes the wild can be a pretty tough place. The books and resources I use will be geared toward kids, but if a child is very sensitive, please talk with me about this. We can work together to make sure the material is just right for your learner.
供應清單
Students may wish to print out the graphic organizers we use ahead of class. We may not use these in every class, though. When there are items to print, I will flag that for caregivers ahead of time via a message. I do my best to provide resources electronically so that caregivers do not have to purchase additional items beyond the supplies they have at home.
教師專業知識和證書
南達科他州 教學證書 在 小學教育
碩士 由 University of North Carolina at Chapel Hill
I am a certified, experienced reading teacher. My certification is for K-8 Elementary education. I worked in the brick-and-mortar classroom for a little over two years as an upper elementary reading teacher. I've also taught ESL online (ages 4-14), and I currently serve as a reading tutor and interventionist for grades K-8. My tutoring and intervention work is based on the Science of Reading, and many of my teaching strategies are derived from that experience.
評論
現場一對一課程
US$55
每次會話按需求上課
60 分鐘
即時視訊會議
年齡: 8-11