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Mr. Doyle’s Classroom Edit display name

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We are a Title I campus with a diverse student body in which the district pre-k registration requirements consist of admitting students who meet economic need, ESL (English is the secondary language spoken at home), and/or child of a military parent. I have a fulltime pre-k position that is split up into two separate half-day classes. Our classroom has limited access to technology, and some of my students are starting the year with almost no vocabulary in English at all. I try to provide visuals and props whenever possible to help my ESL students better understand a concept. For example, our class rules are made with pictures. Whenever we sing a song I also try to have a prop or puppet, for example if we sing the song five monkeys jumping on the bed, I try to have five monkey props to help my ESL students. My students are provided a structured predictable schedule with opportunities at independent self discovery in line with state guidelines and standards.

About my class

We are a Title I campus with a diverse student body in which the district pre-k registration requirements consist of admitting students who meet economic need, ESL (English is the secondary language spoken at home), and/or child of a military parent. I have a fulltime pre-k position that is split up into two separate half-day classes. Our classroom has limited access to technology, and some of my students are starting the year with almost no vocabulary in English at all. I try to provide visuals and props whenever possible to help my ESL students better understand a concept. For example, our class rules are made with pictures. Whenever we sing a song I also try to have a prop or puppet, for example if we sing the song five monkeys jumping on the bed, I try to have five monkey props to help my ESL students. My students are provided a structured predictable schedule with opportunities at independent self discovery in line with state guidelines and standards.

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