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Mrs. Sander’s Classroom Edit display name

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As a third grade teacher, I have never needed to teach a lot of foundational literacy skills like phonemic and phonological awareness. Pre pandemic, most of my students came to me able to do these skill with automaticity. However, after the last two years, I am now teaching more of these in small groups of students to remediate missing skills. In addition, I have learned that these same explicit, multisensory lessons, are critical food for the brain, no matter what grade you teach, and for dyslexic students who make up about 25% of my class. To help my students stay engaged during this ongoing pandemic, we could use interactive and multisensory games, individual whiteboards and markers, and a table-style whiteboard for small group time. The use of the visual, auditory, kinesthetic, and tactile modalities can be very helpful to all learners, including those with gaps in their learning and those with dyslexia. This project will provide me with the supplies to engage their different senses and allow me to use an approach that aligns with how the brain learns. It will also provide needed resources to teach to a small group of students during intervention time. .

About my class

As a third grade teacher, I have never needed to teach a lot of foundational literacy skills like phonemic and phonological awareness. Pre pandemic, most of my students came to me able to do these skill with automaticity. However, after the last two years, I am now teaching more of these in small groups of students to remediate missing skills. In addition, I have learned that these same explicit, multisensory lessons, are critical food for the brain, no matter what grade you teach, and for dyslexic students who make up about 25% of my class. To help my students stay engaged during this ongoing pandemic, we could use interactive and multisensory games, individual whiteboards and markers, and a table-style whiteboard for small group time. The use of the visual, auditory, kinesthetic, and tactile modalities can be very helpful to all learners, including those with gaps in their learning and those with dyslexia. This project will provide me with the supplies to engage their different senses and allow me to use an approach that aligns with how the brain learns. It will also provide needed resources to teach to a small group of students during intervention time. .

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