All about NANCY BILBAO, M. A.
I love working with students!
My 30+ years experience as a classroom teacher and reading specialist in the primary grades has provided me with tools and expertise to support all learners, including struggling readers and writers.
I currently hold Elementary Education and CLAD credentials in California and am also a certified Reading Recovery teacher.
My Master's Degree in Teaching from the University of San Francisco, with an emphasis on Teaching English to Speakers of Other Languages, has also given me a lens to support students for whom English is a second language. I've taught at the University level, as well as at several Community Colleges, both here and abroad.
My Expertise
I specialize in working with individual learners, including those who might need extra support.
All lessons are conducted in my home office in San Jose or, occasionally, online.
Personalized Lessons
My instruction builds on the student's strengths and is designed towards success and significant, timely progress.
Initial period is six weeks, at which time it will be determined if futher lessons are needed.
About nancybilbaoreading.com
Empowering students through gradually releasing responsibility for learning to the student
Empowering students through gradually releasing responsibility for learning to the student
Empowering students through gradually releasing responsibility for learning to the student
Students learn and practice strategies needed to excel at their level.
Reading and Writing are taught concurrently.
Empowering students through gradually releasing responsibility for learning to the student
Empowering students through gradually releasing responsibility for learning to the student
Writing in many genres prepares students for classroom instruction.
Instruction Is tailored to each student.
Empowering students through gradually releasing responsibility for learning to the student
Instruction Is tailored to each student.
Students are provided with many tools to assist them in creating excellent writing pieces.
Sister and brother students
Did your child fall behind during the pandemic? You're not alone.
The Tonellis, Blake and Giuliana.
Did your child fall behind during the pandemic? You're not alone.
Did your child fall behind during the pandemic? You're not alone.
Flexible scheduling, pricing
In-person lessons are typically once or twice a week.
All materials are provided by instructor. Take-home followup activities are also provided.
With individualized instruction, students progress quickly.
Individual students can make significant progress in a very short time!
Students enjoy the learning process. No two lessons are alike!
Students enjoy the learning process. No two lessons are alike!
Each lesson is unique and based on immediate prior learning, so that students are working at a level and pace that inspires confidence and signals growth.
Mrs. B. uses various methods, and uses various curriculum
What is the science of Reading?
The Science of Reading
December 2024
A reading curriculum that emphasizes phonics instruction is the Science of Reading. This system is taking the nation by storm, which is another way of saying it’s quite popular at the moment.
It is even being reported on the national news! Here is a link to an August 27, 2024 CBS Evening news report, “Eyes on America” with Nora O’Donnel, anchor. https://www.cbsnews.com/video/schools-try-new-approach-to-teach-students-to-read/ Here is the youtube link: https://www.youtube.com/watch?v=KPOvYI0ZnaA
Ms. O’Donnel states, “according to one estimate, only one-third of students are reading at grade level.”
CBS news editor, Brook Wilva-Braga, reported on this story. He describes The Science of Reading, as “isn’t so much a curriculum, but rather a grassroots movement, powered by parents, best known for the argument that phonics, the relationship between letters and their sounds, is key to learning to read.”
“Thirty-nine states, including the District of Columbia, have passed new laws requiring schools to follow the Science of Reading approach.”
Jason Borges, who is overseeing New York City’s rollout of the program stated that “what we were doing wasn’t working for half of our children. Some old approaches, such as looking at pictures for cueing, are being pushed to the past. Students are being taught to ignore the pictures and focus on the letter groups.’
“The class spends hours focusing on the letter groups,” Mr. Wilva-Waga, a teacher interviewed for the report, demonstrates a lesson.
Mr. Wilva-Waga continues his report: “Research has shown that Science of Reading does help, but somewhat modestly. A recent study at Stanford University has shown that two years of the approach was getting an extra quarter year of learning.”
When asked if there is a possibility that “the pendulum is swinging too far” (in other words, only emphasizing phonics, while not using other strategies), Mr. Borges shared these thoughts: “It is a concern, particularly for me. It’s not just about phonics. Right? There is so much more to teaching reading. I worry that things will be too reductive, not just phonics, but also that, you know, that things are taken a bit too far.”
In conclusion, Mr. Brook Wilva-Braga states, “The nation’s largest school system is now attempting that balance. The test results will be eagerly awaited.”
What exactly is the theory of Science of Reading?
Emily Hamford, an opponent of the Science of Reading, explains the theory behind the Science of Reading in an article published on the website reallygreatreading.com.
Here is the link:
https://www.reallygreatreading.com/what-is-the-science-of-reading-and-phonics?-virtual-workshop.
Here is a link to the YouTube copy: https://www.youtube.com/watch?v=KPOvYI0ZnaA
“One of the key elements in successful reading instruction identified in reading research is the role that phonics instruction plays in learning to read. The scientific consensus is that teaching phonics systematically, explicitly, and cumulatively is key to successful reading instruction.
“Efficient foundational literacy skills begin with the building blocks of words—phonemes. A key step in developing fluent reading skills is helping children with phonemic awareness—the idea that phonemes (sounds) correspond to graphemes (letter sequences that signify sounds).
“The goal in Grades K - 1 is to teach students phonemic awareness so they can independently start to decode unfamiliar words using the automatic skills they have developed through the application of direct phonics instruction.
“By the end of second grade, students will recall 1,000 - 7,5000 words. It’s impossible to have students memorize every word or every pattern of phonemes or graphemes. Teaching foundational literacy skills in a specific way gives students the skills they need to teach themselves. This is commonly called the “self-teaching” model.
“Based on science, the three elements you need for effective phonics instruction are:
- A hands-on approach
- Moving from presentation to practice
- Showing the direct application to reading and spelling—
“The three practices support effective decoding, and decoding is among the most fundamental skills for students to master when learning to read.
(Hamford, 2019)
READING INTERVENTION FOR READERS. Age 4 - 12
Reading Recovery Information for Parents
U. S. Department of Education Report on Reading Recovery
Every child can learn to read
Students are successful because of the method I use to slowly build on what they know. This results in renewed confidence on the part of the students.
