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 to be back with the amazing staff at School 26 this year. This is my 10th year teaching, and 4th year as a Reading Coach. Prior to becoming a certified Reading Specialist in 2019, I taught Kindergarten for 6 years. I am Orton Gillingham trained, and currently getting trained in LETRS. 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!
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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