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Ms. Battle’s Classroom Edit display name

  • Lenicia B Weemes Elementary School
  • Los Angeles, CA
  • Nearly all students from low‑income households

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Working with students with special needs, I have seen how good phonemic awarness, phonics, and comprehension skill instrution can increase a diverse learner's self-confidence, decrease behavioral problems, and inspire a love for reading. Students with special needs tend to experience a deafetest attitude when it comes to reading; many are 2 to 3 years behind their general education counterparts, and feel ashamed, embarrassed, and avoid participating in English instruction. Reading not only impacts English instruction, but is spread over almost every academic subject. Students who have trouble with reading may avoid science, history, or math when they are asked to make connections to key vocabulary. I plan on using the phonemic awarness, phonics, and comprehension listening programs in small intervention stations, in conjunction with instruction to target these main skills that make a good reader. As Dr. Sues said, "The more that you read, the more things you will know. The more that you learn, the more places you'll go." With these materials I plan to prepare my students with the skills that they need to raise their reading levels, exit special education, and go wherever the wish to go.

About my class

Working with students with special needs, I have seen how good phonemic awarness, phonics, and comprehension skill instrution can increase a diverse learner's self-confidence, decrease behavioral problems, and inspire a love for reading. Students with special needs tend to experience a deafetest attitude when it comes to reading; many are 2 to 3 years behind their general education counterparts, and feel ashamed, embarrassed, and avoid participating in English instruction. Reading not only impacts English instruction, but is spread over almost every academic subject. Students who have trouble with reading may avoid science, history, or math when they are asked to make connections to key vocabulary. I plan on using the phonemic awarness, phonics, and comprehension listening programs in small intervention stations, in conjunction with instruction to target these main skills that make a good reader. As Dr. Sues said, "The more that you read, the more things you will know. The more that you learn, the more places you'll go." With these materials I plan to prepare my students with the skills that they need to raise their reading levels, exit special education, and go wherever the wish to go.

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