{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Lame Deer Elementary School","outOfStateSupporters":52.9,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9749057,"projectId":9046382,"letterContent":"When the students first filled the wall with word stars to slap, upon arrival of the vocabulary slappers (fly swatters), the room experienced a visual transformation. Students asked, \"When do we get to use that?\" Our monthly writing wall had just come down, being stored in writing portfolios to go home in an end of the year ceremony, and the great big wall had been a pretty blank canvas. But, finally, those stars, those stars we'd been waiting to put up--they taped them to the wall exactly as I showed my Ambassadors how to do, and now, everyone was looking at a canvas waiting to test our skill. \r\n\r\nStudents loved the challenge of Sight Word Star Slap! Then, we leveled it up a couple days later and switched into three stations spread around the room, and I called out definitions while teams played in multiple stations. For example, with the help of a student scorer, I could keep track of ones, twos, and threes racking up points all around the room by correctly swatting the social studies vocabulary wordm A one from the ones group stood at the pink vocabulary wall and smacked \"neutral\", while a team two group member tried to slide her swatter underneath. The team three person incorrectly hit \"Treaty of Paris\" at that station. Across the room, at the lilac vocabulary wall, a one, two, and three, all piled their swatters atop the correct word, and my student helper and I had to determine which swatter was at the bottom of the pile. At the yellow vocabulary wall, someone stood waiting to see who got points at the pink wall, and the other two players each had their swatters at a corner of \"neutral\". It was a game that made us all think, and before it was over, everyone had taken at least one, if not several, turns.\r\n\r\nI've stored the sand trays for later use, but because students loved using shaving cream to review their words, I know the sand trays with sand will be a hit! \r\n\r\nThe stickers were already a big incentive. Because the stickers I originally chose were out of stock, as were several other items, I elected replacements that turned out to be a blessing. For example, one young student who earned an end of year classroom certificate for improvement in writing wrapping (linking his beginnings and endings of content he creates), well, of the 10 options I raffled off, he had his heart set on the Greek and Roman busts. He liked the old heads, of all things! My first pick had been something more cute for fifth graders, but through several rounds of \"I'm sorry, you're item is out of stock\" I'd ended up ordering an odd assortment of stickers that had things like cassette tapes and dinosaurs. The kid liked the stickers, but his preference wasn't even for the ones I would have guessed to be the most fifth grade friendly. Although this particular fifth grader did not win the raffle, he did enjoy trying to win it. \r\n\r\nThank you for the pencil sharpener and all of the items that make a classroom a home.","fullyFundedDate":1746738163313,"projectUrl":"project/vocabulary-expanding-our-horizons/9046382/","projectTitle":"Vocabulary, Expanding Our Horizons","teacherDisplayName":"Mrs. M. Dyas","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/9749057"},{"teacherId":9749057,"projectId":8976850,"letterContent":"Paraprofessionals helped me wrap the soft cover books in contact paper to protect and preserve the book covers. Students are so eager to get their hands on these! Right now, all of the clear wrapped books are in a giant snowman gift bag in my teacher space, and I preview one or two at a time to the class. I show the front cover, talk a bit about the author and whether or not the author has other books already in our room, read the back aloud, and then I share the first few pages. We talk about maturity and the fact that some of these books are about real people and their real experiences; if a kid in our class isn't prepared to read about that person who may have experiences of racial tension or maybe if someone in our class is more interested in swimming than in joining a club, then they should choose the book that suits them because any book can be put back on the shelf. Many students laughed when hearing Mexican families have home names and school names, some adding they know what that's like even though they are not Mexican. \r\n\r\nAs for the writing materials, I initially forgot to explain to one class again that day that the boxes they were opening were for the classroom. A habitually absent student was present the day the D.O.L. half-size notebooks arrived, and that person tried to bribe the honored box opener to hand over the goods as drawing materials. Since we straightened out that misconception, students are eager for the new quarter when my stapled paper \"booklets\" for them will be replaced by real composition booklets for their learning. \r\n\r\nThe journals have been wonderful! We format the date properly to begin each journal entry. The student volunteers raise their hands to be chosen to explain to everyone how we will all format the date this day. Then, they take notes while watching the student news, followed by brief student led recap of the notes and teacher led narrowing of one topic for discussion. I mark their journals and glance over the previous entry at that point. Following that, they write more personal information in their journals about what they are doing in class and what they hope for. Those who write quickly enough may add more imaginative writing or details about yesterday.\r\n\r\nThank you for helping these young learners to continue to thrive. Our classroom feels like a positive place, and I am so appreciative of the materials! \r\n\r\nTwo weeks from now, the cook and I have scheduled so that I can display the books across the tables after breakfast. Students can then find a book they'd like to have some more time with, and if they have to offer it back to the bookshelf, at least they will do so in one piece. In all maturity, they can respectfully pick another or one from before that's been read to pretty much pieces.","fullyFundedDate":1733289313144,"projectUrl":"project/readers-become-writers-today/8976850/","projectTitle":"Readers Become Writers Today","teacherDisplayName":"Mrs. M. Dyas","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/9749057"},{"teacherId":9752853,"projectId":8791178,"letterContent":"It is so very helpful to have hands-on materials for the students to use. The first time we used one of the games the kids exclaimed, \"This is fun!\" I did not have to urge them to participate. I use the tools in small group for them to practice with and also in centers for them to do some things on their own. There are enough materials for large group work also.\r\n I have noticed a big jump in testing scores also. I have students that gained as many as 51 points on the required testing of phonics and phonemic awareness. At an earlier testing I found only 4 students that could make rhyming words but now most of the students can name rhyming words easily. We are also sounding out and reading CVC words with ease and moving on to long vowels and larger words.\r\n I am so excited about our progress this year. The materials you provided have made a big difference! Thank you for helping us to be successful.","fullyFundedDate":1733275769852,"projectUrl":"project/phonics-fun/8791178/","projectTitle":"Phonics Fun","teacherDisplayName":"Ms. Blankenship","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/9752853"},{"teacherId":9752852,"projectId":8791177,"letterContent":"I would like to extend my heartfelt gratitude to the generous donors who provided math manipulatives for my classroom. These resources have transformed the way my students approach mathematics, offering them tangible tools to explore abstract concepts more effectively. By engaging with these manipulatives, students have developed a deeper understanding of mathematical principles such as number sense, and problem-solving. This hands-on learning not only makes math more accessible but also inspires confidence and curiosity among our learners.\r\n\r\nThe excitement in our classroom was evident when the new manipulatives were introduced. Students eagerly explored the colorful and interactive tools, often exclaiming how much more enjoyable and clear their math lessons had become. It's truly rewarding to see their faces light up with enthusiasm as they collaborate, experiment, and discover solutions together. These manipulatives have not only enhanced their learning experience but also fostered a more positive attitude toward math, paving the way for academic growth and lifelong skills. \r\n\r\nThank you for making such a meaningful impact on our students' education!","fullyFundedDate":1727102097686,"projectUrl":"project/math-in-motion-engaging-students-with-m/8791177/","projectTitle":"Math in Motion: Engaging Students with Manipulatives","teacherDisplayName":"Ms. G. Coquia","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/9752852"}],"pageName":"schoolpage_78695","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":309,"numTeachers":21,"percentFrplEligible":95,"percentAsian":0,"percentBlack":0,"percentWhite":0,"percentIndigenous":95,"percentLatinx":3,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Pre-K - 6","studentTeacherRatio":"14.7:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"RURAL","ncesMetroType":"RURAL_REMOTE"},"inStateSupporters":47.1,"schoolId":78695,"financialInfo":null,"twitterShareText":"Learn more about Lame Deer Elementary School on @DonorsChoose:","schoolName":"Lame Deer Elementary School","canonicalPageUrl":"schools/montana/lame-deer-public-school-district-6/lame-deer-elementary-school/78695"}