Elementary (K-6th)

I have been an elementary special education teacher for thirteen years. I use the courses of study for the elementary grades as I work with teachers to identify objectives to introduce to students with special needs. After determining the objectives of focus for that student we find ways to introduce, practice and test to determine if the information is understood.

Phonics

I am an Elementary Special Education Teacher. I have been using phonemic awareness, phonics, and sight word recognition to teach word reading for thirteen years.

Reading

I am a Special Education teacher and have been teaching since 2003.

Study Skills

As a special education teacher I often have to help students complete graphic organizers. These organizers are used by the students to separate and/or group information so they can process and understand what they must learn. Along with graphic organizers, I encourage students to regularly make note cards. The note cards cover recent lessons. Not just what the teacher said, but they are encouraged to note things that they consider important. They also note ideas/concepts that confused them. They make the cards regularly and build in time (daily, every few days, weekly) to review them. The review of the note cards is not based on upcoming test dates necessarily, but keeping the information manageable. I work with students to use schedules to manage the study time. Particularly for the elementary students, managing time is difficult. I set timers or give specific start and stop times for study, rest, or breaks. A few minutes and just a little while are concepts that they do not provide much structure. I work with the students to "translate" the information that they are trying to master into something that they understand. We work to take the textbook definition and say it so that student understands it. They need to know how the book phrases, but academic language does not always make sense to students.

Reading

I am a Special Education teacher and have been teaching since 2003.

Elementary (K-6th)

I have been an elementary special education teacher for thirteen years. I use the courses of study for the elementary grades as I work with teachers to identify objectives to introduce to students with special needs. After determining the objectives of focus for that student we find ways to introduce, practice and test to determine if the information is understood.

Reading

I am a Special Education teacher and have been teaching since 2003.

Study Skills

As a special education teacher I often have to help students complete graphic organizers. These organizers are used by the students to separate and/or group information so they can process and understand what they must learn. Along with graphic organizers, I encourage students to regularly make note cards. The note cards cover recent lessons. Not just what the teacher said, but they are encouraged to note things that they consider important. They also note ideas/concepts that confused them. They make the cards regularly and build in time (daily, every few days, weekly) to review them. The review of the note cards is not based on upcoming test dates necessarily, but keeping the information manageable. I work with students to use schedules to manage the study time. Particularly for the elementary students, managing time is difficult. I set timers or give specific start and stop times for study, rest, or breaks. A few minutes and just a little while are concepts that they do not provide much structure. I work with the students to "translate" the information that they are trying to master into something that they understand. We work to take the textbook definition and say it so that student understands it. They need to know how the book phrases, but academic language does not always make sense to students.

Elementary (K-6th)

I have been an elementary special education teacher for thirteen years. I use the courses of study for the elementary grades as I work with teachers to identify objectives to introduce to students with special needs. After determining the objectives of focus for that student we find ways to introduce, practice and test to determine if the information is understood.

Reading

I am a Special Education teacher and have been teaching since 2003.

Study Skills

As a special education teacher I often have to help students complete graphic organizers. These organizers are used by the students to separate and/or group information so they can process and understand what they must learn. Along with graphic organizers, I encourage students to regularly make note cards. The note cards cover recent lessons. Not just what the teacher said, but they are encouraged to note things that they consider important. They also note ideas/concepts that confused them. They make the cards regularly and build in time (daily, every few days, weekly) to review them. The review of the note cards is not based on upcoming test dates necessarily, but keeping the information manageable. I work with students to use schedules to manage the study time. Particularly for the elementary students, managing time is difficult. I set timers or give specific start and stop times for study, rest, or breaks. A few minutes and just a little while are concepts that they do not provide much structure. I work with the students to "translate" the information that they are trying to master into something that they understand. We work to take the textbook definition and say it so that student understands it. They need to know how the book phrases, but academic language does not always make sense to students.

Study Skills

As a special education teacher I often have to help students complete graphic organizers. These organizers are used by the students to separate and/or group information so they can process and understand what they must learn. Along with graphic organizers, I encourage students to regularly make note cards. The note cards cover recent lessons. Not just what the teacher said, but they are encouraged to note things that they consider important. They also note ideas/concepts that confused them. They make the cards regularly and build in time (daily, every few days, weekly) to review them. The review of the note cards is not based on upcoming test dates necessarily, but keeping the information manageable. I work with students to use schedules to manage the study time. Particularly for the elementary students, managing time is difficult. I set timers or give specific start and stop times for study, rest, or breaks. A few minutes and just a little while are concepts that they do not provide much structure. I work with the students to "translate" the information that they are trying to master into something that they understand. We work to take the textbook definition and say it so that student understands it. They need to know how the book phrases, but academic language does not always make sense to students.

Dyslexia

I am a Certified Academic Language Therapist (8/2017). I have been delivering MSLE instruction since 2015. The program that I use was developed using the principles of Orton-Gillingham. Tutoring sessions are set up for multisensory learning experiences connecting what students hear, see, speak, and write in order to unlock their ability to read, write and spell.

Phonics

I am an Elementary Special Education Teacher. I have been using phonemic awareness, phonics, and sight word recognition to teach word reading for thirteen years.

Special Needs

I have a Master's of Education Degree in Collaborative Education. I have been a Special Education teacher since 2000. I work in the elementary school setting. I work with students to improve phonemic awareness, use phonics to decode words, recognize sight words, and comprehend material read. Math instruction is centered around ensuring that students are able to solve basic addition, subtraction, multiplication, and division problems; and that students can identify key terms to set up and solve word problems.

Speech

I am a Certified Academic Language Therapist (8/2017). I have been delivering MSLE instruction since 2015. The program that I use was developed using the principles of Orton-Gillingham. Tutoring sessions are set up for multisensory learning experiences connecting what students hear, see, speak, and write in order to unlock their ability to read, write and spell.

Study Skills

As a special education teacher I often have to help students complete graphic organizers. These organizers are used by the students to separate and/or group information so they can process and understand what they must learn. Along with graphic organizers, I encourage students to regularly make note cards. The note cards cover recent lessons. Not just what the teacher said, but they are encouraged to note things that they consider important. They also note ideas/concepts that confused them. They make the cards regularly and build in time (daily, every few days, weekly) to review them. The review of the note cards is not based on upcoming test dates necessarily, but keeping the information manageable. I work with students to use schedules to manage the study time. Particularly for the elementary students, managing time is difficult. I set timers or give specific start and stop times for study, rest, or breaks. A few minutes and just a little while are concepts that they do not provide much structure. I work with the students to "translate" the information that they are trying to master into something that they understand. We work to take the textbook definition and say it so that student understands it. They need to know how the book phrases, but academic language does not always make sense to students.

Elementary (K-6th)

I have been an elementary special education teacher for thirteen years. I use the courses of study for the elementary grades as I work with teachers to identify objectives to introduce to students with special needs. After determining the objectives of focus for that student we find ways to introduce, practice and test to determine if the information is understood.

Reading

I am a Special Education teacher and have been teaching since 2003.

Study Skills

As a special education teacher I often have to help students complete graphic organizers. These organizers are used by the students to separate and/or group information so they can process and understand what they must learn. Along with graphic organizers, I encourage students to regularly make note cards. The note cards cover recent lessons. Not just what the teacher said, but they are encouraged to note things that they consider important. They also note ideas/concepts that confused them. They make the cards regularly and build in time (daily, every few days, weekly) to review them. The review of the note cards is not based on upcoming test dates necessarily, but keeping the information manageable. I work with students to use schedules to manage the study time. Particularly for the elementary students, managing time is difficult. I set timers or give specific start and stop times for study, rest, or breaks. A few minutes and just a little while are concepts that they do not provide much structure. I work with the students to "translate" the information that they are trying to master into something that they understand. We work to take the textbook definition and say it so that student understands it. They need to know how the book phrases, but academic language does not always make sense to students.