Exploris Reading Intervention Group
In February of 2010, I was hired by Exploris Middle School as a temporary Spanish teacher. In order to be provided with a full time job, Exploris scheduled me as an SRA reading group instructor on Fridays. This position was intended to last for 3 months, and I was supposed to go into the regular education classroom as a language arts/social studies teacher. Two and a half years later, I am teaching Spanish and have developed a new platform for reading intervention. As a result of the education I have received from NCSU in K-12 reading instruction, I have been able to develop my program around systematic, research-based assessment and instruction. I now meet with students in small groups (2-3) students and implement many of the practice I learned in NCSU's tutoring clinic. Students are selected for reading intervention group by teacher recommendation. The sessions meet before and after school in order to supplement the students' regular middle school curriculum requirements. It is not required by the state, though now it is required by many of their parents! Through instructing students in both the Spanish and English language, I have developed a strong passion for helping students navigate and enjoy language.
Teacher Perspective of Reading Intervention Group at EMS:Devon is an 8th grade teacher at Exploris Middle School. She teaches language arts and social studies through an integrated curriculum. In this video Devon explains how the Exploris reading intervention group helps students succeed in the regular education classroom.
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Student Perspective of Reading Intervention Group at EMS:Amelia has been attending reading group for the 2011-2012 school year. Reading group takes place before and after school. Reading intervention group targets students who need that "extra push" to help make learning easier in the regular education classroom. In this video Amelia talks about how reading group has helped her school experience.
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Clinic Reports - ECI 544 and ELM 533
These diagnostic instructional reports serve as an example of the diagnostic and instructional procedures I was able to implement in to my own classroom as a result of the NCSU reading clinic class. These classes influenced my ability to teach reading to a great extent. They provided me with an understanding of the structure and practices necessary to create successful reading intervention tutoring sessions.