For this school year, I dream of a classroom full of students, snuggled in corners of the room, lost in good books - reading to themselves, reading with their friends, and listening to great stories. Having headphones for each student will allow us to do so safely.
My students are a big-hearted group of fifth graders in North Carolina.
Our school is racially, culturally, and economically diverse, and we are proud of the culture of success we have created that celebrates our differences and the unique qualities of each individual.
My Project
I am incredibly eager to begin this year's literacy instruction using The Daily Five model. In this format for teaching reading and writing, the students practice each day in five ways - reading to self, reading with a partner, writing on self-selected topics, word work, and listening to build fluency and love of books. I believe that though my fifth graders can read to themselves, they should still hear reading modeled regularly. In doing so, we give them a gift - the chance to enjoy a good story in a relaxed way and to realize as they approach their teen years, that they DO still love books. By providing these headphones - combined with the audio books on Kindle Fire e-Readers collected through another Donors Choose grant, I will ensure my students regularly hear age appropriate literature.
It is my hope that my students will continue to read and listen to good books throughout their lives.
If I make literacy accessible, enjoyable, and fun for them now,I think they will do just that. These headphones are a tool that will put my students on the road to lifelong literacy and love of learning.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Godfrey and reviewed by the DonorsChoose team.
