閱讀和/或數學輔導...您的選擇！

NOTE: For a 60-minute class, you would just sign up for two 30-minute classes. If you want a back-to-back 60-minute class, there is a 10-minute break in between. Many parents sign their children up for more than one class in a week, instead.....but I do have parents who have signed them up for two back-to-back classes on the same day. You may sign up for as many classes as you prefer in a week. 

READING INFORMATION:

I'm open to following a text-based reading program for parents who would rather have that but it's not necessary when building the foundations from the well-researched science of reading. I use highly researched and proven methods to assess and help students master those important reading milestones. 

First, for early readers (K-2nd...and some 3rd graders) I use assessment materials to determine what they need help with and where they are on the foundations of reading. When students are fluent enough (usually 3rd-8th graders), I do lessons with them that help improve comprehension....teach them tips on how to answer the questions with proper sentence structure by using the questions.....teach them how to find the answers to test questions, and homework quickly and efficiently using things like keywords to then scan the text they just read for the answers....teach them about the main reasons author's write (author's purpose) and have them figure out which ones different texts were written for......teach them about inferences and work on making conclusions based on the information + their inferences in the text......find the main idea, theme, and supporting details......work on vocabulary development.....teach them about cause & effect, etc.....I have reading materials to cover those concepts, and more, that are part of the standards they're expected to learn throughout the different grades. 

Based on assessing their current ability...both directly with assessment materials for the K-2nd/3rd and indirectly with the older students....and for all students in every class we have...I use materials to target those areas. Students can also use the time on homework, or by getting help with wrong answers on tests or previous homework. You would just need to send pictures of the things you want to be covered by 24 hours before their class. Since I often teach 20-22 classes a day, that's the only way I would have time to review the material you send. You don't need to send things, though. It's up to you what you want with the tutoring time.

(For older students who have all the foundations of reading down, usually taught in grades K-3, please see the bottom of this section.)

For students who are in the foundations of reading level (usually PreK-2nd/3rd), we will also be doing some skill work based on what they specifically need, during our classes. There is a whole science behind this way of teaching the K-3rds, called Differentiated Reading Instruction. It has been very successful both in statistical studies and in my own teaching experiences. 

Due to my experience.....and maybe an odd brain..... lol :-) .....I see patterns as students read. Then, I not only make the corrections and comments during the lesson, and have some quick mini-lessons on things they missed or don't know.....but I also plan lessons for future classes based on those areas they need help with. The main struggles with reading come from specific "steps" every student needs to learn to build the foundation to read well: 

1. Basic Alphabet Knowledge, which is learning letter names and sounds. 

2. "Letter Patterns" are the patterns letters make together which I help students recognize so that it will help increase their vocabulary and reading speed (ex. cat/pat/fat, bit/pit/sit, bug/rug, tug, etc....). 

3. Blends/Digraphs/Diphthongs & Vowel Teams/R-Controlled Vowels: 

"Blends" are consonants that have letter combinations like "tr, st, pl" where you can hear each sound as you're blending them.

"Digraphs" are letter combinations that only make one single sound when blended, like "ch, sh, th." 

"Diphthongs/Vowel Teams" make one sound for each letter which then changes into a second sound when blended like, "ea, oa, ie." 

"R-Controlled Vowels" are when the r follows a vowel, in the same syllable, and makes it so the vowel is no longer short or long but a different sound entirely, due to the r controlling them. 

4. "Vowel Consonant e" are words that consist of long vowels written with one letter (not a vowel team) followed by a single consonant, and a silent e. It is also known as “Magic e" or "Silent e" (ex. Wade, rude, Eve, hide, etc...). 

Once the K-3rd students have those beginning skills down well, we would then work mostly on reading fluency, vocabulary, and comprehension skills (which cover many different concepts like "cause & effect/main idea & supporting details/author's purpose, etc...") to reinforce what they've learned so we can strengthen them for continued success in reading in 4th-12th grade. Although they touch on things briefly, like the main idea, supporting details, etc....before 4th grade, it accelerates greatly in all the nonfiction texts they will read as they get into 4th grade and above. I like to make sure they get exposure, earlier, as soon as they can understand the concepts. Then, when their schools start to cover them...they will remember them better than students usually do when they only get them covered quickly in school. 

For the upper-level readers....often 3rd/4th grade through 12th...and any K-3rd students with a solid foundation on their reading foundation skills (see above)...... there will be additional areas to cover, like the "schwa" sound, vocabulary extension, multisyllabic decoding, and many different aspects of reading comprehension. Although foundational steps are taught in grades K-3, many older students are missing some of these, which I can help assess them for as I hear them read. Fluency is the student's ability to read words correctly and automatically....and with the appropriate level of expression, while comprehension deals more with the meaning of the text and subtext. With reading comprehension, we work more on vocabulary expansion; using context clues to figure out meanings, and making inferences based on their prior knowledge so they can connect to new knowledge, as they read....and many other factors. Any PreK-3rd grade student would also work on these things as soon as they are fluent enough as a reader and have the ability to understand those concepts, in the way I relay them to the younger students. 

This is a 30-minute class for grades Pre-K through 12th grade.

For new bookings, it would be helpful if you could send me a message, before the day of our first class, letting me know about your goals for your child (reading comprehension, learning to read/get better at reading, learning the alphabet, etc...) and the level they are at already (above grade level...on level....below level, etc...). If you want to book them the same day as their first class, I can get appropriate materials together to make that happen but....I would recommend a few hours' warning since I also teach on other platforms and may not see it in time to be as ready as I would like to be if it's a last-minute booking. I may also have to cancel a group class I am already booked to teach during the time you book.....if you book the same day. They are group school classes and my teacher friends are always happy to sub for the ones I have to cancel, however, sometimes there is a financial penalty for me canceling same day so....whenever possible, please book a class with at least a few hours notice, or for another day. OS and my website are my priorities so that's why I will cancel the group classes on other platforms if an OS parent signs their child up. The group classes usually don't even know the teacher they will get so it's not like I'm letting the kids down. I am very good about not canceling tutoring classes. It would have to be an emergency for a class to be canceled. Thank you.

OUTSCHOOL NOTE: Any books a student brings to class must follow Outschool's guidelines so please make sure they are unbiased, secular, inclusive, and represent diverse viewpoints fairly and accurately. For more information, please refer to Outschool's guidelines. 



MATH:

I'm a certified K-8th teacher in the State of Washington. I follow the California Dept of Education's Mathematics Common Core standards on what is expected for a student from K through 8th grade, and the California Dept of Education's guidelines for Pre-K. Please see below for the standards that are expected in the different grade levels. I am also open to using the time as a Homework Helper instead, helping them with their homework or teaching them concepts parents may not understand or have the time to help with. Just let me know if you want homework help; specific concepts taught and practiced/mastered, or for me to follow the Common Core Standards to teach them math. 

This is a one-on-one tutoring class so, we will be progressing at the level your child can pace themselves at with one-on-one instruction but making sure they understand and complete the concepts we work on so they build a great foundation for further mathematics studies. Right now, this is open to Pre-K through 6th grade but I may have openings in the future for 7th and 8th as well.

Also, if parents want more than a 30-minute weekly session, you can sign up for as many as you want in a week...or multiple ones in a day. The sessions are designed as 30 minutes long so that students get a break, even if they sign up for two back-to-back classes.

Here is an overview of topics we'll be covering based on the age and ability of your child. Advanced students will move on to more appropriate concepts. The Pre-K information is from the California Dept of Education's standards. The K-8th summaries are the Common Core Standard overviews for the state of California. 

Pre-K: The mathematics foundations cover the following five strands:
Number Sense, which includes an understanding of counting, number relationships, and operations
Algebra and Functions (Classification and Patterning), which focuses on sorting and classifying objects and recognizing and understanding simple, repeating patterns
Measurement, which includes comparison and ordering
Geometry, which focuses on the properties of objects (shape, size, position) and the relation of objects in space
Mathematical Reasoning, which addresses how young children use mathematical thinking to solve everyday problems

Kindergarten Overview: 
Counting and Cardinality
 Know number names and the count sequence.
 Count to tell the number of objects.
 Compare numbers.
Operations and Algebraic Thinking
 Understand addition as putting together and adding to, and 
understand subtraction as taking apart and taking from.
Number and Operations in Base Ten
 Work with numbers 11–19 to gain foundations for place value.
Measurement and Data
 Describe and compare measurable attributes.
 Classify objects and count the number of objects in categories.
Geometry
 Identify and describe shapes.
 Analyze, compare, create, and compose shapes

1st Grade: 
Operations and Algebraic Thinking
 Represent and solve problems involving addition and subtraction.
 Understand and apply properties of operations and the relationship between addition and subtraction.
 Add and subtract within 20.
 Work with addition and subtraction equations.
Number and Operations in Base Ten
 Extend the counting sequence.
 Understand place value.
 Use place value understanding and properties of operations 
to add and subtract.
Measurement and Data
 Measure lengths indirectly and by iterating length units.
 Tell and write the time.
 Represent and interpret data.
Geometry
 Reason with shapes and their attributes

2nd Grade: Operations and Algebraic Thinking
 Represent and solve problems involving addition and 
subtraction.
 Add and subtract within 20.
 Work with equal groups of objects to gain foundations for 
multiplication.
Number and Operations in Base Ten
 Understand place value.
 Use place value understanding and properties of operations 
to add and subtract.
Measurement and Data
 Measure and estimate lengths in standard units.
 Relate addition and subtraction to length.
 Work with time and money.
 Represent and interpret data.
Geometry
 Reason with shapes and their attributes

3rd Grade: Operations and Algebraic Thinking
 Represent and solve problems involving multiplication and 
division.
 Understand the properties of multiplication and the relationship 
between multiplication and division.
 Multiply and divide within 100.
 Solve problems involving the four operations, and identify 
and explain patterns in arithmetic.
Number and Operations in Base Ten
 Use place value understanding and properties of operations 
to perform multi-digit arithmetic.
Number and Operations—Fractions
 Develop an understanding of fractions as numbers.
Measurement and Data
 Solve problems involving measurement and estimation of 
intervals of time, liquid volumes, and masses of objects.
 Represent and interpret data.
 Geometric measurement: understand concepts of area and relate area to multiplication and addition.
 Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area 
measures.
Geometry
 Reason with shapes and their attributes.

4th Grade: Operations and Algebraic Thinking
 Use the four operations with whole numbers to solve problems.
 Gain familiarity with factors and multiples.
 Generate and analyze patterns.
Number and Operations in Base Ten
 Generalize place value understanding for multi-digit whole 
numbers.
 Use place value understanding and properties of operations 
to perform multi-digit arithmetic.
Number and Operations—Fractions
 Extend understanding of fraction equivalence and ordering.
 Build fractions from unit fractions by applying and extending 
previous understandings of operations on whole numbers.
 Understand decimal notation for fractions, and compare 
decimal fractions.
Measurement and Data
 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
 Represent and interpret data.
 Geometric measurement: understand concepts of angles and measure angles.
Geometry
 Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

5th Grade: Operations and Algebraic Thinking
 Write and interpret numerical expressions.
 Analyze patterns and relationships.
Number and Operations in Base Ten
 Understand the place value system.
 Perform operations with multi-digit whole numbers and with 
decimals to hundredths.
Number and Operations—Fractions
 Use equivalent fractions as a strategy to add and subtract 
fractions.
 Apply and extend previous understandings of multiplication 
and division to multiply and divide fractions.
Measurement and Data
 Convert like measurement units within a given measurement 
system.
 Represent and interpret data.
 Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
Geometry
 Graph points on the coordinate plane to solve real-world and mathematical problems.
 Classify two-dimensional figures based on their properties

6th Grade: Ratios and Proportional Relationships
 Understand ratio concepts and use ratio reasoning to solve 
problems.
The Number System
 Apply and extend previous understandings of multiplication 
and division to divide fractions by fractions.
 Compute fluently with multi-digit numbers and find common 
factors and multiples.
 Apply and extend previous understandings of numbers to 
the system of rational numbers.
Expressions and Equations
 Apply and extend previous understandings of arithmetic 
to algebraic expressions.
 Reason about and solve one-variable equations and 
inequalities.
 Represent and analyze quantitative relationships between 
dependent and independent variables.
Geometry
 Solve real-world and mathematical problems involving area, surface area, and volume.
Statistics and Probability
 Develop an understanding of statistical variability.
 Summarize and describe distributions.

You can also go to this website to see more details about each concept listed in the overviews: https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf