Daise, Leslie


Welcome to Mrs. Daise, Support Specialist,

Web Site

Grades: K-3
Support Specialist
Contact Information
Email Address: ldaise@pway.org
Phone number: Grandview main number: 732-752-2501

Best way to reach me: e-mail; I check it regularly 

My name is Leslie Daise, and this is my eighth year in the Piscataway School District. My educational background includes a BA in Psychology, an MA in Special Education, and an MA in Religion. Certifications include Dyslexia Specialist, Orton Gillingham Teacher Practitioner, Special Education Teacher and Elementary Education. I am a certified Orton Gillingham Teacher Trainer, and an adjunct member of Fairleigh-Dickenson University's Center for Dyslexic Studies.  My previous position was in Virginia where I was an Educational Diagnostician, and I have taught grades K-8 in both private and public schools. My primary responsibility is as a Support Specialist for students in First Grade.

Educational Philosophy: In a broad sense, it is the responsibility of the teacher to provide a safe learning environment that supports academic risk- taking by the student. The teacher's role is to guide inquiry, assist the student in constructing knowledge so s/he may be life long learners, communicators, reflective and caring. It is the teacher's role to teach the necessary 21st century skills: critical thinking, communication, collaboration and creativity. In a more narrow sense, it is the literacy teacher's responsibility to develop a student's phonemic awareness, build vocabulary, strengthen fluency which in the end will enhance comprehension and increase a student's love of literature.


My mode of instruction is research based. If you are interested in learning more, please see the Quick Links.  If your child is having difficulty reading, I would be more than glad to meet with you and show you several techniques you could do at home.

Tips on how to help your children to read

1) Introduce them to literature. Take time to read to them daily. By reading to them, you are modeling what a good reader sounds like. Activate your child's 'schema' (ie, view of the world, background knowledge, what s/he already knows) by asking thinking questions: What do you see/notice? What do you feel? What are you wondering? What does it mean when it says, "The dog's ear perked up?" Discuss the pictures.

2) Build fluency by: 1) read a passage yourself; 2) read the passage together with the child; 3) Have the child read it alone.

3) Make sure they do their homework! Maintain communication with their teachers.

4) Don't assume they understand the meaning of words. For example, once a student of mine was reading a passage that began, "Evening came quickly to Portland." When I asked the student what 'evening' meant, he said, "That's a person in the story." Ask them to explain what words mean. Use expansive vocabulary-they pick up more than you would think!

5) For the younger ones, ask "What sound does the word_____ begin with? end with? What's the middle sound?" Teach them rhyming words. Read Rhymes with them.
Marking Period One
The focus this marking period will be on high frequency sight words (in isolation and in context), ensuring students know the letters and sound of the 26 letters of the alphabet, digraphs and consonant blends. Students will work on expanding their reading fluency an automaticity. Students will learn to recognize the major elements of a story narrative (characters, setting, problem, resolution, turning point and author's purpose.) Students will learn identify the basic parts of a sentence: