Mrs. Redendo

Welcome to Mrs. Redendo's webpage!

 

About Mrs. Redendo...
Resource: K – 6

  "When educating the minds of youth, we must not forget to educate their hearts."

 

 

 

Welcome!

Hi and welcome to my website!  My name is Lynda Redendo and I'm so happy to be part of the ACS team during the 2016-17 school year. 


My Educational Philosophy

All students carry special gifts inside of them and as their Resource teacher, I take the responsibility to identify those gifts and encourage them to understand and celebrate the differences that make each child special.

Your child’s classroom teacher and I will be closely communicating throughout the year to ensure your child’s success.
In the resource program, your child will be receiving specialized instruction to meet his/her academic goals.  Services may be provided through a variety of methods including:  inclusion (co-teaching) in the general classroom, on-going consultation between classroom teacher and myself, and/or pull-out services in the small group resource setting.  We will be using various multi-sensory and hands-on activities to review, re-teach, and/or reinforce concepts taught in the general education classroom.

If you have any questions or concerns, I am available by e-mail or in-school conferences.   Thank you for giving me the opportunity to work with your child and I look forward to a great year!   


The True Gifts of a Dyslexic Mind
In this inspiring talk, advocate and educator Dean Bragonier offers a different take on Dyslexia. By looking at the unique mindset of Dyslexics as a strength, Dean reframes a perceived weakness as a powerful tool and teaches us all an important lesson about the power of an open mind and an open heart.
https://www.youtube.com/watch?v=_dPyzFFcG7A

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Frequently Asked Questions:
    How do
I help my child with spelling and writing?

Short Daily Drills - Spend 10 minutes a day reviewing spelling words

Multisensory Approach - Tap the senses to practice spelling words:

VISUAL:

      • color code patterns in words with a highlighter
      • write each word several times with different colored pencils
      • type the spelling words into the computer in a fun font.

AUDITORY:

      • practice spelling words aloud in a rhythm, song, or silly voice
      • say the letters of the words as the child writes the words.

TACTILE / KINESTHETIC:

      • snap, clap, or tap out spelling of words
      • for younger children: use clay, shaving cream, or sand to spell the words; use beans or pasta to form the words and glue them onto paper.

MNEMONICS:

      • Use mnemonics to help remember spellings of difficult words (e.g., create a saying - SAID "Sally Ate Iced Donuts";
      • or mispronounce words - "Wed - nes - day".
How do I help my child with reading?
    • Read! Read! Read! - Make sure your child reads at least 20 minutes every night.
    • Repeated Readings - Have your child practice reading the same passage or page several times to increase fluency.  Give feedback on accuracy, expression, and rate.
    • Timed Readings - Have your child read a passage for one minute to practice fluency. Reread and retime the same passage several times to try to increase the number of words read correctly.
    • Sight Word Practice - Use flashcards to drill sightwords at the child's instructional level.
    • Chunking - If a word is multisyllabic, use dots to separate the syllables:  un.der.stand.
    • Provide Many Opportunities for Reading - Write notes to your child; let your child read road signs, newspaper comics, recipes, menus; buy word games as gifts; give a subscription to a children's magazine as a gift
    • Comprehension - Have your child retell stories that you read together; draw a picture about the story; use post-it notes in books to write comments, questions, and summaries about the story.
    • The "Rule of 5" - How to pick a "just right" book for your child to read
      • Open the book to any page
      • Have the child read the page out loud
      • Count the number of words missed
      • If there are more the 5 words that the child has difficulty with, the book is probably too hard.