BY REBECCA KARAFFA
This paper was written in fulfillment of assignments for EDIS 770. Published with permission of Rebecca Karaffa.
One of my professional goals as a support staff person is to assist classroom teachers to accelerate the reading progress of their students. Supporting the instruction of content is essential in my planning, since I am not always able to schedule my student sessions during the literacy block. My 18-year lower primary teaching career has made me very familiar with integration of curriculum and differentiation of instruction. Both formal and informal assessments led me to plan activities that addressed multiple intelligences and tied together concepts with the goal of advancing literacy skills among my students.
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