Most of my students are from low-income families, mainly African American, and Latinos. We are a Title I and 100% free lunch school. I teach in a Spanish Immersion program in Indianapolis where the students learn using the Spanish language.
My students are exceptional because from a young age they get the opportunity to learn a second language (Spanish) and benefit from a Dual Immersion Language education that helps them to gain better brain capacities.
My students encourage each other to be the best they can be and to create a loving community throughout the classroom. Being a kindergarten teacher is very rewarding, I have the pleasure to introduce them to school.
I will be using these materials during "open center" time as well as literacy and math and for STEM. The students will be able to create models of objects and write about them during their writing time. There are so many times when a student doesn't know what to write about and asks for assistance. When I give them the LEGOS to build, their creativity comes in to play. The students build and tell a story. Toward the middle of the year, I will also have the students using the tablets to record their stories bringing out more lessons in the common core. They will also use the tablets to take pictures of their step by step building process so another student will be able to recreate the same object. During math, we will use the bricks to create patterns, quantify objects, find the sum of objects as well as compare and contrast objects using the size and shape of the LEGO bricks!
If we receive these donations to our classroom, our students will be able to tell stories, recreate the stories using LEGO bricks, record our stories with our tablets, as well as create a step by step process for our friends who at a later time want to create the same creation!
Our students will be able to bring math alive while building, sorting, and classifying objects! All of these activities bring in rigor and relevance into a kindergarten classroom while motivating each child.
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