Rhyme Time

My Students

Do you recall when you embarked upon becoming an independent reader? Surely, you remember how you felt when you realized that if you could read "cat", then you could, also read "bat", "hat", and "mat". My students are now beginning that wonderful journey. We need your help to become readers.

I just so happen to teach 19 of the most vibrant and brilliant 5 and 6 year-olds.

My Kindergarten class is curious, inquisitive, and receptive to learning each and every day. However, 100% of my class receives free or reduced lunch, which means that my entire class, and nearly the entire school, is highly impoverished. Therefore, opportunities and resources are limited to them. Nevertheless, they are excited to learn and with the proper materials, they have shown that they can excel in spite of their current socio-economic status.

My Project

When learning to read, patterns are important. Children recognize word patterns as opposed to sounding out words. When a learner knows the word "fit" the pattern to teach is then "sit", "kit", "pit", etc. For my emergent readers, it is critical to teach patterns through word families - rhyming words in order to become independent readers. With your help, our literacy learning center will be stocked with word family resources such as: puzzles, slide and sort boards, flip-books, independent readers, and picture wheels. Students will be able to work independently, one-on-one with a teacher or peer, or in small group collaborative settings to drill-and-practice word families.

Reading is an activity with a purpose and you play a very important part in this purpose.

By donating to this literacy project you will help my students to read for comprehension, for enjoyment, to gain information, to verify and/or enhance existing knowledge, to critique a writer's ideas. You have the opportunity to give my students the tools to becoming independent readers, thereby, equipping them to be successful in all subjects as well as personal life. In advance, we thank you for giving.