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Ms. Kirkpatrick's Classroom Edit display name

  • David M Cox Elementary School
  • Henderson, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Due to distance learning caused by the COVID-19 pandemic, my K-3 at-risk students are struggling to write a sentence (Grades K-1) up to a paragraph (Grades 2-3). All thirty students lack the writing stamina to compose narrative, opinion, and/or expository responses. Since these students used a Chromebook last year for their core lessons, they did not have the opportunity to use hands-on materials to grow as writers. My intervention students will benefit from using interactive journals to build their writing skills on a daily basis. In addition, the magnetic writing sentences and full magnetic writing page will be beneficial so I can model the writing process. The document camera is necessary as I do not have one for my classroom to show the students examples of narrative, opinion, and expository writing. In the event that we have to quarantine at home, I can bring the document camera home to continue writing lessons and no learning time is wasted. Finally, the timer and writing process folders will help keep students motivated and engaged throughout the process of editing and revising their work. Since my students come to my intervention classroom from different homerooms, my other priority is student safety. The light sanitizing device will help keeping our materials clean for regular use. Also, the air purifier will help in preventing the potential spread of COVID-19. These resources will promote the following NVACS in writing instruction for Grades K-3: ELA-LITERACY.W.K.1; ELA-LITERACY.W.1.3; ELA-LITERACY.W.2.1 and ELA-LITERACY.W.3.3.

About my class

Due to distance learning caused by the COVID-19 pandemic, my K-3 at-risk students are struggling to write a sentence (Grades K-1) up to a paragraph (Grades 2-3). All thirty students lack the writing stamina to compose narrative, opinion, and/or expository responses. Since these students used a Chromebook last year for their core lessons, they did not have the opportunity to use hands-on materials to grow as writers. My intervention students will benefit from using interactive journals to build their writing skills on a daily basis. In addition, the magnetic writing sentences and full magnetic writing page will be beneficial so I can model the writing process. The document camera is necessary as I do not have one for my classroom to show the students examples of narrative, opinion, and expository writing. In the event that we have to quarantine at home, I can bring the document camera home to continue writing lessons and no learning time is wasted. Finally, the timer and writing process folders will help keep students motivated and engaged throughout the process of editing and revising their work. Since my students come to my intervention classroom from different homerooms, my other priority is student safety. The light sanitizing device will help keeping our materials clean for regular use. Also, the air purifier will help in preventing the potential spread of COVID-19. These resources will promote the following NVACS in writing instruction for Grades K-3: ELA-LITERACY.W.K.1; ELA-LITERACY.W.1.3; ELA-LITERACY.W.2.1 and ELA-LITERACY.W.3.3.

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