Mrs. Hevel's Web Page

https://sites.google.com/view/holyfamilymathspecialist/home


 

Ms. Chris Pesta                                

Tuesdays & Thursdays

(610) 933-0610

ChrisP@ cciu.org 

                                                                               

                                                                                                                                                                        

I am pleased to be supporting students at Holy Family School as they learn to read for pleasure and for knowledge.  Instruction occurs in the trailer next to the school on Tuesdays and Thursdays.  Students are scheduled individually or in small groups for 30 minute time slots.

    

 

Help your child learn the short vowel sounds by visiting http://readskill.com/Resources/PostersSongs/  where you can click on each of the short vowel posters and hear a song that tells a story about that vowel sound and reproduces its sound.  Students easily learn the 5 short vowel sounds when they are taught in isolation with auditory associations. Reading Manipulatives, Inc.is making the Short Vowel Posters and the Short Vowel Songbook available for free to anyone who visits their website.

                                                

      Tips for School Success

The U. S. Department of Education offers these tips to parents to help their children achieve success in school:

--Ask the teacher for ideas on how you can help your child learn more at home, and show your support for special interests by attending science fairs, plays, musical events, class trips, or sporting events.

--Read with your child (even if he or she is older) and show an interest in what is done in school each day.

--Tell your child that you believe he or she can do well in school.

--Offer praise and encouragement for achievement and improvement. 

--Establish a daily family routine of mealtimes, time for homework and chores, bedtime, and time for family work.

--Monitor your child's activities after school, in the evenings, and on weekends.  Many working parents can arrange for children to check in after school and discuss their plans by phone.

--Talk with your child about positive values and personal traits, such as respect for self and others, hard work, and responsibility.  Show your values by your actions.

--If you need help with a school-related problem, contact your child's teacher, the school principal, or the guidance counselor.

 

 

     READING TEXTBOOKS

Think of reading as a "work-out" and do a "reading warm-up" before reading your textbook chapters. The purpose of the warm-up is to set your mind in motion.  You may not guess right about what you'll read, but you will be reading with questions in mind.  Do a "warm-up" each time you read. 

1.  Look at the title of the section.  Ask yourself, "What will this be about?  Is the title humorous or serious?  What does the title lead me to expect?"

2.  Read the introduction. Ask again, "What will this section be about?  Does the introduction give me a hint about how the material will be organized?"

3. Read all headings and subtitles in the section.  Turn the headings into questions.  Jot down questions about headings in your notes.  As you read each part, read to find out the answers to your questions.

 

      NIGHTLY READING

I encourage a daily period of reading, approximately 10 -15 minutes of recreational reading each evening.  Here are some strategies to try during the daily reading:

1.  Talk about the meaning of new words and ideas introduced in books.  Help your child think of examples of  new concepts.

2.  Ask your child why a character might have taken a specific action.  Ask for information from the story to support the answer. 

3. Encourage your child to make predictions about what will happen next and connect characters or events to those in other books.

4. Talk with your child often.  There's no better way to teach new words and ideas.

5. Surround your child with things to read.  Have books, magazines, and writing materials in your home.  Let children see that reading is an important part of everyday life.

Sight Words

Sight Vocabulary: The words that a reader recognizes without having to stop to figure them out. A reader's sight vocabulary improves with daily practice (flash cards, games, tracing, etc) and with the amount of time spent reading. The stronger a reader's sight vocabulary, the better their fluency and comprehension.

Decoding is everything a reader does to figure out an unfamiliar word. The main strategies that we will use in reading support are:
Stretch it out: Say one sound at a time, then pull it back together.
Say the first few sounds, read to the end of the sentence, then go back and try a word that
has those sounds and makes sense.
Chunk it: Look for a chunk that you know ( prefix, suffix, base word)
Flip the vowel sound: If you think you have the sounds correct, but didn't come up with a real
word that makes sense, try changing the vowel sound you used (short to long or vice
versa.

Vocabulary: The more words a reader knows and understands, the more meaning and
enjoyment he/she will get from reading. Practice vocabulary words in real situations
as often as you can. Flash cards and pictures work well, too.

 

Mrs. Jennifer Caplan
phone: 610-933-7562 Ext. 113 M-W-F
email:  Jenniferca@cciu.org
GUIDANCE AND COUNSELING PROGRAM
 
 
Each year when the children come to school we all look forward to a year of growth and learning for them.  As you well know, they are coming to an excellent school, which offers them a fine education.  The primary goal of the guidance program is to foster the children’s social and emotional growth so that they can benefit the most from their school experience.
 
Some children face challenges quite outside anyone’s control.  Some have to face physical challenges such as diabetes, severe allergies, poor vision, etc.  These conditions could interfere with a child’s education, but only if they are neglected- -dealt with, they can be managed and overcome.  Some children face other challenges- -divorce of parents, alcohol abuse by a loved one, the death of someone close, or other social, emotional, academic or behavioral concerns.   If neglected, the conditions can also interfere with school work, but they too can be managed and overcome with caring and help.  The school can only help, though, if it is aware of the situations.  Many of your children have found that their concerns were handled with care and complete confidentiality by the school counselor.  You, also, can count on my handling any discussions with parents with understanding and confidentiality.  If your child is facing any special challenges in his or her life, please let us work together to help

Informational Websites

 
GUIDANCE
 
WHAT DOES IT PROVIDE?
 
FOR STUDENTS:
 
Guidance Classes:  place to learn skills, such as how to get along with people, how to cope with stress, how to have self-confidence, and how to make good decisions. 
 
Small Counseling Groups:  place to learn skills to cope with especially difficult situations:  parents’ divorce or separation, new school, social skills, death of a loved one, etc. in a small group setting.
 
Individual Counseling:  whenever students have something on their mind that is interfering with success in school, they can talk to the school counselor.  Students can be referred by teachers and/or parents, or the students themselves!
 
Referrals: If a student needs services that are not available at school, the counselor can direct parents to the right place for the appropriate services.
 
 
 
 
 
FOR TEACHERS:
 
Consultation:  Teachers and the guidance counselor can work together to improve the learning for students.
 

 
FOR PARENTS:
 
Consultation:  Parents and the guidance counselor can work together when a child needs extra help, for example, learning to be more responsible, reducing fighting and arguing,  social skills, anger management, or behavioral and emotional issues.
 
I am looking forward to another great year working at HFS and with your children.  Please don't hesitate to contact me with any questions or concerns.


Jen Caplan M.Ed.
School Counselor
CCIU/Non Public School Services
Jenniferca@cciu.org

Holy Family School M-W-F
610-933-7562
Ext. 113
 
SS Philip and James T-Th
610-363-6530
Ext. 114


 

Mrs. Patti Walsh
Tuesdays & Thursdays
(610) 933-7562 ext. 150
pattiw@cciu.org
  WELCOME TO SPEECH!
      Non-Public Speech and Language Services are available to assess students' speech and language skills and to provide options for services.  Kindergarteners and new students are screened routinely for appropriate speech and language development.  Teachers, parents, and other school personnel may refer a child who is suspected of having need(s) in the following areas:  Articulation, Language, Fluency, Voice.
     Students identified as having a possible need are evaluated when it is developmentally appropriate for the child.  A Speech and Language Individual Plan (SLIP) is written for every child who qualifies for services.  Parental consent is necessary for both an evaluation and for participation in the program.
     Students are scheduled for weekly group or individual speech/language therapy.  Home assignments may be given to supplement the in-school program. 



SPEECH PRACTICE REMINDERS

• Practice your speech homework every day for 3-4 minutes.
• Practice with your speech partner.
• Focus on the placement of your speech helpers.
• Listen to yourself.  Feel your speech.  Be your best judge.
• Think about using your best speech in your every day talking.
• Break words into smaller parts.
• Read aloud on a daily basis.         
•                                                           

ACTIVITIES TO ENCOURAGE YOUR CHILD'S LANGUAGE

• Praise your child when he/she talks about their feelings, thoughts, hopes, and fears.
• Comment on what you did or how you think your child feels.
• Sing songs and recite rhymes with your child.
• Continue to read longer stories.
• Look at family photos and talk to him/her about family history.
• Listen to him/her when they talk to you.
  
  
   Non-Pub Speech Hub Blog