{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Ames Elementary School","outOfStateSupporters":35.6,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":3782909,"projectId":9173085,"letterContent":"When the giant pillows arrived, my students immediately noticed them and couldn't wait to try them out. It didn't even take them more than 20 seconds before they found them and were clamoring to use them. They are so inviting and comfortable that now everyone wants a spot on the rug! We've been using them in so many ways: students curl up with them during silent reading, grab a clipboard or lap desk to write in their writing journals, while lounging, and sometimes even stack two together to make a cozy backrest against the wall. During group projects, the pillows have turned our rug into a gathering place where students can spread out, collaborate, and share ideas, sometimes even sharing a pillow amongst a pair of friends.\r\n One of my favorite moments was watching students dive right into a writing activity—normally, writing at desks can feel routine, but with the pillows, it became something they looked forward to. It's clear the pillows have made our classroom feel more welcoming, and they've given students a sense of ownership over their learning space.\r\n Next, we'll continue using the pillows as part of our reading and writing workshops, but we also plan to bring them into new projects. Students will soon be working on collaborative research presentations, and the pillows will provide a perfect space for small groups to gather comfortably and brainstorm. Later this fall, we'll start literature circles, and I know the students will be thrilled to turn the rug into their discussion hub. The pillows don't just make learning comfortable—they've helped create a classroom culture where students want to be together, talk about ideas, and stay engaged.\r\n Thank you so much for making this possible. Something as simple as a set of pillows has transformed the energy in our room. You've given us a gift that will continue to support creativity, collaboration, and joy in learning all year long!","fullyFundedDate":1752191237413,"projectUrl":"project/its-the-little-things-in-life/9173085/","projectTitle":"It's the Little Things in Life","teacherDisplayName":"Ms. Campbell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp3782909_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1471903086175","teacherClassroomUrl":"classroom/mcampbell71"},{"teacherId":9802872,"projectId":8875292,"letterContent":"Thank you so much for your generosity! We now have the start of an incredible art book collection to share with my students for years to come! There are so many favorites already!\r\nThe studnts created a giant poster of silly dragons with the fabulous construction paper crayons! These were such a great success in all aspects! The colors were vibrant and unique, leading to an improvement in craftsmanship skills. The lesson goal was for the students to experiment with value (creating gradations of light and dark by applying pressure while coloring), and these crayons were the perfect tool.\r\nThank you from all of us!","fullyFundedDate":1730733534471,"projectUrl":"project/the-perfect-art-combination/8875292/","projectTitle":"The Perfect Art Combination!","teacherDisplayName":"Ms. H.Hilton","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9802872_orig.jpg?crop=715,715,x0,y119&width=272&height=272&fit=bounds&auto=webp&t=1744594624656","teacherClassroomUrl":"classroom/9802872"},{"teacherId":3782909,"projectId":9067953,"letterContent":"Thank you so much for your generous support in providing our classroom with a rich collection of books to complement our study of Don Quixote. Many of you love to read—and we do too!—so we wanted to share how these recommended texts are helping our students build background knowledge and deepen their understanding of this classic story.\r\n\r\nAs students read Don Quixote through a guided study using CKLA, they explore key skills such as analyzing plot, character traits, and motivation. The books you helped provide—like The Tale of Despereaux, Jousts, Tournaments, and War Training, and Chivalry: A Study for Little Knights—offer important historical context about medieval life, knights, and chivalry that bring the story to life.\r\n\r\nIn our classroom, reading looks like a combination of silent independent reading, novel study discussions, and rich conversations about the themes and characters. These supporting texts help students connect history and literature, making Don Quixote more accessible and engaging for readers at all levels.\r\n\r\nYour generosity has made it possible for students to explore new worlds, build essential reading skills, and develop a deeper appreciation for classic literature. We are truly grateful for your partnership in this learning journey.","fullyFundedDate":1746723985294,"projectUrl":"project/chivalry-is-not-dead/9067953/","projectTitle":"Chivalry Is Not Dead","teacherDisplayName":"Ms. Campbell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp3782909_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1471903086175","teacherClassroomUrl":"classroom/mcampbell71"},{"teacherId":3782909,"projectId":9211415,"letterContent":"Reading in my classroom is a multi-faceted step. In the morning, we work on analyzing text and close reading. We do this a variety of ways. Sometimes, students pair up and work together and then we do a discussion, or we do a discussion and then they go off in pairs to work on the skill we are learning in reading. In the afternoon, we do grammar and writing in response to our reading. Sometimes, this can look like finding evidence, writing open ended responses, writing short answer responses to questions or working on an essay. We end the day on grammar and revision/editing techniques. We then fix our writing. We also do novel studies once a week, and I provide recommended reading for the students to take part in. When we do novel studies, the students decide what to read, how many pages to read and take notes. They come into a book group and talk about favorite parts, questions they have, predictions etc. These are totally student-led, and the students love it because they get to choose what book to read and respond to. \r\nThese books you donated bring Shakespeare's world to life in new and exciting ways. Your support has given our students access to a diverse collection of modern novels and graphic adaptations that connect deeply with Shakespearean ideas, helping to make this timeless literature accessible and engaging.\r\nThank you!","fullyFundedDate":1745328121095,"projectUrl":"project/a-midsummers-scheme-shakespeares-dre/9211415/","projectTitle":"\"A Midsummer’s Scheme: Shakespeare’s Dream","teacherDisplayName":"Ms. Campbell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp3782909_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1471903086175","teacherClassroomUrl":"classroom/mcampbell71"},{"teacherId":3782909,"projectId":9026437,"letterContent":"I hope this letter finds you well. I am writing to share the exciting progress and impact we've seen in our classroom, thanks to your generous support. With your contribution, I've been able to implement a dynamic and engaging poetry unit that has been challenging yet highly motivating for my students, where they are immersed from the moment they walk into school with the power of words. We have been working on poetry for the last month, and just recently received your supplies, which are perfect to end the year on. Students have already grabbed the anthologies and novels in verse and are reading them for novel studies and or silent reading. \r\n\r\nOne of the most exciting units this year has focused on poetry. By exploring the beauty and power of words, my students have delved into the world of figurative language, tone, and theme, learning not only how to analyze texts but also how to create their own. Through hands-on lessons and engaging activities, my students have learned how to anaylze poetry, appreciate its form, and understand its deeper meanings.\r\n\r\nStudents have recently (the last two weeks) been learning to identify and explore important poetic elements such as metaphors, similes, anaphora, hyperbole, and irony. Through these lessons, they have gained the ability to break down poems, discussing everything from imagery to tone. This deeper understanding of poetry has helped them develop critical thinking skills that extend beyond just literature and can be applied in many areas of life.\r\n\r\nIn addition to analyzing poems, students have also been encouraged to create their own. After engaging with a variety of poems, they experiment with tone and figurative language in their own writing. Many students have been particularly excited about writing apology poems, reflecting on personal emotions and experiences. This creative exercise not only fosters self-expression but also helps students build empathy for themselves and others.\r\n\r\nThe class has also been working in pairs, engaging in partner discussions to challenge and support each other in their analysis. This collaboration fosters strong communication skills and gives them an opportunity to appreciate the diverse perspectives each student brings to the table. The interaction between students during these discussions has created a sense of community and strengthened their ability to work together.\r\n\r\nBeyond poetry, students continue to read novels in verse. Our weekly novel study, where they have the freedom to choose the books they want to read, has been another exciting aspect of the program. This independent reading time allows them to take ownership of their learning while practicing critical reading strategies. The students are developing strong reading habits and gaining confidence in their ability to analyze texts. Students are finishing their first novel in verse and one group is ready to pick from the new books we received. \r\n\r\nThe impact of this approach has been profound. Students are not only reading more, but they are also developing a deeper appreciation for language. They are becoming more confident in discussing the meaning behind words and eager to share their own interpretations. Many students have shared that they feel more creative and inspired in their writing, and we've seen an increase in their enthusiasm for reading. In fact, as soon as I get new books, I have about 7-10 kids wanting to choose and bring home books to read for homework, which is always so exciting and is what you want to see as a teacher. \r\n\r\nThank you once again for your support. Your investment in my students' education has created an environment where they can thrive, learn, and discover the true power of words. We are excited about the continued growth and development of our students, and we look forward to sharing more updates with you in the future.","fullyFundedDate":1745328113839,"projectUrl":"project/poetry-and-prose/9026437/","projectTitle":"Poetry and Prose","teacherDisplayName":"Ms. Campbell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp3782909_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1471903086175","teacherClassroomUrl":"classroom/mcampbell71"},{"teacherId":3782909,"projectId":9065508,"letterContent":"I would like to extend my sincere gratitude for the fraction materials. It has been a truly rewarding experience watching them engage with the material, and I'd like to share a brief reflection on how we approached teaching fractions. Throughout the unit, I used fraction pieces and magnetic fraction pieces as visual aids. These tools helped the students build a concrete understanding of how fractions work. The physical pieces allowed them to manipulate and combine fractions, which made abstract concepts like addition, subtraction, multiplication, and division more tangible. These tools helped my students understand how to compare fractions and find equivalent fractions. By working with fraction pieces, they could see that different fractions (like 1/2 and 2/4) could represent the same amount, making it easier to understand the concept of equivalence. The visual nature of this method helped students gain confidence in identifying which fractions were larger or smaller in size, and they were able to grasp the idea of simplifying fractions more quickly. We also employed the \"Thinking Classroom\" techniques, which encouraged student collaboration and critical thinking. The students worked in partnerships, using whiteboards to solve problems together. Because we received so many magnetic fraction pieces, all students could work in partnerships with a whiteboard without fear of running out of materials. As a result, every student could show their thinking, using concrete materials. This approach fosters communication between students and allows students to explain their thought processes, which reinforces their understanding. By working in pairs, students support each other, clarify their understanding, and learn from each other's perspectives. It was and is a great way for them to process concepts and receive immediate feedback, leading to deeper comprehension. When they received the pieces, they immediately used them that day to conceptualize their understanding. \r\n\r\nMy next project will be similar, in that I am getting concrete magnetic blocks and tiles so that students can continue their work with the thinking classroom, using these materials to show their understanding of volume and area. \r\n\r\nAgain, the class and I are so grateful for the donations and they are well loved.","fullyFundedDate":1741375344765,"projectUrl":"project/fraction-action/9065508/","projectTitle":"Fraction Action","teacherDisplayName":"Ms. Campbell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp3782909_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1471903086175","teacherClassroomUrl":"classroom/mcampbell71"},{"teacherId":3782909,"projectId":8659392,"letterContent":"Thank you so much for the new books for our libraries. The kids were so excited to get them, and I read the covers of them to them. Already I have 8 kids asking if they can check them out of my classroom library so that they can read them at home and during silent reading.\r\n\r\nDuring silent reading, which is what the kids were doing in the pictures, students read for 20 minutes and practice skills. At the beginning of the year, I give out sticky notes for students, so that when we read, they can take notes and practice skills. For example, the first couple of weeks, we worked on predicting, so students would write their predictions on the sticky notes as they read. They would do one at the end of each day's reading. Then, the following two weeks, we worked on asking questions, inferring and making conclusions. Every two weeks, I introduce a skill and then have them practice daily for two to three weeks. During silent reading time, I conference with individual students, asking them questions about their book and looking at their sticky notes. Through this experience, I learn what they like to read, how to challenge them, and we work together to pick just right books. I learn more about them as a reader, but they also learn, through guidance, how to pick books that are challenging but can be read independently.\r\n\r\nWe do a lot of reading in our classroom. Two hours a day is spent on our CKLA units, where we read texts together that are tied into history and social studies content (right now, we are studying ancient civilizations). We work on grammar, writing skills, reading comprehension and close reading during that time. Then, after lunch and recess, we do silent reading, where students get to pick their own books and practice skills. They love this because this is the time they can get to choose their own books that interest them. I give them a game board piece with different genres, and they choose books from that genre so as to expose them to different types of reading. \r\n\r\nWhen I opened the books yesterday, the kids were so excited. They made pacts of who got to read first, second and third. They asked questions and came over to read the titles and the cover pages, and many of them chose books from this new pile to read for silent reading. I appreciate the fact that I can continue to give them newer books that interest them, and that is all because of donors like you.","fullyFundedDate":1733228049219,"projectUrl":"project/science-fiction-stand-alone-books/8659392/","projectTitle":"Science Fiction Stand Alone Books","teacherDisplayName":"Ms. Campbell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp3782909_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1471903086175","teacherClassroomUrl":"classroom/mcampbell71"}],"pageName":"schoolpage_65640","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":129,"numTeachers":10,"percentFrplEligible":43,"percentAsian":0,"percentBlack":0,"percentWhite":93,"percentIndigenous":0,"percentLatinx":3,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"2 - 5","studentTeacherRatio":"12.9:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"RURAL","ncesMetroType":"RURAL_DISTANT"},"inStateSupporters":64.4,"schoolId":65640,"financialInfo":null,"twitterShareText":"Learn more about Ames Elementary School on @DonorsChoose:","schoolName":"Ames Elementary School","canonicalPageUrl":"schools/maine/rsu-71/ames-elementary-school/65640"}