This year everything looks different. My classroom looks different, my student desks look different, my teaching looks different, even my face looks different (covered with a mask). But, with all of the different things that came with this new school year, one thing remains true. I am so lucky to be the teacher to these amazing students who are so willing and ready to learn!
Our schools were shut down in March and returned to school this fall in a blended learning set up where students are only physically at school twice a week.
The remainder of their week is at home learning. This has been challenging on every single level and has made us all adapt and change in ways I don't think we could have ever imagined. With all of these changes, I am trying my best to make sure my students still have what they need while adhering to all of the new guidelines to keep them safe.
My Project
Every year, my students come to second grade with a huge range of reading abilities. Some students can decode multi-syllable words and some students can't decode consonant-vowel-consonant words. This provides a challenge to support them all in their specific needs to help them grow. It's achievable through small groups and multiple levels and types of materials. Now, put them all at home where they have limited recourses and materials, this becomes more of a challenge. These word cards would provide them all with a resource that can be differentiated to fit these needs. Word cards can be used to help our beginning readers build and decode simple CVC words and help our stronger readers build and decode multi-syllable words that include prefixes and suffixes. This project would allow them to have a set to keep at home for at-home learning and a set to keep at school.
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. Gilmartin and reviewed by the DonorsChoose team.
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