English Language Arts

Phonics

I prioritize explicit phonics instruction as the foundation for reading and writing. I begin by focusing on blending sounds together to form words, which helps students develop the skills to decode and read fluently. Through blending, students learn how to break down unfamiliar words and sound them out with confidence, building strong reading skills from the ground up.

I also incorporate the Heggerty Curriculum into my lessons, using it as a daily whole-group activity to guide phonemic awareness. Heggerty’s program provides structured practice in activities like phoneme isolation, blending, and segmentation. Through these activities, students develop a stronger understanding of how words function, which enhances their overall literacy growth.

By prioritizing explicit phonics instruction, blending, word writing, and the Heggerty curriculum, I create a solid foundation for my students to become proficient readers and writers.

Whole Group Reading Instruction

My whole group instruction is based on the curriculum provided by the school, and I follow the daily structure outlined within it. In addition to the core curriculum, I incorporate extra resources when needed to support my individual students, with the approval of the school. I also follow the curriculum map for the entire year, as I believe the curriculum is scientifically proven to be effective in helping students learn. I have experience with various reading curricula and am a quick learner when it comes to adapting to new ones.

Additionally, I prioritize building background knowledge before reading, especially when stories connect to specific topics. This content-building is usually aligned with the social studies plan, which helps students gain relevant context before diving into the story. For example, if the story is about how people work with animals, we first explore social studies concepts related to animals and human roles in working with them. This pre-reading content ensures students have a solid foundation for understanding the material and making connections to real-world topics

Reading Groups

I guide daily reading groups, using the Daily 5 framework to support students' growth in reading. The Daily 5 includes five key components: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Students rotate through 2-3 independent rotations each day, engaging in activities that build their reading, writing, and language skills.

To make the activities hands-on and collaborative, I incorporate academic games and interactive strategies into each rotation. For example, students may engage in word sorts, matching games, or story sequencing activities that reinforce spelling patterns, comprehension, and vocabulary. These activities encourage teamwork, critical thinking, and peer support, allowing students to learn from one another in an engaging, collaborative environment.

In my reading groups, students are grouped with mixed academic levels, so they can help each other during independent work, fostering a cooperative learning environment. This encourages students to develop their social and academic skills as they work together to achieve common goals.

I also conduct small group instruction at my back table with 5-6 students, where I meet with groups based on their academic level. I differentiate my teaching to meet the needs of each group, ensuring every student is supported on their individual learning path. During these small group sessions, I review content from previous lessons while also introducing new content related to the week’s theme or objectives. This ensures students have a well-rounded understanding and can build on their prior knowledge.

Writing

I aim to foster a love of writing in my students by encouraging creativity, curiosity, and the development of foundational writing skills. My goals for students include helping them improve sentence structure, expand their vocabulary, and develop confidence in their writing abilities.In the classroom, I focus on creating a supportive environment that inspires writing. This includes having writing centers, accessible writing tools, and engaging materials that encourage students to express their ideas. Writing is integrated into our daily routines through activities like morning journals, quick writes, and reflections on stories. I follow a structured writing curriculum that covers essential components such as handwriting, sentence formation, spelling, and creative expression, breaking down the writing process into manageable steps—prewriting, drafting, revising, editing, and publishing. I use various instructional strategies, including guided writing, shared writing, and independent writing, to cater to the different needs of my students. Additionally, I differentiate lessons to support all learners, from those needing extra help to those who need challenges. I also conduct small group writing conferences, where students have the opportunity to peer-check their work with guidance, receive feedback from me, and self-check their writing at various stages of the writing process. This encourages collaboration and empowers students to take ownership of their learning. Through ongoing reflection and professional development, I continuously adapt my approach to teaching writing, ensuring my students have the tools they need to succeed and develop a lifelong love of writing.