My students need two pocket chart, 4 packs of card stock and 1 chart stand.
My classroom motto is "Collaborate and Celebrate Success!" I teach 3rd grade in a Title I school with grades pre-K through 4th. It is located in a very rural, poverty-stricken area in North Carolina. I try to create an environment in my classroom and school that instills collaboration. I tell my students that working together, we can accomplish more. I truly love what I do, and even though I was culture-shocked when I began teaching there 6 years ago, I can't imagine working anywhere else.
My proposal consists of using pocket charts with chart stands to create a mobile, interactive word wall. However, my classroom does not have the kind of walls that things stick to easily and our fire marshal will not allow a great deal of things to be posted on our walls. Therefore, I will have to improvise to create a word wall. We have been working on vocabulary terms throughout the year, but I only have the capacity to post the week’s worth on the edge of my board.
Having a chart stand in my classroom with affixed back to back pocket charts would allow me to keep the tier two words up around the room for several weeks for more concrete learning. Tier two words are high frequency words that are often seen in text and extend personal vocabulary. Along with posting these teacher-made word cards, they can also be used in the vocabulary center in my classroom to enhance student learning. These materials would not only increase vocabulary, but be helpful in writing, spelling, and speaking skills.
Research shows that children who are literally surrounded by words have a tendency to remember and learn them better. All word walls provide references that enable students to become independent and strategic problem solvers (Brabham & Villaume, 1991). When students work with word walls, the words become anchored in their long-term memory allowing quick and easy access. Word walls are not simply for decor, they are useful works in progress built over time as words are harvested from meaningful contexts (Wagstaff, 1999). I would like to have the opportunity to “stand up for words” and have my students be subjected to words, knowledge, and vocabulary that they may not otherwise receive at home or anywhere else.
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|67# VELLUM BRISTOL CARD STOCK Domtar 67 lb. Cover Stock; Assorted • Quill||$7.37||4||$29.48|
|10-POCKET CHART Bemiss-Jason Pocket Charts; 10 Pocket Chart, Blue • Quill||$17.99||2||$35.98|
|2-WAY ADJUSTABLE POCKET CHART STAND Bemiss-Jason 2-Way Adjustable Pocket Chart Stand • Quill||$41.39||1||$41.39|
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