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Mrs. Lázaro-Villa

    Primary Promise Intervention

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    Who is Mrs. Villa?

    As a proud LAUSD teacher, I’ve taught Kindergarten, 1st and 2nd grades, have been a coordinator, and a reading interventionist. Last year, I earned my Reading Specialist Credential and I am now the Primary Promise Reading Intervention Teacher, where I provide targeted reading intervention to students in a small group setting. In December of 2022, I renewed my National Board Certification in Literacy.  I graduated with a Bachelor of Arts in Spanish Language and Culture from CSUN. I have been happily married for 21 years and have a 17-year old son who proudly attends Franklin High School’s Dual Immersion Spanish Magnet. I have had the opportunity to study Spanish and French in Mexico, Puerto Rico, Spain, and France. I enjoy doing humanitarian work to provide clean water, education and economic development and have had the privilege of volunteering in Haiti, Brazil, Cambodia, Rwanda, Kenya and Uganda. By bringing these experiences back to my classroom, I facilitate my students in developing a love for other cultures and an awareness of real-world problems that so many people in our world face. I believe that all children will learn and thrive, if they are given the opportunity to experiment, be challenged, and make mistakes in a nurturing environment where trust and mutual respect abound.

    Multisensory Learning

    Donors Choose Grant Materials
    We wrote a Donors Choose Grant to purchase multisensory materials, such as magic boards, magnetic letters and boards, high frequency word games, shaving cream, sand for letter formation, sandpaper letters and decodable books.

    Primary Promise Initiative

    We provide differentiated multisensory instruction for our 1st – 3rd grade Primary Promise Reading Intervention groups for 30-minutes daily. The students work in groups of no more than 3 students to 1 teacher. They get 150 minutes of individualized attention each week. Students’ progress is monitored during the lessons and with one-on-one testing every two weeks. We assess them frequently to see if they are progressing and ready to move on to the next skill in our scope and sequence. We assess students in letter-sound knowledge, phonemic awareness and word reading fluency to place them in skill-specific literacy groups, at their exact reading level. Our students take ownership of their learning by setting goals and checking their progress towards those goals. Ms. Jodi, our Primary Promise Instructional Aide, also provides small group instruction in our Kindergarten classes for 2 hours every day. She works with the most At-Promise students in Kindergarten to develop phonemic awareness and letter-sound knowledge skills.

    We provide a Structured Literacy Approach which focuses on a continuous cycle of improvement: we begin with the data, get to the root causes, plan specific research-based action steps, collaborate and engage with our learning community, design their customized lessons, monitor by collecting progress data every two weeks, reflect and refine our instruction to target our students’ needs. The Structured Literacy Approach is an explicit, systematic, sequential and multisensory approach to teaching literacy that benefits 95% of all students.

    In their Primary Promise Reading groups, 1st, 2nd and 3rd graders are learning the skills they need to improve their literacy skills: phonemic awareness, decoding and encoding/spelling, fluency, reading comprehension and vocabulary development.

    The Primary Promise Initiative is a district-wide literacy collaboration to build early literacy foundational skills. We are looking forward to watching our students bloom and grow to develop a life-long love of reading.