I am a special education resource room teacher at a Title I elementary school in a large, urban school district. I provide my students with the additional academic and behavioral support they need to be successful in their general education classrooms.
My students are a wonderful group of first through fifth grade learners with learning disabilities.
They come to my room for small group instruction in reading, writing, math, and social skills. About three-quarters of my students are also English language learners, and thanks to our dual language immersion program, most have the opportunity to learn in two languages every single day! My students depend on engaging learning experiences that meet them at their individual instructional levels and tap into their personal interests to motivate them to persevere. Sometimes factors outside of school interfere with their ability to focus on schoolwork and just be kids, but in my classroom inclusion and meeting their individual needs are the first priorities.
My Project
In my special education resource room I currently teach 13 fourth and fifth graders. Learning at home has been challenging for them. In addition to learning being a challenge in general, isolation from their friends and teachers makes being motivated to do hard things all that much more difficult.
My students are motivated to learn and practicing cursive handwriting.
Last year we used the Handwriting Without Tears 4th grade curriculum to learn the basics of cursive. This year I’d like to give them opportunity to continue with the 5th grade curriculum. In addition to learning the fundamentals if cursive handwriting, the curriculum reinforces spelling, grammar, and punctuation usage through systematic practice, a few minutes per day.
My students would really enjoy the opportunity to continue their cursive practice.
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