Samantha Perrotti

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Welcome to Mrs. Perrotti's website!

I provide supplemental instruction in reading
beyond what students already receive in the classroom.

Ms. Perrotti's Contact Information:

Phone: (973) 334-4162, ext. 302

E-mail: [email protected]

Extra Help Hours: Tuesdays and Fridays, 7:17-7:37 am


Reading Support

Multisensory literacy instruction is useful for all students. In reading support class, I incorporate multisensory learning to reach all types of learners. Students learn through visual, auditory, and tactile modalities. Students will use specific cues to remember how and why consistent rules and spelling patterns exist in English. 

How It Works

1) First, a student is assessed to determine his or her reading strengths and weaknesses.

2) Students are instructed in small groups with students of similar ability levels. Small group instruction takes place 2-3 times per week.

3) Assessment is ongoing. Students will be assessed regularly to determine if their needs are being met and to plan future programming. 

Reading Stages

Learning to read is part of the developmental process. It cannot be rushed! The biggest thing that will help children progress is practicing reading EVERY DAY! Students should read independently, but it is also important for a child to read with an adult. This way they can hear what fluent reading sounds like. 

Early Emergent Readers (Levels AA-C)

Typically Preschool and Kindergarten students. Students at this level are just beginning to grasp the basic concepts of book and print. They are able to recognize upper and lowercase letters and developing phonological awareness skills such as recognizing phonemes (sounds) in words, syllables, and rhymes. Readers at this level begin to connect phonemes (sounds) with graphemes. They are able to read short, CVC words (consonant-vowel-consonant, like cat or kid) and high-frequency sight words.

Books at this level have:

  • Strong picture support
  • Carefully controlled text
  • Repetitive patterns
  • Controlled, repeated vocabulary
  • Natural language
  • Large print
  • Wide letter spacing
  • Familiar concepts
  • Limited text on a page


Emergent Readers (Levels D-J)

Typically students in Kindergarten and Grade 1. Students at this stage have a good grasp of the alphabet, phonological awareness, early phonics skills, and high frequency sight words. Readers at the emergent stage implement comprehension strategies and word-attack skills. 

Books at this stage have:

  • Increasingly more lines of print per page
  • More complex sentence structure
  • Less dependency on repetitive pattern and pictures
  • Familiar topics but greater depth


Early Fluent Readers (Levels K-P)

Typically students in grades 2 and 3. Early fluent readers are able to focus more of their energy on comprehension than word attack. Reading is more automatic. Students at this stage begin to read a wide variety of styles and genres of text. 

Books at this stage have:read always

  • More pages
  • Longer sentences
  • More text per page
  • Richer vocabulary
  • Greater variation in sentence pattern
  • Less reliance on pictures
  • More formal and descriptive language


Fluent Readers (Levels Q-Z)

Typically grades 4 through 8. At this stage, readers move from "learning to read" to "reading to learn." Reading is automatic and fluent with proper expression. Students are able to read a variety of texts independently, and are able to apply comprehension strategies to understand more complex texts. 

Books at this stage have:

  • More text
  • Less familiar, more varied topics
  • Challenging vocabulary
  • More complex sentences
  • Varied writing styles
  • More description
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