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The 3rd-grade students in my class, are typical to the elementary school I teach, where we serve approximately 700 Pre-K through 5th-grade children, with varied family dynamics, economic backgrounds, and educational needs. The children I teach are heterogeneously grouped. Approximately 40% of my class receives free or reduced meals. Additionally, 20% of my class are (ESOL) students who are learning English as a Second Language. Further, 14% are currently being provided with additional special services support. Student reading levels vary from struggling to advanced. During the third grade year, children are expected to critically think while reading. My struggling readers, along with my ESOL students, do not have the phonetic foundation necessary to use effective decoding strategies when they read. Most of the time I observe that they have difficulty with figuring out what a word is, which interferes with their understanding of the content that is presented in books!

About my class

The 3rd-grade students in my class, are typical to the elementary school I teach, where we serve approximately 700 Pre-K through 5th-grade children, with varied family dynamics, economic backgrounds, and educational needs. The children I teach are heterogeneously grouped. Approximately 40% of my class receives free or reduced meals. Additionally, 20% of my class are (ESOL) students who are learning English as a Second Language. Further, 14% are currently being provided with additional special services support. Student reading levels vary from struggling to advanced. During the third grade year, children are expected to critically think while reading. My struggling readers, along with my ESOL students, do not have the phonetic foundation necessary to use effective decoding strategies when they read. Most of the time I observe that they have difficulty with figuring out what a word is, which interferes with their understanding of the content that is presented in books!

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