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Mrs. Lewis’ Classroom Edit display name

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Intervention stations give each of my 21 individual students an opportunity to improve learning. My learning intervention stations are structured around 5 stations that students visit while the teacher meets with guided reading or guided math small groups. First, students use dough stampers, magnetic letters, and liquid floor tiles to build word patterns. Then, students use matching cards to master consonant-vowel-consonant words and sound phones allow students to hear themselves so they can focus on the sounds they make. Next, the building station aides in teaching students to follow directions as they create real life designs. Additionally, students use dice to work with learning and memorizing double facts. Finally, the ten-frames are used to solve addition and subtraction facts. My objective is for each student to have more hands-on learning in stations with an emphasis in math and literacy. Students who have difficulty will receive extra instructional interventions to prevent academic failure. I will use a multileveled approach for aiding students that is adjusted and modified as needed. Students will engage in small group, partners, and independent activities that allow auditory, visual, kinesthetic, and tactile learners a better opportunity to learn. Additionally, I will continue to refine the use of these materials and tools during the subsequent instructional year. It is a lifetime project.

About my class

Intervention stations give each of my 21 individual students an opportunity to improve learning. My learning intervention stations are structured around 5 stations that students visit while the teacher meets with guided reading or guided math small groups. First, students use dough stampers, magnetic letters, and liquid floor tiles to build word patterns. Then, students use matching cards to master consonant-vowel-consonant words and sound phones allow students to hear themselves so they can focus on the sounds they make. Next, the building station aides in teaching students to follow directions as they create real life designs. Additionally, students use dice to work with learning and memorizing double facts. Finally, the ten-frames are used to solve addition and subtraction facts. My objective is for each student to have more hands-on learning in stations with an emphasis in math and literacy. Students who have difficulty will receive extra instructional interventions to prevent academic failure. I will use a multileveled approach for aiding students that is adjusted and modified as needed. Students will engage in small group, partners, and independent activities that allow auditory, visual, kinesthetic, and tactile learners a better opportunity to learn. Additionally, I will continue to refine the use of these materials and tools during the subsequent instructional year. It is a lifetime project.

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