Hi, there! I'm looking forward to a wonderful year ahead!
Hi, there! I'm looking forward to a wonderful year ahead!
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I'm very excited for another amazing school year at School 26 this year. This is my 11th year teaching, and 5th year as a Reading Coach. Prior to becoming a certified Reading Specialist in 2019, I taught Kindergarten for 6 years. I am Orton Gillingham and LETRS trained. I am very passionate about teaching children the way Science of Reading suggests through extensive reading intervention. I am happy to help our students here at Robert Mascenik become the fluent, strong readers they strive to be!
Please note, if your child is coming to me in small group, you will have received a letter and folder from me that will be our means of communication. They will be working on reinforcing the focus skills their classroom teacher is working on in our UFLI program. Their teacher will be sending home a paper called Home Practice Guide (You can see an example directly below). Those are the exact concepts we will be practicing through intensive strategies to your child master necessarily skills to be a proficient reader.
Microsoft Word - 81_HomePractice_UFLI Foundations.docx
Small group Instruction
Small group Instruction
In smaller groups, together we will reiterate what classroom teachers are working on for additional support while helping students build their high-frequency word repertoire
Multi-Sensory Activities
Multi-Sensory Activities
During small group instruction, we will focus on: Concepts of Print, Phonological & Phonemic Awareness, CVC Decoding & Encoding Strategies
Sound Wall - Reinforcement of Letter & Sound Recognition
Sound Wall - Reinforcement of Letter & Sound Recognition
Additionally we will work on mastery of single consonants, sounds, short & long vowels, cvc, words, and sentence building. Sound walls are important for students to remember proper phoneme articulation which will translate to better encoding capabilities
How we practice our sight/heart words in class is with a sand tray. I will say the word, and then ask how many sounds they hear in each word. The amount of sounds will be seen as dots under the words on the flashcards. Certain digraphs, vowel teams, R controlled vowels, as well as silent e will be paired with 1 or more other letters that will still be considered to be part of just 1 sound. If it's specifically a heart word with irregular spelling, I will ask students to say which sound they hear in the beginning of the word, then the end, and then go over the irregular spelling together of that particular part of the word that needs to be remembered by heart. If it's a flash word without irregular spelling patterns and can be decoded in a "flash" then I will ask them in the order from beginning sound, middle sound, and ending sound. Always ending with tapping and blending the sounds together to reread the word we're working on.
How we practice our sight/heart words in class is with a sand tray. I will say the word, and then ask how many sounds they hear in each word. The amount of sounds will be seen as dots under the words on the flashcards. Certain digraphs, vowel teams, R controlled vowels, as well as silent e will be paired with 1 or more other letters that will still be considered to be part of just 1 sound. If it's specifically a heart word with irregular spelling, I will ask students to say which sound they hear in the beginning of the word, then the end, and then go over the irregular spelling together of that particular part of the word that needs to be remembered by heart. If it's a flash word without irregular spelling patterns and can be decoded in a "flash" then I will ask them in the order from beginning sound, middle sound, and ending sound. Always ending with tapping and blending the sounds together to reread the word we're working on.
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