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I teach English in a large, rural school district. I have 10th and 12th grade students. My 10th grade classes are inclusion classes. Many of my students are English language learners, have learning disabilities, or face other significant challenges. Very few students read or write outside of school and most say that they have not actually read an entire book for years. Some read at levels several grades below their current grade. Too many of my students from both grade levels have struggled to be successful in English in the past. They simply don't believe that they can be. By working with partners and in small groups, we will build a supportive learning community which will encourage them to challenge themselves to read more complex text and build confidence in their writing skills. This technology will help to create a more engaging learning experience where we can readily share our work and easily access other electronic resources that will aid in the instruction.

About my class

I teach English in a large, rural school district. I have 10th and 12th grade students. My 10th grade classes are inclusion classes. Many of my students are English language learners, have learning disabilities, or face other significant challenges. Very few students read or write outside of school and most say that they have not actually read an entire book for years. Some read at levels several grades below their current grade. Too many of my students from both grade levels have struggled to be successful in English in the past. They simply don't believe that they can be. By working with partners and in small groups, we will build a supportive learning community which will encourage them to challenge themselves to read more complex text and build confidence in their writing skills. This technology will help to create a more engaging learning experience where we can readily share our work and easily access other electronic resources that will aid in the instruction.

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