US$88
weeklyor US$700 for 24 classes
快樂拼讀法 1 級
由 1 位學習者完成
年齡 6-7
現場團體小班課程
即時視訊會議
每週3次,共 8 週
1-6 名學習者(每班)
30 分鐘
包含什麼
24 現場會議
12 上課時間作業
每週 1-2 小時. I will provide any worksheets needed and homework will be assigned between classes to aid in the repetition and review of the sounds and graphemes. Homework is not graded however without 1-2 hours practice a week outside of class, students will not progress well. Practice is crucial. Each student learns at their own pace. If a student is struggling with a particular concept, tailored homework will be assigned to reinforce that concept. Each week I will provide a brief report for each student with recommendations and modifications. I also have 1:1 hours if needed.評估
Assessments are ongoing, throughout each class, and parents assess children too, weekly with homework.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 Kindergarten - 1 年級
Beginner 等級
This class is a structured reading program that is designed for small groups. It is phonics based with explicit, direct instruction in phonics, phonemic awareness, spelling, handwriting and reading comprehension. Lessons are systematic, incremental and cumulative and each unit is designed to teach very specific phonics rules in a logical order. This course is designed to cover Jolly Phonics Student Book 1 and blending, segmenting and writing is introduced together. Fairy tales, folktales, fables, and Greek mythology are used as read alouds to reinforce comprehension and students begin writing and spelling immediately. Lesson structure weekly: Day 1 introduce new concept (and review previous concept) Day 2 Review and multisensory connection (tactile, auditory, and visual) Day 3 Review, sight word practice, decodable reading/Reading Comprehension Weekly: 1. March 4th s,a,t,p,i,n 2- March 11th ck, e, h, r, m, d 3-March 18th review and practice blending and segmenting words; writing and spelling practice 4- March 25th Continue review and practice 5-April 8th- g, o, u, l, f 6- April 15 b, ai, j 7- April 22 Continue review and practice 8- April 29 oa, ie, ee and or 9- May 6 z, w, ng, v 10- May 13 oo, y, x, ch 11- May 20 sh, th, qu 12- May 27 review and continue 13. June 10 ou, oi 14. June 17 ue, er 15. June 24 ar and review Students will have a notebook that serves as handwriting practice, spelling rules, and notes. Supplementary worksheets/PowerPoint will be provided and activities for multisensory connection can include LCD drawing board, sidewalk chalk, letter magnets/printable manipulative letters, play doh, fly swatters, and different textured surfaces such as sandpaper. This intensive reading intervention program is specifically designed to provide targeted support for students with dyslexia and reading disabilities, The focus is on phonics and decodable reading; however, I do use fairy and folktales as read alouds and discussion to boost comprehension and vocabulary. This research-based intervention aims to improve reading skills, fluency, phonemic awareness, decoding, comprehension, and overall confidence and engagement with reading. The program utilizes a multi-sensory approach, combining auditory, visual, tactile and kinesthetic strategies to cater to diverse learning styles. Students engage in various hands-on activities, such as letter and word manipulatives, interactive reading exercises, and guided practice with phonics rules. These activities are carefully designed to reinforce key concepts, strengthen memory retention, and build essential reading skills. We use tactile material, such as sand trays and I incorporate yoga and movement, especially hand exercises as students will also be practicing cursive. The intervention places a strong emphasis on phonemic awareness, helping students master the fundamental skill of recognizing and manipulating individual sounds within words. Through focused instruction, students learn to identify, blend, segment, and manipulate sounds, which serve as the building blocks of reading and spelling. Additionally, the program uses evidence-based strategies for teaching phonics, including explicit instruction of letter-sound relationships, sight word recognition, and decoding strategies. Students are provided with ample practice opportunities to apply their learning in a supportive environment, gradually improving their ability to read text accurately and fluently. I incorporate comprehension strategies through read alouds that enhance students' understanding of text. Students learn to activate prior knowledge, make predictions, ask questions, visualize, and draw inferences, fostering deeper comprehension and critical thinking skills. Vocabulary development and word meaning strategies are also emphasized to broaden students' reading comprehension abilities. Throughout the intervention, progress monitoring is implemented to track students' growth and adjust instruction accordingly. Regular assessments are administered to identify specific areas of improvement and provide targeted interventions for continued progress. Every aspect of this intensive reading intervention is tailored to meet the unique needs of students with dyslexia and reading disabilities. By targeting all aspects of literacy, this program aims to empower students, enabling them to overcome reading challenges and achieve success in their academic journey.
學習目標
Students will master the consonants, consonant digraphs and short vowels; sight words and vocabulary and introduction to reading strategies using Monstrous Tales.
其他詳情
學習需求
I am a special education teacher, if there any special needs I need to be aware of, please contact me! The pace of this class may be too fast paced but I can modify the activities and pace.
父母的引導和規範
Play-Doh causes gluten which can cause an allergic reaction and Celiac disease
供應清單
Notebook divided into 4 sections*** Pencils and crayons, markers etc Index cards Markers Plain paper Watercolor and fingerprint Play dough* homemade, sculpey Baking pan for tactile material Tactile material: sand, cornmeal, shaving cream, hair gel Pennies to model sounds Jolly Phonics Student Book 1 *Traditionally a composition notebook is used. However, some students need extra guidance forming letters. I do provide handwriting paper and graph paper to print but use what your child prefers. If handwriting practice paper with lines works best, use that and separate into a binder. At some point the student can "transition" to lined notebook paper. Please use whatever is easiest for the child. I can offer some easy suggestions.
外部資源
除了 Outschool 教室外,本課程也使用:
來源
I will be reading Monstrous Tales by Sija Hong
I am using Jolly Phonics Student Book 1
認識老師
教師專業知識和證書
伊利諾州 教學證書 在 特殊教育
I have a master's degree in special education and a reading endorsement. I have been trained specifically in Orton-Gillingham multisensory methods and linguistics -based instruction. I have 17 years experience teaching reading from middle school through adult. Currently I am studying for teaching English as a foreign language certification.
評論
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