I teach fifth through eighth grade special education students in a low-income urban school district.
Goldilocks sat down to read a book. “There are so many to choose from,” said Goldilocks. The first book was so easy that she finished it in just five minutes. “That was easy and boring, but I don’t think I learned anything new,” said Goldilocks. She then choose a second book. It had lots of difficult words that she could not pronounce. “This book does not make any sense, and it is making me so frustrated! I feel like giving up!” said an unhappy Goldilocks. “I guess I will give it one more try." The third book was a perfect fit! Goldilocks was able to read the book and challenged herself with some new words. “Wow, reading is fun!” she exclaimed. “But, I wish I knew which book would be the right fit when I started!”
Reading is an essential skill that all students are expected to be able to do and do well. However, students with special needs sit in their classrooms day in and day out being asked to read material that is too hard for them. They get frustrated and feel that “school just is not for them”. My students come to me at a variety of reading levels, ranging from first grade through eighth grade. All too often, they give up on reading, because they are not choosing the correct books for them. It is very important for a special education teacher to have a variety of books for students to be able to choose from at their instructional levels – the level in which they can best learn and grow. The proposed leveled library will ensure that each student will be able to choose from a selection of five high-interest books at their specific level and help them become excited about the joy that reading can bring to their lives.
You will make it possible for my students to increase their reading abilities, allow them to feel successful, and help plant the seed that reading can be fun and enjoyable.
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