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Mr. Rivera’s Classroom Edit display name

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Twenty-four first grade students from diverse cultural backgrounds attend a math/science/technology magnet elementary school in an urban area of California. Over 70% of the students have been identified as disadvantaged (Title I). Only nine students speak English as their primary language at home while the rest speak other languages at home such as Spanish, Korean, Japanese, Arabic, and Thai. Despite the linguistic diversity, the students communicate with each other via written, oral, and artistic means. This happens through the enrichment of activities that reach beyond basic textbooks, including the use of projects, communication with experts in various fields (face-to-face or through video conference), access to technology resources, expanded reading experiences such as book clubs and literature circles, and problem-solving scenarios.

About my class

Twenty-four first grade students from diverse cultural backgrounds attend a math/science/technology magnet elementary school in an urban area of California. Over 70% of the students have been identified as disadvantaged (Title I). Only nine students speak English as their primary language at home while the rest speak other languages at home such as Spanish, Korean, Japanese, Arabic, and Thai. Despite the linguistic diversity, the students communicate with each other via written, oral, and artistic means. This happens through the enrichment of activities that reach beyond basic textbooks, including the use of projects, communication with experts in various fields (face-to-face or through video conference), access to technology resources, expanded reading experiences such as book clubs and literature circles, and problem-solving scenarios.

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