I work with students in kindergarten through 3rd grade, who are reading a year or more below grade level. I work at a public school in a high poverty, urban area, and my students generally come from homes with very limited or no literacy resources. Many of my students face challenges and traumatic situations at home, and these circumstances often hinder their abilities to succeed in school.
Because my students find reading to be difficult, my goal is to create fun and engaging lessons.
In particular, my students enjoy hands-on activities and using technology. Since all of my students struggle with reading, I strive to teach them the joys of reading and encourage them to persevere. My students take pride in seeing their reading improve and mastering new literacy skills. Whenever a student learns a new letter, masters a high frequency word or a successfully uses a decoding strategy, he or she is excited to show off his or her accomplishments.
My students enjoy hands on literacy activities, and I plan multi-sensory lessons to engage them. Many of my students have attention issue and/or learn better through tactile-kinetic activities. For the majority of these activities, my students use various classroom materials (dry erase markers, crayons, whisper phones, highlighters, play doh, magnet letters, etc.).
My students need storage items (a rolling cart, bins and drawer organizers) to keep all of our materials organized and easy to access during lessons.
The less time my students spend gathering and setting up their materials, the more time we can spend on literacy instruction. As I see each reading group for only one period a day, anything that allows us to spend more time on the reading lesson (and less on set up and clean up) is extremely valuable.
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