Academic Intervention Services Staff (K-5), Wilson Elementary School - ROCKVILLE CENTRE PUBLIC SCHOOLS - Rockville Centre, NY
(1999-11)
- Lead Guided Reading lessons and implement stations in third grade and one fifth grade classroom.
- Utilize LLI with a third grade and Fundations strategies with a new fifth grader.
- Collaborate on creating and presenting a curriculum on Canva for Passports for Learning for third grade.
- Taught Guided Reading in all the kindergarten classes and several fourth-grade classrooms.
- Contributed to and participated in the Parent University Literacy presentation virtually.
- Instructed two diverse Guided Reading groups in one session differentiating instruction.
- Incorporated Wilson Reading System strategies and syllable types into Guided Reading in kindergarten.
- Planned and provided AIS remediation to targeted kindergarten children using a multi-sensory/VAKT approach for a first grader.
- Designed and implemented the Wizards ELA Program for recommended kindergartners after school.
- Reinforced Fundations and the syllable types through a Google Slides presentation for 2nd grade Wizards.
- Taught youngsters to utilize context clues and create exit summaries using new vocabulary in GR (3-5).
- Instructed fourth grade AIS Follow-up Groups to mark up the text to develop vocabulary/comprehension.
- Administered fourth and fifth grade IRIs, running records, Early Literacy Profile, and Fundations probes.
- Implemented assessments such as the Observation Survey (1) and Fountas and Pinnell Benchmark (1-2).
- Developed a targeted intervention for a first grader using Levelled Literacy Intervention.
- Implemented three individualized reading programs utilizing Reading Recovery techniques to maximize each targeted first grader's success in reading and writing.
- Designed and applied reading interventions for E.N.L's to improve comprehension and writing.
- Planned and executed a 1:1 reading program with a special education student using LLI/Wilson techniques.
- Led Guided Reading in third grade and invited children to create character trait webs and written responses.
- Implemented Guided Reading in all the first and second grade classrooms incorporating graphic organizers.
- Introduced Junior Great Books to all first, fourth, and fifth graders and led shared inquiry discussions.
- Led Book Clubs in all the fifth grade classrooms and invited youngsters to write an essay supporting a claim.
- Developed phonemic awareness, decoding, fluency, comprehension, and writing for first grade LLI groups.
Teaching Assistant (K-2), Hewitt Elementary School - ROCKVILLE CENTRE PUBLIC SCHOOLS - Rockville Centre, NY
(1998-11 - 1999-11)
- Supported all projects in media center (K-5) S.T.E.L.L.A.R. Program.
- Taught integrated enrichment unit on Vincent Van Gogh for first graders and created an "Art Smart Game."
Leave Replacement Reading Specialist (K-2), Babylon Elementary School - BABYLON PUBLIC SCHOOLS - Babylon, NY
(2016-10 - 2017-06)
- Implemented small group Tier 2 interventions in first and second grade using LLI.
- Utilized before, during, and after reading strategies.
- Designed intensive Tier 3 interventions to targeted first graders.
- Created individualized reading programs to provide remediation utilizing Marie Clay's Reading Recovery lesson framework and some Wilson Reading System strategies.
- Helped youngsters become more careful and strategic readers integrating the cueing systems.
- Developed visuals and quick drills to reinforce key phonological concepts and reading strategies.
- Focused on phonemic awareness, decoding, comprehension, fluency, vocabulary, and writing.
- Differentiated instruction by creating personalized word bags and developed sight word recognition.
- Utilized Elkonin boxes and Post-It tape to improve first graders' encoding.
- Developed and assessed the student's phonological knowledge and comprehension through writing.
- Conducted running records and Fountas and Pinnell Benchmark Assessments for progress-monitoring.
- Collaborated with classroom staff in a variety of ways including sharing data and by providing detailed analyses of students.
- Communicated with parents and discussed progress reports at conferences.
- Maintained home-school connection by sending home books in reading bags.
Long-Term Substitute Reading Specialist (K-4), Southdown Primary School - HUNTINGTON PUBLIC SCHOOLS - Huntington, NY
(2013-11 - 2014-03)
- Implemented small group Tier 2 interventions in kindergarten through fourth grade.
- Utilized AIMS web and Fountas and Pinnell Benchmark Assessment System data to inform instruction.
- Completed progress reports for forty-two targeted students.
- Participated in IST, parent, and data team meetings.
- Modeled and taught ELA strategies to targeted third and fourth grade students to improve short written responses. Discussed how to dissect the question and construct a topic sentence. Modeled the importance of using a transition word before each new supporting detail. Invited students to re-read, skim, and scan.
- Developed an original "Around the World" vocabulary game to improve decoding and vocabulary of third and fourth graders before and after reading.
- Contributed to third grade "Fluency Club" to support home-school connection.
- Collaborated with the ENL instructor to support a second grader. Utilized direct strategy-based instruction to maximize a child's success.
- Incorporated the "Four Square" organizer and "word ring" to reinforce and extend the decoding and writing of each ELL student in my pull-out reading group. Invited youngsters to find certain vowel patterns in leveled texts and poems. Used visuals and a before, during, and after reading approach.
- Applied strategies from Irene Gaskins' Word Detectives Program to assist struggling ELL students.
- Introduced certain key words, sound boxes, language experience charts, and cloze activities.
- Transitioned a group of extremely low first graders from the Early Reading Intervention Program to a pull-out program with leveled books and "word work" activities. Sight word recognition and identifying vowel patterns were emphasized.
- Conducted an individualized "Fluency Practice" with third and fourth graders consisting of a "cold read" followed by an in-depth comprehension conversation about miscues, new vocabulary words and central concepts. Implemented running records to chart fluency, monitor progress, and for miscue analysis.
Full-Time Kindergarten Teacher - SCHOOL OF LEARNING - Freeport, NY
(1995-09 - 1998-06)
- Prepared and taught lessons and units using an integrated approach, with learning centers and Sharing Circle.
