Do you fondly remember your classroom teacher reading to you, "I do not like green eggs and ham, I do not like them Sam I AM!" I most certainly do but not all of my students are familiar with Dr. Seuss or most introductory books.
My students are African American students in grades K-3 who need literacy intervention.
They are boisterous kids who can sing the latest songs but are not familiar with phonemic awareness. Our school is an inner city school in IL with depleted resources. My students are all high risk, low income students, and all receive free lunch. Many students come from single family homes, live with grandparents or are transient and homeless.
My Project
I am requesting four Tag Reading systems so that I can do pull out intervention groups with my students. These resources will impact my students because they will be able to follow along with the story using the Tag Reader at their own pace. Using the first book in the series Ozzie and Mack, my students will be able to work on word recognition, vocabulary, reading comprehension and rhyming which are all very important skills for the beginning and emergent reader. Ozzie and Mack has many fun games embedded in the story to keep my students actively engaged while learning important skills at the same time. The pages of the stories are picture and content rich, which is just right for my little readers.
A child who enters kindergarten with a strong vocabulary, a love of books, and a familiarity with playing with words, has a definite advantage and some of my students will come to my school with a huge deficit.
I want to help bridge the gap and put them on the path to succeed. When I read Green Eggs and Ham to them at the end of the year, they will be able to help read the story to me. I want to foster a love of reading so that my kids can be primed for lifelong learning.
Nearly all 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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