Our students at I. Community School are primarily migrant. Their parents work at a variety of farms within the community. They often travel north during the summer months to find work when off season. Our student population is primarily composed of students that come from low socioeconomic backgrounds. I., having been directly impacted by Hurricane Irma, has suffered significant strain on our students and families.
Our students often enter kindergarten with low language skills.
Many of our students speak an indigenous language at home, as well as Spanish. These students are special because they have a strong desire to learn and overcome the obstacles that are present in their lives. Their parents often say that the reason they are here working is to provide their children with an education and better opportunities for their lives. Our students are respectful and kind to one another. Family values run deep. Parents are supportive and rarely miss important meetings for their children. Our parent involvement is high considering the demands of our parents' workload. Our school staff, students, and parents are one big family.
These materials will help support our student growth and love towards reading. Many of our students are in need of the foundational reading skills necessary to close their reading gaps.We will be using the materials to support our Tier 2 and Tier 3 RTI process for children who are at risk for reading disabilities or language impairments.
A rug will provide students with a reading area that is inviting to help their love for reading grow.
Reading stories and fairy tales is a perfect way to target vocabulary, reading concepts, and story retelling for language impaired students. We would like a special area where students can enjoy reading.
The book shelves will help us organize our materials and books that are currently not easily accessible to our students and staff. Phonics and reading materials are needed to support our Tier II process within the classroom. These materials will be used to work with students who are behind in their reading ability due to their inability to decode or poor phonological awareness skills.
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