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Reading Foundations 3: Growing Readers

This class will include both parent and child. We will meet twice per week for 1 hour. I will introduce two to three new phonogram sounds during class, give developmentally appropriate instruction in letter formation, grasp, posture, sound discrimination and more. I will include developmental activities in class that the parent will be able to reproduce at home. I will also include a list of activities for the parent to utilize over the course of the week as they work to build their child’s reading and motor skills. Parents will document their implementation of the activities and upload these, along with their reflections to the class Canvas page. We will discuss these in class.

Approximately the first half of class will be devoted to instructing the students while the caregiver sits close by. Once the students are dismissed, they may play a quiet game, look at books, color, eat a snack, etc. while I go into greater depth concerning the developmental activities and plans for the week. During this time, I will teach you to recognize and address any underlying problems while also preventing future problems with learning before they arise.

For the first few weeks of school, both classes during the week will be devoted to learning the phonograms of the alphabet as well as developmental activities. Once the alphabet phonograms are in place, we will begin multi-letter phonograms and spelling words. The spelling words will be introduced during the first class of the week and tested during the second. This will mean your child will need to practice the words during the week. After the spelling test, I will introduce the phonograms for the following week’s spelling list.

Required Materials:
Books and supplies are not included in the purchase of the course.

  • Wall-mounted white (or chalk) board, craft paper that can be taped to the wall or a standing easel with a white board, chalk board or paper.
  • Indoor pull-up bar or Swedish Stall Bars
  • Small white board
  • Crayons
  • Markers
  • Watercolor paint
  • Card stock or thin cardboard
  • Printer paper
  • Glue
  • Child-appropriate scissors
  • Tweezers
  • Bread tongs (small tongs)
  • 2-inch, 3-ring binder
  • Page protectors
  • Dry erase markers, fine-tip
  • Blank index cards
  • 3-subject, wide-ruled, spiral notebook
  • Playdough, silly putty or Theraputty
  • Access to a laminator is recommended but not required

Angelique Chaverri holds an MSEd in special education from Missouri State University and a BA in psychology from Southwest Baptist University. Angelique has spent her adult life working to understand the underpinnings of learning. After initial interests in physical therapy and neuropsychology, she found her way into special education. Four years after entering the public school system, Angelique went into private practice. She worked for a year in a learning clinic under a neuropsychologist before starting her own business in 2005. Angelique then began cross-training in various therapy modalities usually used by medically based therapists in hospitals and rehab clinics.
 
For the past 15 years, Angelique has specialized in using standardized assessments to identify the underlying causes of learning difficulties and has designed individualized programs to improve learning while guiding parents and teachers in how to modify the learning environment and instruction to the student’s individual needs. Angelique has provided training for schools, parents, and hospitals. She firmly believes in teaching students to use their strengths to enjoy, not fear, the learning process.
 
This year, Angelique will celebrate 15 years of marriage to her wonderful husband. She is a homeschooling mom to two fantastic boys. When avoiding housework, Angelique prefers to be outside hiking, biking, kayaking, camping, tending her medicinal herb and veggie gardens, hobby farming, and learning about regenerative agriculture and classical physical education. achaverri.scholeacademy@gmail.com

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.

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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

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