My students are living in the heart of Waikiki, the center of tourism on Oahu, Hawaii. As a Title I school, with 65% of students receiving free or reduced-price lunch, the need for resources is very high due to school funding. My class is made up of 11 English Language Learners. Most of my students come from Micronesia or Pacific islands. This is usually their first experience in a school setting. Their language might be limited but they have a desire to learn. There are two special education students who are a big part of our class Ohana (family). They bring perseverance to our class.
Students have a strong sense of curiosity about the world, yet their curiosity is limited due to limited supplies.
Most of my students come to school with the desire to learn and achieve their goals. They want to explore the world around them and learn about culture and diversity. Hawaii is a melting pot of culture and traditions. From the moment they come to class, they are excited to learn.
It is very difficult to keep students engage during reading time. They seem bored and not interested in the lessons that are in our curriculum. I have noticed that it is the opposite of science and STEM. We, unfortunately, don't have as much time to do STEM as we do for reading. This project will combine both literacy and STEM.
Having more project base lessons during reading will help students stay more engaged and interested in the reading lessons.
Students will also be able to retain more information when lessons are more hands-on and minds-on. STEM helps students do much more than just learn, it allows them to have a voice about our reading standards and curriculum.
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