I'm a teacher in a Bilingual Title I (low-income) school. Most of my students are immigrants or are the 1st generation of their family born in the US. These children face unique challenges such as extreme poverty, a language barrier, and cultural isolation. Their special situation means that they require specific types of support, so they can fully integrate into their new environment.
My students are curious, attentive, and enjoy learning.
Like all children, my students are very active. They like to hop, skip, jump, and dance. They love to tell and retell stories. In the future, I hope they can tell a joyful story about their Kindergarten experience.
When students create art in the classroom they improve their hand-eye coordination and are able to communicate their thoughts and ideas through symbols (Richardson, Sacks & Ayers, 2003). I will use Play-Doh, watercolors, washable paint, CDs with games and didactic materials, and technology to support learning and create lessons to help my students start recognizing letter-sound combinations and develop the ability to read target vocabulary. Eventually, they will become proficient enough to create their own stories.
By including art in the process of teaching, students are more engaged, apply themselves more, and have more fun while learning.
These materials will help me give my kindergarteners a solid foundation in the pre-writing process. With a strong foundation, they will gain confidence in their reading and writing skills and more likely to be more life-long readers and writers.
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