My students come from a large, rural, neighborhood community about 20 miles north of a major city. Our community does a great job of partnering with our school. Even though we have great community support, we still need materials that will enhance our students' learning.
After 25 years of teaching First Grade, next year I will be teaching Kindergarten.
I am excited about this new challenge, however I do not have lower leveled readers. We need levels A-G and these books would allow me to teach reading skills using these guided readers while in a small group of students that are working on that level.
My Project
When I met my students for the first time this week the thing they told me was they were really excited about learning to read.
Most Kindergarteners come to school not knowing how to read.
I want to help them met their goal.
These little books are written for beginning readers. The text is at their level, the pictures are rich and engaging and it helps students build their reading stamina.
It's so important that students actually have a book in their hands. Students learn to read by looking at pictures, finding patterns in the text and noticing the things we are working on in phonics. It's also important for the book to be on their level. That's why I'm asking for these guided reading books.
There are many benefits to Guided Reading: First, students develop as individual readers while teachers are available for support and scaffolding. Second, students learn skills and strategies that will allow them to read difficult texts independently. Finally, students experience success in reading for meaning
To be effective, we need 6-7 copies of one text on one level. These materials are very expensive but worth every penny! Students should have the proper materials in order to become the best reader they can be.
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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. Sheppard and reviewed by the DonorsChoose team.
