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Project Moving Forward

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900 University Ave.
Sproul Hall 1216
Riverside,CA 92507
United States

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(951) 827-5994

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Project Moving Forward Advances Kindergarten Students' Learning

June 10, 2017

 Project Moving Forward has completely changed the way I see teaching.  I was introduced to the program in the 2016 Winter/Spring quarter in one of my Education classes.  I knew I wanted to be a part of Project Moving Forward from the moment I met Dr. Navarrette.  Her teaching methods are researched-based and very intriguing.  The way the teaching focuses on vocabulary, reading comprehension and reaches all types of learners is unique.  Working with a group of students, I have been able to implement the amazing RULE of 3, which is REHEARSE, ANALYZE, and PRODUCE the vocabulary.  Using the RULE of 3 has allowed my students to understand words across subject areas.  It allows my students to really personalize the words through their conversations. They share their ideas and experiences with other students.

 

Kimberly, one of the students I have been honored to assist, is a kind, smart, motivated kindergartner.  Kimberly’s motivation was okay before I met her, but I do believe it rapidly increased when I started to work with her.  We began to see quick results on her learning of the sight words, which motivated her to keep going.  I felt she was already motivated and I was fortunate enough to push her just a little more and witness it.  At the beginning, when I first met Kimberly she had not passed the basic kindergarten sight words’ test.  We worked together to practice them using the RAP.  Once she passed the basic sight words’ test, she was given a reading folder to complete.  Kimberly was beyond excited about receiving her reading folder! Her reading improved very quickly.  When we received our ANALYZE reading comprehension books and I began to work with her, she was more than prepared for them. 

 

When working with Kimberly on her ANALYZE reading and comprehension book, I was able to ask her low- level and high-level questions.  I not only wanted her to understand the reading, but I also wanted her to have a deep understanding of it.  It was easy for her to create something new with the information that was given to her because she is creative.  I also implemented open and closed questions to have a conversation about the reading with Kimberly.  The closed questions were mostly to apply what she has learned before or has experienced.  The open questions were used to get a conversation going about the topic. This technique worked wonders.  I personally feel that I served Kimberly not only as a tutor but also as a mentor.  I was there as a tutor to help when she had academic difficulty, but I was also there as a mentor to cheer her on and to be a friend.  

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