How do your lessons work?

Every lesson will be through Zoom.

There are two different forms of instruction.

1. Reading Instruction - 45 minutes a day, 2 times a week. This class may include sound matching, sounding and blending, recognizing letter patterns, echo response, using Elkonin boxes with say it and move it, choral spelling, spelling, high frequency words, tracking memorized text, independent writing, small passage reading, partner reading, fluency reading and comprehension. We do this through personalized planned lessons, activities, and games.

2. Fluency - 30 minutes a day, 2 times a week. This class will include independent reading passages (passage depending on reading level), echo reading, partner reading, and timed reading.

How do I know if my child needs help?

Below is a calendar of sorts. This information provides us with the actual skills a child should have by a certain time. When a child is in Kindergarten they will learn basic alphabet knowledge in the first eighteen weeks. They will learn the names and sounds a letter makes. In the next nine weeks a child will learn how to use those letter sounds to read basic consonant - vowel - consonant (CVC) words. The last nine weeks of Kindergarten will be matching patterns or finding those rhyming word patterns. When a child is in First Grade they will learn all about blending letters together, like st, cl, dr, and tr. They will also learn about digraphs, sh, ch, th, and ph in the first nine weeks. The second nine weeks will be learning about the r-controlled vowel, (RCV) ar, er, ir, or, and ur. The following nine weeks should be vowel - consonant - e (VCe) words, like cake, bike, bone, and cube as well as vowel teams (VT) like ai, oa, igh, and ew. The final nine weeks of First Grade should be a...

Our Curriculum.

Our program is an evidence based foundational skills curriculum.

Every Journey Begins With Mastering The Basics.

Every student can learn to read with the right instruction. With one-to-one, online, Science of Reading-based tutoring we close your child's decoding gaps to get them caught up fast. I will teach your child the foundational skills they need to become confident, fluent readers. Differentiated instruction is what students need, but it’s hard for schools to do alone. With 67% of fourth graders not reading at grade level, more districts are adopting evidence-based approaches to teaching reading. The fact remains, however, that giving students the differentiated instruction required to close their skills gaps—and quickly—is challenging for any school to do alone. I take what your child knows and fill in those missing pieces to help them get better at reading.

Tammy Stailey

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