Literacy & Targeted Intervention

Fostering Lifelong Literacy

As a former English Learner who navigated the challenges of language acquisition, I hold a deep empathy for students facing linguistic barriers. Backed by a Master of Science in Reading and Literacy and an English Language Learner (ELL) Authorization, I design instruction that builds deep foundational literacy. In a world filled with digital distractions and AI tools, my goal is to help students develop reading automaticity so they can dedicate their cognitive energy to critical thinking.

Foundational Literacy & English Language Development

Students must see themselves in the curriculum to engage authentically with reading.

Diverse Literature & Representation

To ensure my classroom reflects our school's diversity, I secured a DonorsChoose grant to build a library of over 100 high-interest fiction and nonfiction books. I use wordless picture books like Shaun Tan’s The Arrival to explore the immigrant experience, allowing English Learners to access complex narratives and build cultural empathy regardless of their current language proficiency.

Building Fluency Through Poetry

Research indicates poetry is highly effective for building reading fluency and word decoding skills. Its brief, predictable rhythm allows students to focus on word families and recognize consistent linguistic patterns. I utilize the TPCASTT framework (Title, Paraphrase, Connotation, Attitude, Shifts, Title, and Theme) and another mnemonic devices to teach students to comprehend abstract language and condense ideas into precise statements.

Targeted Intervention & Comprehension Strategies

When I taught a 6th-grade full-inclusion class where over half the students were two or more grade levels behind, I learned that targeted support requires concrete data and intentional scaffolding.

Data-Driven MTSS

I utilize formative data from exit tickets and i-Ready reports to design and lead targeted MTSS intervention sessions. For example, I led small-group interventions for over 50 6th-grade students, tailoring resources like printing multiplication worksheets mapped onto place-value grids to match each student's specific zone of proximal development.

Processing Informational Text

To combat the tendency for students to superficially scan historical and scientific texts, I explicitly teach Cornell Note-taking (a system where students use two columns to record main ideas and bulleted details, followed by a summary). This structure forces students to slow down, process facts deeply, and generate their own questions, turning passive reading into active retention.

Scaffolding & Background Knowledge

To make grade-level content accessible for English Learners and students with IEPs, I consistently employ scaffolding strategies before reading. I preload academic vocabulary and build necessary background knowledge using multimedia, such as virtual tours or informational YouTube videos, reducing the cognitive load so students can confidently tackle rigorous texts.

Standard-Aligned Foundational Literacy

Building reading automaticity begins with strict adherence to foundational phonics and ELD standards. I design targeted lessons, such as phonemic awareness activities targeting CCSS RF.K.3, to help students recognize rhyming patterns and the sound structure of oral language. To scaffold this for emergent bilingual student, instruction incorporates tactile manipulatives and customized clue cards featuring native language pronunciation alongside English, ensuring direct transference of literacy skills.

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