Help me give my students a new set of class books that we can use all year long!
FULLY FUNDED! Mrs. S. Garofalo's classroom raised $226
This project is fully funded
My Students
My students are an inclusive group of both general education students and special education students who have a range of needs and learning styles. They come from a wide variety of ethnic and economic backgrounds, but they all have the same desire to learn.
My students are a mixed group of students with disabilities that impact their attention, focus and ability to reach second grade standards.
These amazing students are visual learners, who learn best when they can connect to and relate to exciting lessons. They are motivated by hands-on experiences and tasks that help them develop their creativity and critical thinking skills.
My Project
Our return to the classroom following the pandemic has brought incredible joy and incredible challenge. Most of my students are struggling in reading and I want to give them the opportunity to have different options of books. While my students have shown a great love of learning, there is much work to do in order to help students reengage their love of reading.
Obtaining new, high-interest texts will help make reading more exciting!
With the Dyamonde Daniels series included in this project, I will be able to teach meaningful concepts, complete fun projects and help my student learn important lessons. I can't wait to begin planning my new realistic fiction reading unit with these new texts! As always, thank you for your continued support!
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
DonorsChoose is the most trusted classroom funding site for teachers.
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. S. Garofalo and reviewed by the DonorsChoose team.
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