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Reading is dynamic and each part overlaps

to develop the full potential of your child.

  • This curriculum will not be used for every student.

  • ​It is designed around your child's needs.


Rate, Expression,

Accuracy with Comprehension

Fluency - is the quality of the spoken word in relation to its singular and whole understanding in a sentence, paragraph, chapter or book.

Below are some of the ways fluency

can be attained based on your

child's needs.

Modeling / Student Observation

Reading fluently and discussing

the purpose of what is being read.

Echo Reading

The student follows the teacher reading

and then echoes the passage.

Choral Reading

Listening to a recorded version of

a book while reading along.


Read, Process & Understand

Comprehension - is the end result of

reading. It is the gain of accurate

knowledge based on the written text.

Below are some of the ways

comprehension can be attained

based on your child's needs.

Important Facts,


Drawing Conclusions

Fact vs.Opinion

Finding the Main Idea

Supporting Details

Relating Background Knowledge

Analogies, Sequencing

Comparing and Contrasting

Summarizing, Problem-solving,

Making Connections

Creating Joy

In Learning Together

Activities, Games & Storytelling

Each child is dynamic and has

specific needs. As a teacher I

develop and create the joy

of what is being learned to engage

the child for their specific needs.

Below are some of the ideas /

tools that I use to create my

lessons and activities.

Sensory Lessons & Activities

(based on sight, hearing, and touch)

Cognitive Activities include:

identifying, connecting, copying, drawing, memorizing & grouping pictures, letters, numbers, words, and sentences

Problem Solving Skills

Introspective - Retrospective Skills

Making Connections between

Ideas, Pictures, Words & Sentences

Development & Processing Skills

Stories, Words, Sentences, Themes, Ideas, Characters, Settings, etc...


Personal Understanding of Words

Vocabulary - are words of a

language that we need to know

in order to communicate

with purpose and direction.

These are the types of words we will

be learning depending on your

child's needs.

Sight Words

(Frequently Used Words,

Non-Phonetic Words)

Antonyms, Synonyms, Idioms, Compound Words,

Contractions, Context &

Definitions, Homophones


The Understanding of

Sounds to Letters &

Letter Pattern Associations

Sounds of the spoken word

and making connections to individual

printed alphabetic letters and groups.

Below are some of the

things I look at when helping

children with Phonics

Decode / Encode word structure types

CVC, CCVC, CVCC, etc...

​Pronunciation of printed word parts

Phonological Awareness

Identifying & Shaping

Sounds of Words

Breaking down the sounds of words into

specific components.

Below are some of the things I look

at when helping children with

Phonological Awareness


Syllables / Word Patterns


Concept of Word, Onset-Rime

Phonemes (individual sounds)


Phonemic Awareness

The Understanding of Phonemes

(Individual Sounds)

Words can be broken

down into individual sounds.

(Phoneme Blending)

(Phoneme Segmentation)

(Phoneme Manipulation)

Below are some of the things I look

at when helping children with

Phonemic Awareness

Isolating, Blending,

Adding, Deleting

Combining, Manipulating

Segmenting, and Substituting

sounds of letters.

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