I teach fifth grade at a K-8 elementary school in the Sierra Nevada foothills. My students are growing up together in a small, tight-knit community school. I have diverse learning needs throughout my classroom, but all of my students are eager, enthusiastic and innovative despite our low socioeconomic and Title I status. They are enjoying collaborative, hands-on projects and working together to accomplish a goal.
This is my second year teaching fifth grade.
I'm excited to have students participate in their growth and education throughout the year.
My Project
As our school year progresses after winter break, I always inventory our classroom supplies. It's January, and easy to see what supplies are in need of a replacement for the remainder of our school year.
My students need Who Was nonfiction readers, snacks, Hot Dots, crayons and cleaning supplies.
My fifth graders use these supplies hard throughout the year.
My classroom library is always growing as new books are published. My students enjoy picking out the new Who Was book or high-interest fiction like Rump or Jack, before our school library has it in stock.
We are also requesting snacks like granola bars and Fig Newtons, for those students that need a mid-morning pick-me-up to stay focused. The cleaning clothes and Mrs. Meyers spray will be useful during these winter months, to keep our classroom clean.
The crayons and crayon boxes will be used to replenish my dwindling supply corner.
More than a third of 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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